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Lesson Plan 1 Journal Feedback

Sean Laughlin

University of Kansas

SPED 898

Dr. Brasseur-Hock

June 22, 2020

Instructions for Journal Assignment

 Steps for Columns
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o Observation Column: Make observation notes in this form related to a teaching

video uploaded in Edthena
 Identify/describe 3 to 5 observations that relate to this week’s journal
topic
o Meaning Column: Review the observation notes and write your thoughts about
what you observed. In other words, what does what you saw and wrote make
you think of?
o Research Column: Note the research that confirms or refutes your thinking,
using APA in text citations for each thought comment and/or observation, e.g.
(Author, date, pg.)

Teaching video name: Lesson Plan 1 Date: 02/16/2020

Observation
19:56
Sean Laughlin: After the
group activity, break it down
what we just did for further
instruction
Feb 16, 2020 2:03 PM
06:20
Sean Laughlin: After the
students finish with what they
previously know, I begin with to help that is by not teaching differences in learning preferences,
new material
Feb 16, 2020 1:48 PM
19:01
Sean Laughlin: Let the
students imaginations run wild
Feb 16, 2020 2:02 PM
Meaning Research
Instead of shoving the Understanding is manifest when a
learner can use information flexibly,
information at the students
applying it in different contexts and
then instantly expecting them to different problems, (Klemm)
to understand. I constantly
went back and fourth
between lecture and activity
so there was more
understanding going on than
memorizing.
Students learn in many Differentiated instruction stems
from beliefs about differences
different ways and one way
among learners, how students learn,
in the same format the whole and individual interests (Algozzine
time. If I start with lecture & Anderson, 2010)
and never do any activity,
then the visual learners never
learn and vice versa for the
learners who need lecture to
comprehend.
The activity we were doing Giving students opportunities to
actively argue, inquire, and
involved reading a sentence
articulate their understandings
and seeing what popped into requires time. Yet the teachers felt
their heads as they were the extended time was worth it.
reading it. This allowed the (Unger, 1994)
students to have discussions
over their different pictures
which allows understanding
the improve.
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Summary:
In a 500 word summary, use the components of the above table to create 3 well written
paragraphs.
 Describe what you observed and your own thoughts about what you saw.
 Synthesize the research (articles and/or webinars) you’ve read on the topic this week by
comparing and contrasting it as it relates to your observations and your own thoughts.
 Finally, describe how your thinking has changed and what changes you will make in your
teaching because of what you have learned.

Watching my Lesson Plan was a joy to see not because from the learning how to lead a

lesson standpoint, but to listen to the impact the lesson had on the students. We started the

lesson with a quick activity of writing down what they saw in their minds when they read two

sentences. They gave the length of detail that I was expecting to start of the lesson and not

understand the impact of visual imagery.

After they finished their activity, then I went into detail about what visual imagery was and

how it could impact them in many different facets of their lives. Going from activity to lecture

and back to activity is a great strategy to help all students depending on their strengths as

learners. The visual learners were impacted more during the lessons than the students who

prefer taking notes during a lecture. But the lecture post-activity helped out those students.

“Differentiated instruction stems from beliefs about differences among learners, how students

learn, differences in learning preferences, and individual interests” (Algozzine & Anderson,

2010). I also think going back and fourth between a lecture and activity can help keep the

lesson plan interesting. When lectures get long, teachers will lose the focus of their students.

But, when the format of teaching is changing it is easier to keep the focus during the duration

of the lesson. “Understanding is manifest when a learner can use information flexibly, applying

it in different contexts and to different problems, (Klemm).

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Listening to my students brains go into twenty different directions was so pleasant to hear

because during the day they all have this tough guy persona that they feel like they can never

stop being. But put a sentence in from of them and asked them to describe what kind of image

pops into their heads was really telling about what goes on their head. For example one student

who constantly feels like he has to be the coolest guy in the room thought of a little boat just

flowing down the river; while the other two students visualized a yacht and a battle ship. This

lesson allowed them to just say what they were thinking instead of saying what they thought

they had to say.

The activities to express how the students interpreted the sentence allowed for some

arguing and discussion, which is so key in classrooms, especially ones like mine where the kids

quite frankly rarely have productive discussions of different opinions. “Giving students

opportunities to actively argue, inquire, and articulate their understandings requires time. Yet

the teachers felt the extended time was worth it, (Unger, 1994).

From my teaching standpoint I do think I did a great job of keeping the class focused

while letting their imaginations run wild, which is not an easy thing to do. A couple times

discussions were close to getting off topic but I, and my students stayed on task, which helped

keep great flow of the lesson all the way to the end.

Instructor Comment copied from Canvas: No Comment