reflection.document for rpmss reflection
- 1. RPMS TOOL FOR TEACHER 1-3 Reflection In planning my first set of lesson plans, I felt that many things went well, which surprised me. What went well for my group’s lesson plan was the flow and organization of the lesson content itself. I thought that the procedure of the lesson flowed naturally from one point to the next. We went from shape to shape, starting with the simplest to the most complex. After explaining the shapes, I felt that appropriate and relative worksheets and activities were presented both to enhance learning, and to challenge the students by way of assessment. Our preparation and research portions were challenging but fun. I don’t think we realized how much work went into discovering an age-appropriate app! But after getting through the first few apps, we knew what we were looking for and eventually found it. The hardest research was the core standard research. We did earnestly sift through many lesson standards until we found the proper lessons for our selected age group. The written plan was well organized for our first run. It was easy for us to read and understand and it was descriptive enough to jog our memories on what needed to be covered. Since this was the only form I’ve worked with, I am not sure of a better way to write lesson plans at this time. When it came to the presentation of the lesson plan, I felt that my group presented well and that each piece of the lesson flowed well into the next seamlessly and sensibly. We got the students involved using both worksheets and assessments, along with getting them to answer lesson-related questions during the lesson. Our lesson paced well but probably had more in it than a typical class would have time for. Finally, the assessment portion was not too hard and not too easy. The students had to identify shapes using the ipad and homework sheet. We felt that they should have been able to adequately perform the assessments based on the lesson knowledge we provided to them. The problems that my group experienced centered on acquiring the proper apps on the ipad in order to adequately facilitate our exercises and assessments. Several of the apps we
- 2. had originally selected were either difficult to use or not fulfilling to our needs of the lesson plan. We were finally able to locate and integrate the appropriate apps and were happy with how they complimented our lessons. The second challenge was to determine how many segments of the lesson it would take to fill a forty-five minute class period. Since the three of us have never created lesson plans and taught, it was tough to estimate how long each segment would take and how many segments it would take. We finally cut down the lesson plan to about for or five shapes, followed by just a couple of activities and homework. I’m not really sure what was meant by the question of whether or not the lesson was student- centered, but our lesson was designed to increase the student’s knowledge of shapes and how to properly identify shapes. If we could do it again, I personally would not change much as I felt all aspects of the lesson plan were satisfactory for what our intentions were. I’m sure that if we’d had the opportunity to teach this in front of real first-graders, we would’ve been able to determine how long each segment should be. According to the common core, we felt that all of our lessons were age-appropriate; the same can be said about our choice of ipad applications. The only thing I would improve would be the modifications for those who are either remedial or disabled in any way. More experience in the classroom will help in that portion of lesson planning. In reflection, I learned that lesson plans are not as difficult as I was afraid they would be. I also learned that lesson plans are ESSENTIAL to keeping a flowing lesson, to stay on task, and to deliver an organized collection of information. I will learn to rely on lesson plans for everything I do in the classroom.