Microteach

Reflection

Name:

This reflection needs to have a 5-10 sentence paragraph completed

for each category in the Reflection template. Consult with the rubric
below to guide your responses.

Joel Heese

Presentation
Rubric

Exceptional

Superior

Above
Average

Satisfactory

Below
Average

Weak

Evaluates his/her
own performance
making
suggestions for
improvement

Exceptional reflection
that considers self and
peer feedback and
determines personal
goals for the future
(with possible
strategies to address
them)

Completes all
components,
referencing specific
portions and feedback
from peers

Completes all
components,
referencing specific
portions of the lesson
and delivery

Completes all
components of the
reflection adequately

Reflection provides
little insight or
evidence of critical
analysis

Reflection minimal or
does not critically
address components
of the lesson

Strengths of the lesson

Kids need to understand the real life application of their subjects and material in school. I enjoy the task of looking
back on my life and finding stories that illustrate a concept. Stories not only make learning personal, but can
inspire an investigation into others lives as they search for application in their own. I think my hook did that. My
story of 11 coins coming up heads was instantly recognized as a unlikely event by the students, and one that I had
never actually worked out the odds on before. I think the structure of the lesson utilized the story well, using a
personal hook with an open question, then teaching the lesson, and finally solving the opening question as a way
to summarize and close. Had I had more students in my class, offering the challenge as a bonus question for
those who had completed their experiment early would have worked better as some would have taken longer to
finish the worksheet.

I have done some speaking before and have worked on some of the typical challenges. Speed of delivery is always
a balance, leaving enough time for the audience to consider what has been said with the desire to finish on time.
My tone typically rises as my anxiety increases so mental monitoring is necessary to ensure I preserve my normal
tone and a range of inflection. I am confident my pace and tone were appropriate and saw that reflected in the
feedback I received.

Knowing my audience was a grade 6 level, I intentionally used a more complex vocabulary than I would have at a
younger grade. I like not only challenging them with words they may not have heard before (i.e. aggregate) but
want to see if they have the courage to ask if they do not know what it means.

Revisions that could be considered

I can write neatly when I take time, but I felt like the time spent writing on the white board was lost time, which
caused me to rush. Writing on a white board is an art in itself, ensuring equal sized and clear letters regardless of
the positioning of the writing on the board. Writing with the arm raised at the top of the board is certainly easier
than at the bottom with the arm hanging. I will have to work on giving myself enough time to accurately write
information. Similarly, managing available space on a white board is also an art. I found I had a tendency to jump
to the next largest area of space rather than think through my usage of the board and move across it in a
sequential fashion.

My feedback gave an interesting consideration regarding the instructions for the coin toss experiment. My
instructions were completely verbal, which meant any clarifications also had to be verbal. Putting instructions
either on the worksheet itself or on the white board and then verbally going over the instructions would have been
more effective. It would have provided a quick reference for students rather than interrupting their experiment
time and have to wait for a question to be asked.

ED 2500 Orientation to Teaching

Instructor: Lisa Prawdzik

Overall evaluation of the lesson and next steps

I am pleased with my first lesson. I think my level of enthusiasm for a topic that most might consider uninteresting
pulled the students in. The formal feedback sheets were helpful, but the informal comments I heard after the
lesson I found the most rewarding. One individual expressed his wish that I had been his math teacher, which
really felt reassuring. At another point, a classmate made a reference about probability during another
presentation. It was said as a bit of a joke, but I like the fact that the lesson made enough of an impression that
probability was retained and used in a positive fashion. Retention is key. I know the level of conviction in the
delivery affects student retention of information so I see this as an indicator of success.

Repetition is now necessary to take this lesson and deliver it with the fluidity and confidence I see of my TA and
her lessons after 26 years of teaching. I do not like teaching material I dont feel I know inside and out myself. I
am surprised how much information students are taught in grade 6 that I think I know, but if called upon to deliver
it, I would stumble and falter. I am looking forward to going deeper into curriculum than is necessary so when
questions are asked, I am a true authority and not simply repeating a few predetermined lines of information.

ED 2500 Orientation to Teaching

Instructor: Lisa Prawdzik