Domain 3: Instruction
For my second supervisor observation, I chose to conduct a lesson on math, so I could use the data to reflect on Domain 3 – Instruction, on the Danielson Tool. I also wanted to use my student data and video reflection as observable data for my inquiry, which is based on using conceptual understanding of math concepts to build procedural fluency in mathematics. I began my lesson as I do all my lessons now, by stating the objectives, unpacking the standards, and capturing student interest by relating the lesson to real world situations (DOMAIN 3a, FEAP 3e). I displayed a photograph of a building in the shape of an octagon to begin peaking their curiosity.
Prior to my lesson however, I tried something new. I wanted to get a feel for what students’ prior knowledge about polygons was. A few days prior to my lesson, I gave each student an index card and projected two simple statements on the screen: 1) In your own words, describe a polygon and 2) Draw a polygon (FEAP 5a). I allowed the students a few minutes to write down their answers and encouraged them to write “I don’t know” if they had no idea what they were being asked. I collected the index cards and used the results to inform and plan my lesson based on student knowledge and their needs (FEAP 4a). I found that only one student knew the correct answer. Others had an idea but could not explain well. I proceeded to write my lesson plan to cover all the necessary objectives at a pace I could comfortably teach a new concept (FEAP 3j).
Analysis
Upon reviewing my video, I noticed how effective using the 5E’s method of instruction for this lesson really was. Although I had two or three students who were not engaged during the explore phase, most of the class was trying hard to figure out how to sort the polygons. The most rewarding part of the lesson was during the explain phase when I instructed the students on the definitions of a polygon and a regular polygon. As I watched the video, I noticed many students had moments of clarity as they were taught, and they were able to gain a conceptual understanding and relate it to their exploration phase. In one instance in my video I noticed I allowed the students some time to read the definition of a regular polygon and look at the picture. I gave them time to think. I find that many times during a lesson, I do not allow my students time to think adequately. I found this to be useful when students feel they are in control of their own learning. I would like to incorporate “time to think” into all of my lessons until it becomes second nature in my instructional methods, because I felt it to be a very effective strategy with my students. I saw many “Ah-hah” moments during those thirty seconds (DOMAIN 3b, FEAP 3g &3h).
Finally, I ended my lesson with an exit ticket, which I do not usually incorporate into my lessons. I felt strongly that I wanted to know if my instruction was effective. I wanted to know for two reasons: 1) I could use the data as a form of summative assessment to gain insight on my students’ learning needs, and 2) I wanted to see if my instructional strategy was effective. I found that with continued practice, I can teach my students in a way that is more engaging to them and result in deeper and more enriched learning for my students (DOMAIN 3d, FEAP 5b). Only 4 out of 19 students did not answer or explain the questions on the exit ticket correctly.