Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment

data to justify your level of achievement)

The objectives were entirely met. We wanted the children to demonstrate an

understanding of differences and similarities through a highly engaged activity. The
children followed 4-step instructions. The children were asked to find someone in the
room with a difference or similarity, sit down, put a bubble in their mouths, and then tell
us what made it different or the same. The children then sat down at the rug with us and
talked about other differences/similarities in their environments and then developed a
definition for both different and similar. We heard things different like: “not the same”,
“unique”, “special”, and then they started giving more examples. For similar we heard
things like: “almost the same but not exactly”, “same looking-ish”, then followed with
more examples. We then challenged the kindergarteners to think of things that makes
them special from their peers and what makes them the same and what makes them
friends with one another.
2. What changes, omissions, or additions to the lesson would you make
if you were to teach again?
When teaching the lesson again we would incorporate differences in the students' lives
at home or places they have been. This would give students the opportunity to discuss
their experiences and make connections between peers. For example we could say find
someone that has been somewhere cold. Students then could talk about their
experience playing in the snow here in Fort Collins or going to the mountains. Students
would be able to make connections between their peers and find out about things that
bring them together. This shows how students are different and unique but also have
similarities.

3. What do you envision for the next lesson? (Continued practice, reteach
content, etc.)

The next two lessons (4 and 5) will be integrated. We will connect the last 3 lessons by
implementing the children's ideas of their unique differences and a map. First students
will be reminded of a map and shown a globe and get to talk about their similarities and
differences. Next the students will be able to draw a picture of their family somewhere in
the United States that they have been or wish to go and write a sentence about it. An
example for an advanced writing students papers can say something along the lines
of “my family in the mountains” or for students that do not have advanced writing
capabilities “beach” or “mountains”. The children will use invented spelling instead of
spelling words correctly by stretching them out. After their finished product, they will be
able to show a teacher where on the map that this could take place. If children have
their family next to a beach, then if they point near a body of water that will show how
they realize blue on a map represents oceans and near a beach. This will give children
the opportunity to first be reminded, then use their thinking, and have a one on one
conversation with a teacher.

4. If you used co-teaching, would you use the same co-teaching

strategy for this lesson if you were to teach it again? Were there additional
co-teaching strategies used during the lesson not planned for initially?
Please explain.
We would use the same co-teaching strategies if we were to implement this lesson
again. With this lesson we used partner/team teaching. This gave all the adults in the
room the opportunity to engage with the students and give directions. We both were
able to see and engage with students while giving instructions. While we were giving
instructions to students Mrs. Toergerson was documenting students learning by putting
images in SeeSaw. This gave us the opportunity to focus on the students and their
experience in this activity. Having Mrs.Torgerson document students learning on
SeeSaw was unplanned but gave us the opportunity to reflect on the children's
experience. It also gives families the opportunity to see what their child is doing in
school.