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CT Ob 1 Reflection
CT Ob 1 Reflection
In order to receive full credit your reflection and analysis must include
specific references to the video with time correlations. For this reason, it is
strongly suggested that you complete a chart as you watch your video with
the following headings and focus your viewing on the student learning goal
and/or teacher instructional goal.
Time Celebration/Struggle/Questio Claim about teaching
n: practice
The Reflection: The reflection component should make you think about your
overall impressions and feelings that you had. You also might address
something that surprised you or something that made you pause.
-When I first read through this problem, given during the Opening of the lesson, I
had to sit down and think about how to solve it. This problem is a multi step word
problem involving elapsed time that requires students to count backwards. With
this only being the second day that students were practicing elapsed time, I
expected them to have a lot of trouble with this problem. From this, I decided to
give students the problem and give them time to work on it independently. After
students had time to try the problem, I planned on going over the problem step
by step with the class as a whole to address any misconceptions. Because this
problem did require a lot of steps, I expected students to struggle. To my
surprise, many of the students were able to either figure it out independently or
with their table groups before going over the answer with the class. I was
pleasantly surprised to see a variety of strategies being used by the students
such as number lines, jumps, and simple addition and subtraction.
4. Describe an instance or particular encounter that comes to mind. Why did you
pick that instance? What is so perplexing about that particular moment?
5. What connections can you make to your lesson today from your coursework, the
literature, and any previous lessons or experiences?
3. Identify an individual or group of students who did especially well in this lesson
today. How do you account for this performance?
4. Based on what happened in this lesson, what are the next steps? What do you
plan to teach next to this class? Be sure to explain how you will use information
from this evaluation in future lesson planning.
-After this lesson, a performance task on elapsed time was given to the students
to assess how comfortable they are with this concept. We found that even
though students were able to answer the word problems during the lesson, they
had some trouble with the performance task. Using this information, we are
going to review elapsed time again before giving the unit test to make sure that
all misconceptions about elapsed time are addressed before the assessment.