Self Reflection Video – Resource Room 5^{th} Grade: Teaching Adjectives

This spring I had to complete an in depth project called edTPA. The projects focused on one unit where I was asked to video myself and then reflect on my teaching strategies. I decided to use one of these short clips to analyze for this assignment. Throughout the video I focused on different areas we have covered in our reading including: setting objectives, questions, providing feedback, reinforcing effort, providing recognition, cooperative learning, cues, advanced organizers, non-linguistic representations, summarizing, and note taking, providing practice, identifying similarities and differences, and generating/testing hypotheses.

This was a lesson focused on partition sets of fractions. The students had been struggling with this concept, this lesson was meant to teach them a new strategy to solve the problems.

The first thing I noticed that I included in the lesson was writing the daily objective on the board. Although not seen in this clip, I always had a student read the objective at the beginning of the lesson. “Setting objectives is the process of establishing a direction to guide learning” (pg.254 Kindle Version). Many questions were asked throughout the lesson; I always try to involve students when I am teaching a new strategy. I demonstrate the first time, then the students walk me through the steps, finally they will try it independently. I believe I did give feedback to students, telling them ‘good job’ when they gave the right answer or redirecting them when they gave the wrong answer. I also provided feedback to Janani when she was confused about how to finish solving the problem; we walked through each step to figure out where she was stuck. The students did use an advance organizer (expository) to work out each problem on their desk as I was doing it on the board. “Expository advance organizers describe or explain in written or verbal form the new content students are about to learn, and they emphasize the important content” (pg. 1044 Kindle Version).

A few strategies that were used in this lesson that you did not see in the short clip included cooperative learning, non-linguistic representations, and providing practice. The students were later given a non-linguistic representation, which was a bag of M&M’s they got with a partner (cooperative learning) and were asked to use the M&M’s to demonstrate and solve each fraction problem (providing practice).

A few strategies that were not used in this lesson include: reinforcing effort, providing recognition, summarizing and note taking, identifying similarities and differences, and generating/testing hypotheses. If I could go back and do this lesson again I would reinforce effort and provide more recognition. The students seemed a little bored and tired (first group of the morning), so I can see where recognition and a little reinforcement may have motivated them a bit more. “Motivation influences how much effort students expend and how long they persist in the working on tasks, and the amount of effort and persistence that students put forth influences their level of academic success” (pg.507 Kindle Version).

Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). *Classroom instruction that works research-based strategies for increasing student achievement* (2nd ed.). Alexandria, Va.: ASCD.