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b. 7.A.ECb Use nonstandard units to measure attributes such as length and capacity.
c. 7.A.ECc Use vocabulary that describes and compares length, height, weight, capacity
and size.
d. 7.A Measure objects and quantities using direct comparison methods and nonstandard
units.
II. Prerequisites:
I. Instructional Procedures:
a. Students will be called to the carpet. All students will participate in the daily count on
their new white boards (located in their TPTs). Direct students to place their TPT kits on
the floor in front of them. (Procedures for Participation kits will be explained during this
time)
c. Picture walk through of Building a House. What do we remember about this book? What
materials were used? What tools? What tool would they have to use in order to make sure
each piece was the right length?
d. Have students turn to the ActivBoard. Direct students to turn to their neighbor and
discuss how they would measure something large while teacher turns on ActivBoard and
gets Sid the Science Kid clip on nonstandard measurement ready
(https://youtu.be/fPEcTmySUIs)
e. What did we notice from this video? How might we measure a large object, such as a
whale? Would we use something little to measure a large object, or would we need
something larger?
f. Explain what we will be doing today (investigating how to measure objects with
nonstandard measurement tools).
g. Call upon a student to walk the length of the carpet while the other students count how
many steps it took. Teacher will then walk the carpet while students count how many
steps it takes. - Record each set of steps on easel chart paper (have students record both
sets of steps on their personal whiteboards).
h. Discussion: Why do you think (insert child's name) measured the rug at (insert #) steps,
and Mr. Woolery Measured the rug at (insert #) steps? (TPS) Did they use the same tool
to measure? If so, what was the difference in their 'tools' aka feet? How might this have
affected the outcome of the measurement?
b. TPT kits
c. Chart paper
d. Markers
III. Assessment/Evaluation:
a. Anecdotal notes will be used to chart student understanding of the activity. This will
help to assess where students should be placed in small groups for this activity over the
next week.
b. Checklist which students understand how to utilize the variable of unit size in
measurement (either through statement or agreement with a peer).
c. Checks for understanding this informal, formative assessment will take place
throughout the lesson. Lesson will shift to student needs as necessary .
i. Students will be provided with additional small group time to work through the
problem together.
b. Students grasping concepts in an accelerated manner will be asked to demonstrate for the
group how they came to their conclusions. What do you mean that Mr. Woolery's foot is
bigger than " "?
c. ELL and visual learners will be provided with drawings of two different sized feet to aid
in understanding the difference in unit sizes used.
II. Technology:
a. ActivBoard
b. Laptop computer
c. ActivBoard Pen
I. Self-Assessment
a. What is one thing that went exceptionally well? What is something that could have gone
better? What would I change if I were to teach this lesson again in the future? How could
I have engaged the students better? For the students that were not grasping the concepts,
what could have been done differently? How could I have differentiated this lesson
better?
Overall Lesson Reflection
components of learning. Not only was this an excellent learning experience for my
students, but it was also a learning opportunity for myself. Throughout the lesson
planning process I ensured to incorporate different points of feedback that I have received
from my cooperating teacher (CT), field supervisor, and seminar instructor. It was quite
powerful to observe this combination of feedback being incorporated into a single lesson,
During the planning process I wanted to ensure that I included total participation
opportunities throughout the learning experience. I was purposive in the placement and
whiteboards) and think-pair-share (TPS) opportunities. I also made sure to plan for
addressing the different ways in which students learn, as well as the variable rates of
learning. I utilized information that I had about students previous learning in order to
plan for these differentiation tactics. However, in order to create this learning experience
I had to remain mindful of the outcome expectations I had set before writing the lesson.
I wish that I could state that I came up with the idea of using personal whiteboards
and participation kits on my own, but it actually came about from feedback and a
research article that I had received from my seminar instructor. I was hesitant about
providing participation kits to each student when I first read the article, but I realized that
it was worth a try in order to engage all of my students. After getting over the proverbial
participation. Students were not only provided with more opportunities to practice writing
numbers, drawing shapes and practicing their letters, but they were also subjected to an
activity that included each student in the experience. I am glad that I took this feedback as
learning tone in the classroom. When students are better able to understand that all of
their answers are important and respected, they are more likely to feel safe in the learning
environment. Throughout the lesson I ensured that behaviors were managed through a
allows for students to have first selection of free-choice activities when they earn a
sticker during whole group instruction. I have found that this type of positive
reinforcement helps to keep student behaviors in check a majority of the time, but I still
utilize nonverbal signals and prompting when necessary. This positive reinforcement
strategy has helped to curb many undesired behaviors, but there are still instances in
management issues, but it has come to help set a more positive and rewarding tone in the
classroom. I have noticed that students have started taking more initiative in their work
and the work of the team. Students can also work to be rewarded by having their work
displayed on the unit wall. Although all students have work displayed on the unit wall
throughout the unit, students demonstrating a unique process for solving a problem,
excellence in assisting peers, or contributing to the overall climate of the classroom are
beneficial to the other students in the classroom when the students work demonstrates
Peer learning is particularly important when teaching any lesson. For this reason I
particularly enjoy utilizing the TPS instructional strategy. The TPS opportunities
share and compare their ideas with a peer, while also providing and additional
learning experience, which is why Danielsons framework made it one of the components
of Domain 3. However, TPS activities can also be used to quickly assess student thinking.
additional information on how the remainder of the lesson should be directed. Employing
questioning strategies throughout this lesson was an excellent way to better understand
how students were thinking about the material, and what information was causing gaps in
students learning.
I had previously been struggling with assessment utilization. While I have known
assessments. I believe that this was one of my biggest shortcomings, and I am grateful for
all of the feedback that has been received from multiple sources. In consistently hearing
that I needed to diversify assessments in each of my lessons I set out to find more
information on the subject. Through my own research and interviews with other
educators I have been able to gain a more concrete understanding of assessment. For
instance, in this lesson I applied three assessment strategies to better gauge student
better able to obtain necessary data from my students, which, in turn, assists in the
Research and personal development are not only important for furthering my
working towards a better method of holistic application. For this lesson specifically, I
take the role of learning guide and provide students with the opportunity to shift the
lesson in the direction of their own thinking. In order to accomplish this feat, I had to
reflect carefully on what had worked well in the past with this group and what needed
While my professional development has been on the rise, there are components of
domain 4 that I would like to continue to improve. It is my hope that the portfolio I
recently started with my students will assist in record keeping, along with the new filing
system that I have been using to keep anecdotal note records. I am constantly working to
abilities. I would like to continue developing my student portfolios, as I believe that this
will get me to a more proficient level of assessment and record keeping. Furthermore, I
will be focusing on how to continuously engage the few that remain semi-defiant. It is my
hope to achieve 80% average participation by my most defiant students before the
The attached lesson was extremely enjoyable and engaging due to careful
planning and purposive application. I have come to discover that student-centered lessons
not only make for meaningful learning experiences, but also provide me with the
point of being an expert in the field of education, I can comfortably state that my
teaching experience.
essential questions in order to focus student learning; the instructional objectives so that
students would know what was expected of them; and procedures that were to be
followed throughout the experience. While I believe that I excelled in these areas, I could
all students with clear explanations of the material that I was providing, I believe that I
could have utilized a more diverse delivery system. For instance, I included visual,
auditory and kinesthetic modalities for learning during the learning experience, but not
every activity within the experience was provided in all modalities. I will work to remain
cognizant of varied learning and attention styles in future lessons, so that I can ensure the
Clarity is not only important in how I explained the material during this activity,
but it was also an important component in questioning students. In order for students to
answer a question to the best of their abilities, they must be able to fully understand the
question. For this lesson I wrote out specific questions to guide group discussions. These
questions provided me with a clear starting point for different lines of questioning, but
to be prepared with ideas for higher-order, open-ended questions for when the
opportunities presented themselves. Though I had many questions written out to prepare
myself, there were several opportunities where I should have extended my line of
questioning with a student or reformatted the question itself. For instance, one student
answered a question by stating that she would never measure a whale because she would
have to get her measuring tool wet. Although I was running out of time, I should have
stuck with this student and rephrased the problem so that her idea would no longer be an
discussion activities. A question was posed for the students to think about, and then
discuss with a partner. This was an excellent strategy to consolidate student responses for
whole group discussion. The intermittent TPS activities provided an excellent opportunity
for all students to participate in the discussion, and become more engaged/immersed in
especially important to consider how I might engage the outliers (i.e., the advanced
students and the behaviorally defiant students). Several engagement and total
participation strategies were used throughout the lesson, such as personal whiteboard
writing activities, thumbs up/down, prompting, and quiet signals. It was important to me,
however, that all students were engaged in meaningful, higher-level learning. Though
personal whiteboards, TPS, and thumbs up/down strategies may appear to be shallow
practices, they are actually profound performance tools. Each of these strategies gives
evident in this lesson, but it was not consistent. I would like to continue working towards
maintaining full, active engagement for a majority of the time that students are
recently provided me with similar feedback on how to engage all of my students for a
majority of learning time. After all, students must be fully engaged in order for me to
constantly working to improve my skills in this area, and I believe that this lesson
demonstrates a definite growth in my own skillset. For this lesson I worked to diversify
my assessment strategies through anecdotal note taking, a checklist system, and checks
for understanding. I worked to ensure that assessment was taking place concurrently with
learning. Students were able to work through problems in their own manner and on their
own time, while I was able to observe and make note of student understanding and
growth in the content area. However, I was not only assessing my students performance,
but my own performance, as well. I believe that in order to maintain a flexible learning
experience I must attend to student needs, and this process includes understanding what
they need from me. I worked to gauge my own actions and efforts in my endeavor to be
the best learning resource possible for my students. I know that I have room for
improvement, and I will continue to work at being more mindful of the self and student
It was my hope that I would be best equipped to remain flexible and responsive to
my students needs through the planned assessment strategies. I pride myself in being
able to adjust lessons to student needs. Though some flexibility is required concurrently
with teaching, I find that planned differentiation eases some of the need for mid-lesson
adjustment. This does not mean that I am not constantly adjusting my learning
experiences to fit the needs of my students, but that I am better prepared for some of the
issues that may arise throughout the lesson. An example of my flexibility in this learning
experience was when I decided to have a student and myself place our feet side by side,
so that the other students could possibly make the connection between foot size and the
differences in our measurement of the rug area. This strategy worked wonderfully and
student rapidly began to show the quiet answer signal. While I believe that flexibility is
instance during this lesson when I continued on a path of my learning trajectory when I
should have regressed towards why we want to use the largest unit that requires the least
This lesson went relatively well, and it is great to reflect back on the progress that
I have been making in the area of instructional delivery. I have heard that instructional
delivery is an area that many professional educators struggle with, but I do not take this
as an excuse fore mediocrity. I will continue to perfect my craft, and I would like to focus
I would like to become more mindful of opportunities for advanced and higher
level questioning. I would like to get to a point where I am proficient in the clarity
throughout my lessons. It is my hope that this will ensure that every child is