My PRT once again took some notes for me, and suggested that I analyzed my lesson based on 1 of 3 scenarios:
- Take a look at the times and see how long it took for each time vs how much was allocated for the lesson.
- Compare how the less unfolded as you taught it with the script of the lesson. What do you notice and what does this mean for your future planning?
- Take a look at the student work section. How might you code this section? What do you notice? What does this mean for your future?
I have chosen to view this lesson based on #1. According to the district plan Part 1, teaching of component, should've taken 5-10 minutes. Part 2, the teacher model, should've taken 5-10 minutes, and Part 3, student work time, should've taken 25-35 minutes.
According to my PRT's notes, my part 1 took about 3 minutes. This seems short, but my CT began the introduction to the lesson before we went to lunch, and she spent about 5 minutes doing so. So we were definitely within the recommended range for part 1. Part 2, the teacher model, took me approximately 13 minutes. Part 3, student work time, took about 28-30 minutes.
I noticed that my teacher model was a little over the recommended time alottment for that section. When looking back on my lesson, I realized that I did not have a clock, timer, or watch to keep track of my time. I just included all of the recommended material in the lesson, and it just so happened to work out for me time wise, except for on part 2. I tend to lose track of time a lot when I'm teaching, and I definitely need a way to keep myself in check. I understand that sometimes adaptations need to be made, but for the most part, it is important to stick to a schedule, so that the students don't miss out on any other content areas.
When looking at the 2 minute sweeps that were done in the note taking process, I notice that I spent about 6 minutes at each table I went to when helping the students with their individual STEM work. My CT spent only about 2-4 minutes with each student or group of students she helped. This leads me to believe that I am giving the students too much guidance and not letting them discover and work independently enough. If my CT can satisfy their needs in only 2-4 minutes, then I know that they are capable of working and problem solving with very little guidance. Not giving students enough time and opportunity to struggle is something that I still need work on.
When looking back on previous blog posts, I noticed that letting the students struggle has been a goal of mine in the past, and has been hard for me to do. I experienced a very similar scenario, relating to mathematics, in the post Semester 2, Week 2. After reviewing this lesson, and previous posts, I believe that removing myself just a little, and letting students work more independently, or with less guidance, is a goal I need to revisit.
This blog post contributes to satisfying FEAP(s) (b) 5.a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students' needs.
PRT Lesson Observation