Post Observation Self-Reflection Sheet

Post Observation Self-Reflection Sheet
(Submit 24 hours after post-observation conference)
Your Name
Subject and Section
Professor’s name
Date
Lesson goal/objective:
* The students will be able to expound on the meaning of the term “landmark.”
1 Did this lesson unfold as you had planned? If not, what changed and why? If yes, what was the number 1 aspect of the lesson that went well?
The lesson proceeded as planned. However, there is a significant issue that I did not foresee. Based on my plan, the lesson shall take around forty-five minutes for the kindergartens to the grade twelve students to maintain their interest in the subject. However, the lesson exceeded the set time and extended for approximately thirty minutes. This is secondary to the time spent recalling my students' experiences on the landmarks that we have visited on Monday.
2 Did your students learn what you had intended them to learn? What evidence did you gather that represents students’ learning? How did it represent students learning and understanding? How did YOU provide your students with meaningful feedback that supported students’ language and literacy development?
The students achieved the objective of this lesson as evidenced by the individual activity after the lesson where they were asked to draw a landmark that they had visited and use a sentence starter. The starter goes like this:
“I have been to _____. I went with _____. We saw /did _____.
It was a five-minute activity that was intended to match their drawings. Each student presented excellently as they were able to explain the pictures that they presented in class. Notably, when my students were sharing, I would ask them to read their sentences. This helps students’ language and literacy development as they can use the critical vocabulary that we learned from this lesson. This means that they understood the concept of a “landmark.”
3 Consider the dynamic and multimodal nature of young children learning and the variety of learners in your class who may require different strategies/supports (edTPA handbook). For example: Did you account for students’ learning styles, special needs, ELL’s needs, technology, cultural relevance, etc. If you could teach this lesson again to the same group of stude...