Reflective Journal

Candidates engage into reflection on their own practice. They will submit a Reflective Journal entries that focus on the insights and puzzling questions on their own teaching practice. The journal (350-500 words) should be a record of your journey into teaching and learning and help you grow as a teacher and a learner.

Remember, the point of the journal is to have a place to record ongoing thoughts/ideas and impressions.

Candidates earn complete/incomplete grade for this Reflective Journal assessment. To earn a grade of complete, the Reflective Journal entry will address the following questions and include the responses to all the items of the Reflective Journal Checklist below:

1. What kind of instructional and behavioral strategies did you use?
2. Why did you find these strategies effective?
3. What have you learned from the feedback you received?
4. What kind of instructional and behavioral strategies would you use if you would reteach this lesson and why?
5. What evidence from educational literature/research (LIBRARY) can support your decision to use specific instructional and behavioral strategies?
6. The presenter asks him/herself 2 questions as related to the lesson and provides the answer.
Rubric (must meet ALL of this criteria):

• Candidates’ reflective journal is focused on teaching high leverage practice, lesson plan implementation, connecting ideas from the readings to practice, etc.
• The reflective journal includes 1-2 questions as related to the teaching experience or any other theme the reflective journal is focused on.
• Reflective journal includes 1-2 references to the course readings or HLP descriptions.
• Candidate identifies strengths and areas of growth in his or her teaching and reflects on understandings and perspectives on teaching and learning.
• Reflective journal is written with correct grammar, punctuation, spelling, and sentence structure.

Here is the feedback I have received from 3 colleagues. I have also attached my lesson plan on the lesson.

1. Glow: I noticed that this lesson was well organized and you planned it to go along well with the workbook. I thought you went over it all well and most children would be successful in the concept. I liked that you had multiple examples and that children could start to practice in their book with you. I also thought you did a good job of reviewing what they already knew.
Grow: Similar to the other videos, I am interested in seeing more small group time or what comes after if possible to simulate. I wonder what the next step might be and how you might facilitate children interaction in a small breakout room (I know it’s hard remotely without children) but similar to my above comment, we know that often some of the best teaching happens in these moments. I would have loved to see you simulate staying on after and what your conversation with that focus learning might have looked like.
2. I really liked your lesson, which was interactive and it seems to me that all students are actively involved in the lesson.
Glow – you several times emphasized the previous lesson, which is closely related to this lesson (HLP 15) so the children recalled the previous lesson thus you сould evaluate the students’ knowledge. Also, you asked many guiding questions that helped students find the right answer (Danielson 3c: engaging students in learning.)
Grow – it seems to me that the pace of the lesson was a little fast. Maybe it should be better for students who might not have time to understand your actions to do these actions a little slower.
1. How can I better support my focus learners during instruction?
For the student with communication developmental delay, the teacher should break down tasks into smaller steps.
also, teacher can demonstrate steps, and then have student repeat the steps, one at a time.
For the student with specific learning disability of epilepsy instructions have to be simple, do not include extraneous information, and be provided at an appropriate pace.
3. This was a fantastic lesson! I love your energy and how positive you are.
Glow: You asked great open-ended questions and provided wonderful positive feedback. I think the video you showed was very helpful and allowed students to get a better understanding of the lesson. Your lesson was organized and your instructions were clear so students knew exactly what they needed to do. They were very engaged and you gave good opportunity for students to participate and practice on their own.

Grow: Another great thing to use for greater than is the alligator method. When the alligators mouth is open towards a number, he wants to eat that number because it is greater than another. This is a fun and silly visual aid to helps students understand when a number is greater than another.

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