Collaborating Teacher Observation 3. Lesson Plan and Reflection (Final Internship).

Reflection:

When looking back over my lesson something that surprised me was how well the students could differentiate between acquired traits and inherited traits when learning about them. During my lesson at 10 minutes and 11 seconds a student said, “Acquired is something that you have to get or be taught, like dogs knowing where you feed them every night.” This student was able to figure out the meaning of acquired based on what he learned about inherited traits and listening when I said acquired is not like inherited. One teaching claim that I want to state about students getting the concepts fast is that it’s always important to go over the content again because there could be some students that are still struggling. Also, it surprised me that the student was able to give an example of what type an acquired behavior an animal would have before I even went over it. The students also were able to watch a video about chimpanzees learning and after the video they were able to explain to me what the chimpanzees learned and that it was an acquired trait. It surprised me that the students were able to grasp what a learned behavior was in the video and explain it to me after they watched it.

The aspects of my lesson that were implemented differently than I planned was having the students take the mini assessment in the beginning of the lesson than at the end. After going over inherited and acquired traits I noticed that the students were starting to understand the difference between the to. Also, I reviewed some concepts that were in a previous lesson that were going to be on the mini assessment. During my lesson at 15 minutes and 20 seconds I stopped going further into my lesson because I realized that if I went further and didn’t have the students take the mini assessment then they might forget what we just reviewed. Another teaching claim that I want to state is that it’s okay for teachers to change up their plans and move things around during a lesson if it’s going to benefit the students.

Analysis:

There were a group of students that did especially well in this lesson. This group of students were engaged the whole time during the lesson and were able to answer higher order thinking questions. For example, during my lesson at 31 minutes and 33 seconds I asked, “Can animals forget an inherited behavior and not know what to do?” and then one of my students answered, “No, because an inherited behavior is already there from birth and there’s no forgetting it. But if it was a learned behavior then it might take the animal some time to truly learn it and they might forget what they have to do.” Having this student being able to answer this H.0.T question showed me that he truly understood the content being taught to him. The last teaching claim that I am going to state is that it’s important to throw those H.O.T questions into lessons because it enriches it for the students that have master the content quickly. Also, I accounted for the students’ performance by the grade they got on their mini assessment because it showed me that they remembered what was being taught.

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