Evidence-Based Practices
Mrs. Parker used a number of Evidence-Based Practices effectively. She started the lesson by stating her objective verbally as well as having it written on the whiteboard. This provides both a visual and an auditory experience. She referred to work that they did the previous Friday, and then set the purpose. This allowed for the students to know what was expected of them and made a connection to their prior learning. This gradually builds their knowledge base of the subject.
She did very well at reviewing the vocabulary for the lesson. Mrs. Parker recapped what they did in class the previous Friday by pointing to vocabulary as she says the words and asks them to repeat them. She teaches them how they are going to respond to each other when they are in their groups and how the students need to use the specific vocabulary in their responses. She utilized word strips with the vocabulary words on them.
Mrs. Parker used small groups discussion and pair-share in the lesson. Her small group discussion was well organized because she set clear expectations. It appears that the rules were written (it was hard to see for sure) and she reviews each group objective during whole-class instruction. This provided very clear expectations for the students. She walked around to observe each group and to keep them on task. Small group work is followed up with pair-share after the students moved to the carpeted area. This gave the students an opportunity what they liked/learned with their partner. It was another way to reinforce learning.
She did very well at reviewing the vocabulary for the lesson. Mrs. Parker recapped what they did in class the previous Friday by pointing to vocabulary as she says the words and asks them to repeat them. She teaches them how they are going to respond to each other when they are in their groups and how the students need to use the specific vocabulary in their responses. She utilized word strips with the vocabulary words on them.
Mrs. Parker used small groups discussion and pair-share in the lesson. Her small group discussion was well organized because she set clear expectations. It appears that the rules were written (it was hard to see for sure) and she reviews each group objective during whole-class instruction. This provided very clear expectations for the students. She walked around to observe each group and to keep them on task. Small group work is followed up with pair-share after the students moved to the carpeted area. This gave the students an opportunity what they liked/learned with their partner. It was another way to reinforce learning.
What is Missing? & Suggestions
Mrs. Parker really missed an opportunity to make real-world connections in this lesson. She could have done this by utilizing multiple means of engagement. She could have brought in objects that represented each of the three-dimensional geometric shapes that were covered during the lesson. e.g. a party hat for a cone, a can for a cylinder, a ball for a sphere, etc. She could have also provided the students with a tactile learning activity by giving each student a hunk of clay and having them form the shapes. In addition, she did activate prior knowledge from the previous Friday’s lesson, but she missed the opportunity to elicit prior experiences directly from the students. She could have asked each small group to list three objects they know represent each shape and list them in a chart with the shapes noted across the top. Students would have to discuss and agree whether or not the objects are a good representation of each of the shapes before listing them.
Data
Mrs. Parker did not collect any data to determine the effects of her instruction. She could have provided the class with a pretest riddle prior to providing any instruction. After the instruction, the students could be given the same riddle to solve. This would show student progress and how they were able to transfer knowledge from the lesson to this riddle. Of course, the particular riddle used in these pre- & post-assessments would not be covered during the lesson. This formative assessment would show individual progress. She could also utilize a check list as she observes the small groups working. She could look for things such as the correct use of vocabulary and that students are justifying their answers during discussion.
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