Task 4: Academic Lesson Design, Implementation, & Reflection
Step 1: Learning about Students in the Whole Class and Two
Focus Students
Directions:
An important step in planning instruction is to learn about your students. Select one
class, a content area, a subject matter, and two focus students to work with as you
complete Task 4. Respond to the prompts about the whole class and the two focus
students below.
A. Class Information
Grade Level:
9-12
Age range of students:
15-17
Content Area: Mathematics
Total number of students: 30
Subject matter: Algebra
Number of Male Students: 17
Number of Female Students:
13
Percentage of students receiving fee or reduced lunch: 20%
Areas in which student live (check all that apply)
Urban X Suburban X Rural X
Ethnicity of students
(give numbers)
_3__African American or Black
___American Indian/Alaskan Native
_2__Asian or Pacific Islander
_11_White
_14__Hispanic or Latino
___Other (Specify) __________________________
Language proficiency
of students
(give numbers)
_26__Fluent English Proficient
_4__ English Learner
Identified special need
categories represented
(give numbers)
_1_Specific Learning Disability ___Speech/Language Impaired
___Hard of Hearing
_1_Visually Impaired
___Deaf
___Orthopedically Impaired
___Deaf-Blind
___Emotionally Disturbed
___Other Health Impaired
___Mental Retardation
___Multiple Disabilities
___Autistic
___Brian Injury
___Established Medical
Disability (0-5 years)
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Task 4: Academic Lesson Design, Implementation, & Reflection
B.
Learning About the Whole Class:
Student Characteristics
Directions:
Provide a general description of what you learned about each identified student
characteristics for this class, and describe how you will use this information in planning
academic instruction in your selected subject matter.
Linguistic background:
Provide a general description of what
you learned about students’ linguistic
background.
4 out of 30 of my students are English
language learners. These 4 students
have Spanish being their primary
language at home. Although their
primary language is Spanish at home,
all 4 students have a CELD level of 34.
Describe how you will use this
information in planning academic
instruction in your selected subject
matter.
I will use this information to meet
the needs of any student that may
struggle with language barriers. This
may call for mathematical
terminology words to be explained
in more depth. I also have material
that produces vocabulary in English
and also Spanish. Therefore, when
needed, I will reproduce this for
those students that need extra help.
Academic language abilities, content knowledge, and skills related to this subject
matter:
Provide a general description of what
you learned about students’ academic
language abilities, content knowledge,
and skills related to this subject
matter.
Before the actual lessons begin I need
to know what the students’ prior
knowledge is. Are there any concerns
regarding the student in terms of
mathematical proficiency. Is the
terminology of the mathematical
concepts understandable to all
students. This will indicate whether
material needs to be reviewed before
the lessons.
When I examine the classwork, I will
be able to determine if the concepts of
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April 2007
Describe how you will use this
information in planning academic
instruction in your selected subject
matter.
By analyzing both materials, I will be
able to know if I need to re-teach the
material or if I may proceed to new
concepts. I will use the results of this
test in conjunction with other
assessments, such as past grades,
classroom observation, standardized
test score, to determine if this course
material fits the student’s abilities and
needs.
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Task 4: Academic Lesson Design, Implementation, & Reflection
the lesson were fully understood.
Once graded, the students will receive
the classwork back to analyze and
correct what have been done
incorrectly. Also, quizzes will be
given to know if the students are
progressing adequately toward the
learning of the standards.
Cultural and health considerations:
Provide a general description of what
you learned about students’ cultural
and health considerations.
Since every student is different
culturally they may have different
health problems. I will need to know
what health problems a student has
that may keep them from attending
class regularly. If I know that there are
concerns in this area I may be able to
make special accommodations for that
particular student. i.e. Material can be
sent home to make sure that the
student is keeping up with the rest of
the class.
Describe how you will use this
information in planning academic
instruction in your selected subject
matter.
Cultural research can be done on my
part. This research will enable me to
know some of the health problems
that may occur with different
nationalities. I will also be aware of
things that should and should not be
brought into the classroom. This will
help the student be able to enter into
a safe environment.
Knowing a students culture will
allow me to bring different cultural
activities into the lesson to make
sure that all students are able to
connect to the lesson at hand. Also,
if there is a concern about
manipulatives that are being brought
into the classroom, I will be aware if
they are going to cause any harm to
the students.
Interests and aspirations:
Provide a general description of what
you learned about students’ interests
and aspirations.
I want to know what the students are
interested in and what they would like
to do with the rest of their lives.
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April 2007
Describe how you will use this
information in planning academic
instruction in your selected subject
matter.
I will use this information to
incorporate their interests into the
lessons. If I do this the interest of
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Task 4: Academic Lesson Design, Implementation, & Reflection
Knowing this information will allow
me to incorporate some of the
student’s interests into the lessons.
Once this information is in different
lessons, I will be able to grasp and
keep the interest of students.
I would give the students an interest
survey the first day that they enter into
the classroom. After they have taken
the survey, I will review them and
make a chart for myself that will
summarize the information. In doing
this I will be able to know what the
students like without the student
having to tell the whole class what
their interests are.
certain students is going to get them
interested in doing the assignment
without specifying which students’
interest inspired the assignment. I
can also use the surveys to reach
students
by striking
up
a
conversation with them about their
particular interest without them
knowing what I am doing.
Developmental Factors That May Influence Instruction.
Directions:
Provide a general description of developmental factors that may influence instruction of
students within this age range and in the selected class. Tell how you will use this
information regarding developmental factors in planning academic instruction for this
class in your selected subject matter.
Physical Development
Provide a general description of
developmental factors that may
influence instruction of students
within this age range and in the
selected class.
At this age some students are
still going through puberty.
Their bodies are taking on
different shapes and sizes.
Students start to dress differently
to accommodate their new
bodies and also to try to fit into
other crowds.
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How will you use this information regarding
developmental factors in planning academic
instruction for this class in your selected
subject matter?
With this body development in mind will
prepare a teacher for the times when the
students come in dressed inappropriately.
Although each school has there own dress
codes each student does their own thing. At
times the way a student dresses can be a big
distraction to the learning environment.
Therefore, understanding and using this
knowledge of expectation the teacher can be
prepared to handle the situation at hand. I
want to make sure that the other students in
the class are not being offended by other
peers.
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Task 4: Academic Lesson Design, Implementation, & Reflection
Social Development
Provide a general description of
developmental factors that may
influence instruction of students
within this age range and in the
selected class.
Students at this age are focusing
on fitting into any crowd that
they can. They want other
students to socially accept them
and they tend to dwell on this
part of school instead of actually
focusing on the fact that they are
there for an education.
Emotional Development
Provide a general description of
developmental factors that may
influence instruction of students
within this age range and in the
selected class.
Emotionally students are trying
to search for their personal
identities. At this age the
students are trying to find
themselves that are distinct from
their parents. They are trying to
show others that they are
independent and rulers of their
environment, yet they are
desperately looking for
acceptance through their peers.
C.
How will you use this information regarding
developmental factors in planning academic
instruction for this class in your selected
subject matter?
This is an important fact to understand and
to use in the classroom because the teacher
can have a huge influence on the way that
students can treat one another. There needs
to be a balance put upon all students on the
teachers’ part. This would include the
teacher not embarrassing students in front of
other students, favoring particular students,
or even excluding students.
With this knowledge I will also have
different grouping technique to make sure
that all students are exposed to all
diversities.
How will you use this information regarding
developmental factors in planning academic
instruction for this class in your selected
subject matter?
These characteristics are very important for
a teacher to understand because these
characteristics can be this cause of
disruptions in the classroom. Students tend
to act out, either positively and/or
negatively, toward the teacher and also
other peers. By understanding this behavior
a teacher will be able to handle this situation
knowing that the student may not just be
disabled, but they are just going through
emotional changes.
Focus Students
Directions:
Select two students from the class you described above. Select one student who is an
English learner and one student who has an identified special need and who presents a
different instructional challenge. Consider your selected content area when describing
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Task 4: Academic Lesson Design, Implementation, & Reflection
what you learned about the two focus students. Complete the table below. In each box
include:
 a description of what you learned for each of the students, and
 an explanation of how the information will influence your academic instructional
planning, including assessment.
Student 1: An English learner
Gender: Female
Age: 15
1.
Why did you select this student?
I selected “E” because she is an English Learner (EL) student. She is a new
immigrant to the United States. She is a high school student that just transferred in
from Central America last year.
E is a freshmen high school student that is very enthusiastic about school. She is
an energetic student that enjoys hanging out with students that also speak her
language. E does not ask very many questions and does not always participate in
class discussions.
2.
What did you learn about this student’s linguistic background?
E knows Spanish and English; her primary language is a little-known dialect. E as
taken the CELDT – California English Language Development Test. She scored a
4 and therefore she is able to work well in a normal classroom setting with little to
no modifications.
Although the primary language within her home is Spanish, E has succeeded in her
ability to learn the English language and academic goals. Her parents are illiterate,
and communication is difficult due to their limited English skills, and the limited
availability of translators.
3.
What did you learn about this student’s academic language abilities related to
this subject matter?
E has learned to speak very prominently in the English language. Her ability to
understand mathematical terms is proficient. Her previous teachers are not saying
that there are any concerns regarding E and learning mathematics based on
previous mathematics classes. What I have observed in the classroom, E
understands the material at hand and needs no addition help.
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Task 4: Academic Lesson Design, Implementation, & Reflection
4.
What did you learn about this student’s content knowledge and skills in this
subject matter?
Previous to this class, E took a Pre-Algebra course in junior high and received a
C+. This year E has received a C+ for the first semester. Her performance in class
is average. I do feel that if she would participate and ask more questions in class
she could bring her grade up. Overall, E’s test scores are average, which is ranging
from C’s to B’s. Her mistakes are minor errors that are bringing her scores down.
5.
What did you learn about this student’s physical, social, and emotional
development relevant to this academic content area?
E is well liked and has one friend who speaks her language. She carries on simple
conversations with teachers, though hesitantly. Other than this, she does not show
any physical, social, or emotional problems that will not enable her to do
mathematics.
6.
What did you learn about this student’s cultural background including family
and home relevant to this academic content area?
E’s family lived in a small village with limited schooling available before moving
to the United States when she was 5 years old. E’s older brothers and sisters took
care of the smaller family members. There was a the limited about of school access
available to the members of the community, and that caused E’s parents the lack of
a proper education. Her father works for an office cleaning team, while her mother
is employed in a small assembly business operating factory equipment. Though
her parents did not both finish high school or attend college, they are hopefully
that E can receive a better education than they had.
7.
What did you learn about this student’s special considerations, including health
issues relevant to this academic content area?
E does not require any special consideration regarding her education, more
specifically Algebra.
8.
What did you learn about this student’s interests and aspirations relevant to this
academic content area?
E has a goal of becoming a doctor in the future, although she is not sure about the
specific doctor that she wants to be, she knows that he wants to help the sick.
Therefore, E is taking the required mathematics courses to get into college.
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Task 4: Academic Lesson Design, Implementation, & Reflection
9.
Describe other information relevant to this academic content area that you
learned about the student (e.g., attendance, extracurricular activities, etc.).
E attends school regularly. She does not miss a lot of school because she is
completely motivated. All of her teachers believe with her motivation, English
fluency it is likely that she will have a successful future. Along with this
motivation, interest in school and volunteer work a local doctor’s office E has a
great chance of achieving her goal of becoming a doctor.
Student 2: A student with an identified special need
Gender: Male
Age: 15
1.
Why did you select this student?
I chose “B” because he is a very interesting student. I have taken a liking to him
because is has the mental attitude of an elementary student. B is always so happy
and constantly moving around. He really struggles in mathematics and I really
want him to learn the subject because he always has such a huge drive to learn the
lessons.
2.
How is the instructional challenge that he or she presents different from that of
the other student?
B is different than E in that I must modify all of his activities. B is very active
during class unlike E who acts as a normal student. He tends to sing songs and talk
to himself. In this classroom I must make sure that there are like distractions as
possible in order to make sure that B does not get side tracked from the task at
hand. As for E’s classroom experience distractions do not bother her while she is
on task.
3.
What did you learn about this student’s linguistic background?
B is an African American student and he was born in the United States, therefore,
he has spoken English from the day he was born.
4.
What did you learn about this student’s academic language abilities related to
this subject matter?
B does have trouble remember vocabulary. I have included a vocabulary builder
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Task 4: Academic Lesson Design, Implementation, & Reflection
for every chapter. This will help B to write down, in his own words, the definition
of the vocabulary word and also draw a visual picture of what the word is
representing.
5.
What did you learn about this student’s content knowledge and skills in this
subject matter?
One of the most significant deficits is in the area of money. He has difficulty with
understanding shopping, including making change and estimating how much
money it would take to make a purchase. Areas of review include subtracting with
borrowing, 2-3 digit multiplication and time. Time and money are reviewed on a
daily basis and B is slowly processing these concepts. He is able to tell time but
has difficulty with elapse time. Last year, B earned a C- in Pre-Algebra class. B
does not retain mathematical concepts very well. For this first semester B earned a
D. He is really struggling with the multi-step problems.
6.
What did you learn about this student’s physical, social, and emotional
development relevant to this academic content area?
B gets along well with peers. He is extremely polite and respectful of adults. He
understands social conventions and how people are supposed to act. However, B
often acts immaturely for a high school student. He makes off-topic comments
towards peers and adults, is tangential in his thoughts, and mutters under his
breath. B often engages in self-stimulating behavior in and out of the classroom
and requires redirection back to task. I accessed B’s CUM file and there is nothing
in it regarding B. Since there was no information in his CUM folder I sat down
with B and asked what he thought about mathematics. His attitude is that he can
not do Algebra. He stated that he enjoyed math that did not have as many steps.
This lack of confidence in Algebra shows in his ablities in the classroom and his
work.
7.
What did you learn about this student’s cultural background including family
and home relevant to this academic content area?
Although B is an African American, is cultural background is no different than any
other American born student. I have talked with B and his mother and there are no
specific cultural relevancies I need to include in the classroom.
8.
What did you learn about this student’s special considerations, including health
issues relevant to this academic content area?
B’s general health is good, and he rarely misses school. He has been evaluated for
seizures, with results being inconclusive. B receives tutoring twice a week to
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Task 4: Academic Lesson Design, Implementation, & Reflection
reinforce what has been taught in class. B has an IEP – Individual Learning Plan –
but the last time it was updated was July 2005. According to the plan B is to have
mastered counting money, telling time, and being able to multiply 2 to 3 digit
numbers. B’s plan does not state specifically what learning disability he has. It
only states that he is a slow learner, was born with brain damage, difficulty with
visual-spatial, and requires constant guidance with his work. According to his plan
B is at a 4th – 5th grade math textbook level and that he should be working on two
step word problems. Overall, I feel that what I have seen through his classwork,
homework, and tests B should not be in this high of a mathematics class. This is
also apparent by reading his IEP plan.
What did you learn about this student’s interests and aspirations relevant to this
academic content area?
9.
B loves to play all types of games. He does have a great deal of difficulty with
visual-spatial determination in the classroom, so I have to keep this in mind. B also
likes to type using the ‘Type to Learn Program’ on the computer.
10. Describe other information relevant to this academic content area that you
learned about the student (e.g., attendance, extracurricular activities, etc.).
B has made some progress in understanding and use of core curricular vocabulary
and familiar expressions. He continues to need assistance to focus on the task at
hand and remain on the topic of conversation or during instruction. He also
continues to need consistent prompts to utilize memory strategies in the academic
setting. It is recommended that future goals include further development of
comprehension and use of language including mathematic concepts to develop
reasoning and problem-solving skills.
Step 2: Learning Environment and Academic Instructional
Planning for the Whole Class
A.
Information about the Learning Environment
Directions:
Consider what you learned about your students in Step 1. Respond to the prompts below
about the learning environment. For each prompt include:
 a description of what you do to establish and/or maintain an effective
environment for learning, and
 a rationale for why the decisions are appropriate for the class.
1. In what ways do you establish and maintain a positive climate for learning?
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Task 4: Academic Lesson Design, Implementation, & Reflection
I create and establish a positive climate for learning by allowing and encouraging
students to ask questions and give comments. I allow time for clarification and reteaching if necessary. I also have a positive climate for learning and understanding
by maintaining soft-speaking, politeness to all students and the willingness to clarify
content standards. By doing the above, the students feel comfortable to ask for help
when needed. This climate is maintained by having students know clearly my
expectations for academic and social behavior.
2. In what ways do you establish and maintain rapport with all students and their
families?
I establish and rapport all the students and their families by showing a sense of
caring, respect, and fairness. I make sure that the rules and consequences are applied
to every student in my classes. By treating all students and families equally will help
to establish and maintain rapport and a positive classroom environment. By showing
that I care, respect, and treat everyone fairly will show students and their families
that I am sensitive to all different issues that each individual may have.
3. In what ways do you encourage students to take responsibility for their own
learning and to work responsibly with others and independently?
I encourage students to take responsibility for their own learning and to work with
others and independently by having students answer verbally to the questions I ask. I
also have the students to work in pairs or groups in order to work together. This will
allow students to explain to one another what the concept is and how to do the content
standards. By doing this is important because the students become the teachers by
tutoring one another. This can be an effective teaching strategy for ELL students. By
working by themselves, students begin to take ownership of their own learning and
they are able to assess what they know and what they need to work on.
4. In what ways do you establish clear expectations for academic and social
behavior and respond to behavior that does not meet those expectations?
To establish clear expectations and social behavior I have routine tasks that have been
clearly written and implemented in a student discipline plan that contains the rules
and consequences, that is applied to behavior that is not socially expectable. By
having established and made the expectations for academic and social behavior clear,
I am making an environment that will contribute to effective learning which will be
important for ELL or disabled students. This effective learning environment will
allow for optimal learning time without losing any instructional time.
5. Discuss the classroom routines and procedures that you use, including how you
establish and maintain them.
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Task 4: Academic Lesson Design, Implementation, & Reflection
The classroom routines and procedures I use will begin the minute the students enter
into the classroom. Routines and procedures have been established at the beginning of
the year and maintained by implementing them consistently. Once the students enter
the classroom they are to (1) * write down the next days homework assignment, (2)
get out their previous days homework assignment and stamp sheet and place them in
the corner of their desks, and (3) * do the warm-up problems that are on the board.
*On one board there will be a daily agenda in which they retrieve the homework
assignments and on the other board I will have the warm-up problems. Both of these
are prewritten on the board before the students come in. During this time the students
are doing the above three things, I will be taking attendance and checking homework.
Once the majority of the class has finished the warm-up problems we will go over
them as a whole class. Next, we will transition to the next topic which will consist of
any homework questions. If all of the students have understood the content standard I
will move on to the new concepts of the lesson. When we move to the next lesson,
students will open their books which are already on there desks – not to waste any
time-and then get paper out to take notes. Examples of the content standards will be
done together and then either individually or in groups for practice. Depending on
the developmental level of the content standards is going to decide whether or not I
am able to follow the stated agenda or if I need to re-teach the material, I will try to
follow the agenda because this will maximize student learning and not allow for
student misbehavior problems.
B.
Information about Academic Instructional Planning
Directions:
As you begin to think about the lesson that you will present to this class of students,
consider what you learned about them and what you want them to learn in the lesson.
Respond to the prompts below about your plan for instruction for the whole class.
1.
At what point in the sequence of the unit is this lesson? Check one:
X
2.
at the beginning of the unit of study
between the beginning and the end of the unit of study
at the end of the unit of study
List the state-adopted academic content standard(s) for students you will
address in the lesson.
CA 3.0 – Students construct and judge the validity of a logical argument and give
counterexamples to disprove a statement.
CA 4.0 – Students prove basic theorems involving congruence and similarity.
3.
What is (are) the academic learning goal(s)? What specifically do you expect
students to know or be able to do as a result of the lesson?
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Task 4: Academic Lesson Design, Implementation, & Reflection
The students will develop an intuitive understanding of similarity; practice scale
drawings as an application of similarity.
4.
How is (are) the academic learning goal(s) related to the state-adopted
academic content standards for students?
The goal of this unit is to introduce students to the notion of similarity as a
generalization of enlarging and reducing figures and shapes and to investigate the
properties of similar figures. In particular, the unit develops the idea that similar
triangles have all pairs of corresponding sides in a constant ratio and that for the
ratio of similarity (r), linear, area, and volume relationships follow the r:r:r law.
5.
How will the content of the lesson build on what the students already know and
are able to do?
This unit focuses on figures that have the same shape but not necessarily the same
size. Students will explore the concept of similarity in polygons as well as scale
drawings. The idea will extend to two and three dimensions, specifically, studying
the relationship between linear measurements, area, and volume of prisms and
pyramids. Students will have the opportunity to prove some similar properties as
well as to continue working with trigonometry and practicing their algebra skills.
6.
How does the content of the lesson connect to the content of preceding and
subsequent lessons?
This lesson will allow the students to explore previous and new properties of figures
with the same shape. Students will discover the basic theorems for similarity and
apply them to triangles they have previously worked with. Students will learn
efficient ways to calculate lengths, areas, and volumes between similar two and
three dimensional figures. This will be helpful when all of the dimensions of one or
both of the figures are not known. Along the way the students will be reinforcing
their algebraic skills.
7.
What difficulties do you anticipate students may have with the lesson content?
Why?
Our previous lesson had the students understand the concept of triangles and/or
figures being congruent. I foresee that students are going to get congruent properties
and similarity properties confused. I feel that they are going to use the congruence
properties to say that a figure is similar and vise versa.
8.
What evidence will you collect during the lesson and/or at the end of the lesson
that will show the extent to which the students have made progress toward the
academic learning goal(s)?
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Task 4: Academic Lesson Design, Implementation, & Reflection
I will collect the warm-up exercises that the students have completed in class. These
sheets will allow me to know if the content standards are known and whether the
students followed along while we did the work together. I will also be collecting
and grading their chapter tests to make sure I do not need to re-teach any concepts.
9. Think about how you will sequence your instruction of the academic content to
be covered in this lesson. Describe your plan for instruction in the order in
which it will be implemented. Address each of the following and provide a
rationale for each of your decisions:






Communicating the academic learning goal(s) to the students
Instructional strategies
Student activities
Student grouping
Materials, technology, and/or resources, including the use of
instructional aides, parents, or other adults in the room
Progress monitoring of student learning
Instruction Plan
Once the students enter into
the class they are to be seated
and copy the agenda,
objectives, and homework
assignment from the board
onto their communication logs
(this is a daily ritual). Once
they have completed this, they
are to move on to the problems
that are on the board. These
problems are considered to be
their warm-up. As the students
are doing the warm-up, quietly
and individually, I will hand
back their classwork from
yesterday’s lesson.
Rationale
Everyday the students come
into the classroom they
understand that they are to
get straight to work on
copying the information
from the board onto their
communication logs. These
logs are to inform the
student and parent of what
was completed in class that
day. Next, the warm-up
is to prepare the students for
a quiz or to remind them of
the previous days lesson in
order that we may move on
to the next concepts.
When the students have
completed the warm-up we
will go over the problems.
There are only five problems
because we will go over the
classwork assignment from
yesterday. Once we have
discussed the answers to the
warm-up, I will collect them.
The purpose of the warm-up
is to make sure that the
students understand the
material and also to refresh
their memories and any
task they may have or
gotten. This is a great
opportunity for the students
to ask questions if they are
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confused on a certain part.
After the warm-up, the tests
will be taken individually with
no helping materials. After all
of the tests are completed, I
will collect the them. The
students will then be required
to fix the problems that they
got wrong with an explanation
of what was originally done
wrong. If all of the corrections
and explanations are 100%
correct, the student will receive
half credit towards their final
test grade.
Once the tests are handed
back I will expect the
students to correct them and
make sure that the material
is understood to ensure that
when we move on to the
next section they will not
struggle. As most know,
mathematics is built upon
prior knowledge, therefore I
want the students to have
immediate feedback of their
mistakes. The students are
required to write an
explanation to their
corrections because this will
allow for the student to
thoroughly think about
what they are doing, hence
making the information
understandable and
retainable.
10. Discuss the specific classroom routines and procedures you will use in this
lesson to maximize instructional time.
The classroom routines and procedures I use will begin the minute the students enter
into the classroom. Routines and procedures have been established at the beginning of
the year and maintained by implementing them consistently. Once the students enter
the classroom they are to (1) * write down the next days homework assignment, (2)
get out their previous days homework assignment and stamp sheet and place them in
the corner of their desks, and (3) * do the warm-up problems that are on the board.
*On one board there will be a daily agenda in which they retrieve the homework
assignments and on the other board I will have the warm-up problems. Both of these
are prewritten on the board before the students come in. During this time the students
are doing the above three things, I will be taking attendance and checking homework.
Next, we will transition to the next topic which will consist of any homework
questions. When we move to the next lesson, students will open their books which
are already on there desks – not to waste any time-and then get paper out to take
notes. Depending on the developmental level of the content standards is going to
decide whether or not I am able to follow the stated agenda or if I need to re-teach the
material, I will try to follow the agenda because this will maximize student learning
and not allow for student misbehavior problems.
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Copyright © CCTC, 2003
April 2007
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Task 4: Academic Lesson Design, Implementation, & Reflection
11. In what ways will you ensure the active and equitable participation of all
students during the lesson?
To ensure active and equitable participation of all students during the lesson I will
frequently ask questions to random students. Some times I will call on students who
have their hands raised, students who are reluctant to participate, or students who
seem to be off task. By calling on students randomly like this will ensure that all the
students realize they must be ready at all times because they could be called upon at
anytime.
12. Given the difficulties you anticipate students may have with the content, what
additional steps could you take to foster access and comprehension for the
students?
In our previous lesson the students learned the concept of triangles and/or figures
being congruent. I foresee that students are going to get congruent properties and
similarity properties confused. I feel that they are going to use the congruence
properties to say that a figure is similar and vise versa. An effective way to make
sure that the students do not get these properties confused is to have them write two
columns, one with the properties of congruency and the other with the properties of
similarity. Then I would have them work together to explain to each other whether a
triangle/figure would be classified as congruent or similar and why.
13. In what ways will you share the results of the instruction with students and/or
families?
Once I have corrected the warm-ups I will hand the papers back so the students and
families will understand if there needs to be review. Once I give the tests back the
students will have to correct them. By correcting their tests the students are going to
receive feedback of their own knowledge. This will also enable the students to
understand were they made their mistakes.
CA TPA
Copyright © CCTC, 2003
April 2007
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Task 4: Academic Lesson Design, Implementation, & Reflection
Step 3: Lesson Adaptations for the Two Focus Students
Directions:
Consider what you have learned about the two focus students in Step 1 and the
implications for instruction that you identified for each of them. For the two students,
determine what adaptations you will make to this lesson that you have planned for the
whole class. Describe those adaptations for each of the two focus students. If you
determine that no adaptations are needed for a part of the plan for instruction, indicate
that decision.
A. Adaptation for Student 1: An English learner
1.
What adaptations to the instructional plan will you make for the student?
There are no specific modifications that I will implement in student E’s
instructional plan. Therefore, I will collect the warm-up and pass out the same test
as the rest of the class.
2.
Why are these adaptations appropriate for the student?
Since there were no adaptations for the student, the required work was appropriate
as it was for the rest of the class.
3.
For the part(s) of the plan for instruction that you are not adapting, why are
they appropriate for the student as planned?
The parts of the plan for instruction that I am not adapting are appropriate for the
student because the instructions will be based upon what the students have
previously learned. The vocabulary has already been explained and we have gone
over several examples of the concepts that are to be remembered for the test.
B. Adaptation for Student 2: A student who presents a different
instructional challenge
1.
What adaptations to the instructional plan will you make for the student?
I will seat this student B up close to the front where I will be able to redirect and
focus my attention on this student when he is struggling with the material – warmup and test.
2.
Why are these adaptations appropriate for the student?
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Copyright © CCTC, 2003
April 2007
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Task 4: Academic Lesson Design, Implementation, & Reflection
This adaptation is appropriate for student B because by seating this student within
close proximity to me will enable me to point out and focus his attention and also
quickly identify and clear up any misconceptions this student may have.
3.
For the part(s) of the plan for instruction that you are not adapting, why are
they appropriate for the student as planned?
The parts of the plan for instruction that I am not adapting are appropriate for the
student because the instructions will be based upon what the students have
previously learned. The vocabulary has already been explained and we have gone
over several examples of the concepts that are to be remembered for the test and
therefore the lesson can be completed on his own with limited help.
CA TPA
Copyright © CCTC, 2003
April 2007
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Task 4: Academic Lesson Design, Implementation, & Reflection
Step 4: Teaching and Videotaping the Lesson: Whole Class,
including Two Focus Students
Directions:
Make a videotape of you teaching the lesson to the class of students.
Check to see that you have permission slips for any student and/or adult
who will be seen on the videotape before beginning the lesson. Students
who do not have permission to be videotaped may participate in the
lesson off-camera.
Write a brief paragraph containing information about your teaching context that you
believe would be helpful for assessors to know when viewing the video. You might want
to include details of any state or district mandates that may shape your teaching
(including required curricula, standardized tests, pacing, texts, etc.). You might also
include information regarding the degree to which you have access to current
technologies.
For this lesson I chose to do a twenty minute warm-up of some questions that were done
for homework. The students are going to have a test after the twenty minute review. So,
at the beginning of the class period I had the warm-up questions on the board before the
students entered so they can get started as soon as they enter the room. After five
minutes of trying the problems on their own we will go over them together. During this
time you can see that I randomly call on the students to help me solve the problems. At
the end of the warm-up I will ask if there are any questions left about similar triangles.
After our twenty minute warm-up and review the students where given the test. And this
is where the video ends.
Submit a simple floor plan of your classroom.
CA TPA
Copyright © CCTC, 2003
April 2007
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Task 4: Academic Lesson Design, Implementation, & Reflection
Step 5: Analyzing the Lesson
Directions:
Review the videotape of the lesson. Collect and score all of the evidence of student
academic learning from the lesson. Submit copies of three assessment responses that
represent the range of achievement within the class. Review carefully the evidence of
student learning for the two focus students. Label the two focus students’ responses as
Student 1 and Student2. Submit copies of the two focus students’ evidence. Think about
the teaching of the lesson and what you learned from this lesson about the class and
about the two focus students. Answer the questions below.
1.
Did you teach the lesson as planned? If not, what changes did you make to the
lesson and why?
Overall I did teach the lesson as planned. For the third warm-up problem you can
see that I did have to give more information in order for the students to remember
the previous day’s lesson. I noticed that the students were a little confused which
ratio they were suppose to use for finding the perimeter, area, and volume of the
cube. I felt that by writing the laws and labeling them really did help the students
remember exactly what they were suppose to use.
2.
How appropriate were your time allocations for the students, the content, and
the planned instructional strategies and student activities? Cite specific
examples.
The time allocations were appropriate for the students, content, and the planned
instructional strategies and planned activities. I do not think that the lesson was
rushed. Although I had to give more help for the last problem, I feel that this extra
help made the content standard understandable for all students. Also, by writing the
laws and labeling them helped the students retain the concepts and fully understand
how to use this information to solve the problems at hand.
3.
To what extent did the class as a whole achieve the academic learning goals of
the lesson?
I feel that the class as a whole achieved the academic learning goals of this lesson.
However, I do feel that once I grade the tests I will see that some students may have
struggled with questions of perimeter, area, and volume and therefore I will have to
review this after the test with any of the students that may need extra help.
4.
In what ways did the environment in the classroom, including climate, rapport,
routines, and procedures, contribute to student learning?
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Copyright © CCTC, 2003
April 2007
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Task 4: Academic Lesson Design, Implementation, & Reflection
The environment in the classroom, including climate, rapport, routines, and
procedures, contributed to student learning because our rules of discussion were
effective. When students wanted to speak they either spoke out – without yelling- or
raised their hands and waited to be called upon. Also, when the student entered the
room they all started on their normal daily routines with out having to be told to do
so. Finally, students were focused and attentive and this helped in making sure that
the review only lasted twenty minutes which allowed a whole hour for them to
complete their tests. Hence, there was no learning time that was wasted.
Think about the components for the lesson and the evidence of student academic learning
that you have reviewed. Respond for your whole class, and for each of the two focus
students.
A.
For the Whole Class
1.
In what ways was your lesson effective and what might you do differently to
improve the lesson? (Refer to the components of your plan for the
instructional sequence in question 8 of Step 2.)
I felt that the lesson was effective in that the students were given the opportunity
to practice analyzing figures and discovering if that figure is similar or not.
Through the lesson they were given the chance to note the difference in the
perimeter, area, and volumes of three-dimensional figures. I might improve the
lesson by re-teaching the laws of perimeter, area, and volume to those that ma
need extra help.
2.
How well did the lesson connect with the students’ background and
developmental information? Cite specific examples
The students had previously been exposed to different triangles and figures
through the discovery of congruency. Therefore, the students had a background of
looking and analyzing figures to determine what is the same and what is different
between the figures.
3.
To what extent did the student make progress toward the academic learning
goals? Cite specific examples from the evidence of student learning that you
reviewed.
The students made progress because they were able to analyze the given figures
and distinguish if they were similar and if so they could state the ratio that made
them similar. The students were also to look at a three-dimensional object and
find the perimeter, area, and volume when given a ratio.
4.
What will you do for the student(s) who did not achieve the academic learning
goals?
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Copyright © CCTC, 2003
April 2007
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Task 4: Academic Lesson Design, Implementation, & Reflection
For the students that did not achieve the academic learning goals, I will have them
receive extra help with their particular area of struggle through tutoring with me
or another peer. Also, all tests consist of review questions which will allow for the
students to remember how to do those particular problems.
5.
What are your next steps with the class and the focus students?
My next steps for the class as a whole along with the focus students would be to
continue their knowledge of congruency and similarity properties by giving them
practice problems. This will enable them to become more efficient when
analyzing figures.
B.
For Student 1: An English learner
1.
In what ways was your lesson effective and what might you do differently to
improve the lesson? (Refer to the components of your plan for the
instructional sequence in question 8 of Step 2.)
Student E does not require any modifications to the lesson; therefore the lessons’
effectiveness was the same as the rest of the class.
2.
How well did the lesson connect with the students’ background and
developmental information? Cite specific examples.
Student E does not require any modifications to the lesson; therefore the lessons’
background and developmental information was the same as the rest of the class.
3.
To what extent did the student make progress toward the academic learning
goals? Cite specific examples from the evidence of student learning that you
reviewed.
Student E does not require any modifications to the lesson; therefore the student
made the same progress toward the academic learning goals as the rest of the
class.
4.
What will you do for the student(s) who did not achieve the academic learning
goals?
Student E does not require any modifications to the lesson; therefore if the student
did not achieve the academic goals I would use the same techniques as I would
for the rest oft the class.
5.
What are your next steps with the class and the focus students?
CA TPA
Copyright © CCTC, 2003
April 2007
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Task 4: Academic Lesson Design, Implementation, & Reflection
Student E does not require any modifications to the lesson; therefore the lessons’
next steps will be the same as the rest of the class.
6.
What would be your next steps in planning to facilitate this student’s English
Language Development?
Student E does not require any modifications to the lesson; therefore the lesson
was the same as the rest of the class.
C.
1.
Student 2: A student with an identified special need
In what ways was your lesson effective and what might you do differently to
improve the lesson? (Refer to the components of your plan for the instructional
sequence in question 8 of Step 2.)
The lesson was effective for student B because my proximity to him gave him the
ability to ask for clarity on particular questions. Also, I will re-teach the laws of
perimeter, area, and volume to make sure that this content standard is understood.
2.
How well did the lesson connect with the students’ background and
developmental information? Cite specific examples.
Student B understands the different types of figures, that is, two and three
dimension ional. Therefore, he is able to apply the correct responses to the
different types of figures.
3.
To what extent did the student make progress toward the academic learning
goals? Cite specific examples from the evidence of student learning that you
reviewed.
This student was able to apply the similarity properties to discover if the figures
were in fact similar. By distinguishing the congruency and similarity properties
into two columns helped student B stay organized and understand what to use to
show similarity.
4.
What will you do for the student(s) who did not achieve the academic learning
goals?
For this student, I will have him work with a peer to learn the meaning of the new
concepts. I will give the students examples that they can work on together. By
doing this, the students are going to practice and become more fluent with the
content standards. I will also want to work with this student on a one-to-one
session to assess his achievements.
CA TPA
Copyright © CCTC, 2003
April 2007
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Task 4: Academic Lesson Design, Implementation, & Reflection
5.
What are your next steps with the class and the focus students?
This student does not have any difficulty with English Language Developments;
hence there are no post steps for this lesson.
CA TPA
Copyright © CCTC, 2003
April 2007
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Task 4: Academic Lesson Design, Implementation, & Reflection
Step 6: Reflection after Instruction
Directions:
Read your response for Steps 1 to 5. Consider what you have learned in Task 4 about the
lesson, the student learning as a result of the lesson, and your analysis of the lesson and
the student learning. Answer the questions below.
1. Given your analysis of this lesson and the student learning that resulted, how
will you use this information to guide your planning for future lessons?
I felt that the lesson was effective in that the students were given the opportunity
to practice analyzing figures and discovering if that figure is similar or not.
Through the lesson they were given the chance to note the difference in the
perimeter, area, and volumes of three-dimensional figures. I might improve the
lesson by re-teaching the laws of perimeter, area, and volume to those that ma
need extra help. The time allocations were appropriate for the students, content,
and the planned instructional strategies and planned activities. I do not think that
the lesson was rushed. Although I had to give more help for the last problem, I
feel that this extra help made the content standard understandable for all students.
Also, by writing the laws and labeling them helped the students retain the
concepts and fully understand how to use this information to solve the problems
at hand. For the students that did not achieve the academic learning goals, I will
have them receive extra help with their particular area of struggle through tutoring
with me or another peer. Also, all tests consist of review questions which will
allow for the students to remember how to do those particular problems.
2. After reflecting upon this instructional experience in Task 4, what have you
learned about the need for making adaptations as you plan for differentiated
instruction? Cite specific information about the students, your plan for
instruction, and the analysis of the lesson to explain your answer.
After reflecting upon this instructional experience, I have learned that making
adaptations is needed in order to reach all the learners in the classroom. The
classroom is not filled with students that all have the same learning abilities and
therefore, I must remember that the lesson needs to be flexible to meet all the
different needs. For my English Language learners, pairing them with a student that is
fluent in English helps them see and hear proper modeling language. They are also
going to work together to explain the concepts together. For my struggling student,
the adaptation of close proximity helps him stay focused and I am able to quickly and
clearly see what he understands and what I need to clarify. Also, having him work
another student, he is able to validate and share his learning and learn from his
classmate anything that he needs help with. Adaptations are important and needed in
every area every day, and this includes the students who need a challenging
adaptation.
CA TPA
Copyright © CCTC, 2003
April 2007
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Task 4: Academic Lesson Design, Implementation, & Reflection
3. What are your goals for increasing your knowledge and skill in implementing
instruction? How will achieving these goals help you become a more effective
teacher?
My goals are to increase my knowledge and skill in implementing instruction for the
English Language learner in my class. Of course I want to increase my knowledge
about implementing instruction for every student in my class, but since over half of
my classes are ELL, this is the area I would like to begin with. I feel it would be a he
professional growth if I took Spanish classes on my own time. Becoming fluent in my
students native tongue can be a positive effect on their learning abilities. I also feel
this way because I could understand and talk to them and this will show that I care
about my students. I would like to learn more about SDAEI strategies also. I believe
that learning some of these strategies will make a more effective teacher and I will be
better able to reach the ELL students in my classroom.
CA TPA
Copyright © CCTC, 2003
April 2007
26