Expanded Ticket in The Door: (Analysis of Implemented Lesson)

Candidate’s Name Rena Ingram
Date 5/17/2020
Expanded Ticket in the Door

(Analysis of Implemented lesson)
Reflect on your classroom experience: Analyze what you implemented in your

classroom.
 Limit your analysis to no more than 2 pages. Be concise.
 Consult the “Rubric for Assessment of Implemented Lessons” to make sure your
analysis is thorough.
 With your analysis, submit a copy of the lesson you implemented showing the
changes you made from the lesson draft you created originally.
1. Review: Explain in detail what you did including the setting, the students and the
topic. Include any details that aren’t readily apparent from your lesson plan.
I implemented my Six Thinking Hats lesson plan over 1 online class period (45-min class) on
Thursday, May 7th via Microsoft Teams for my Honors Chemistry class. Prior to being
excused from the face-to-face class setting due to COVID-19, students were learning about
solutions, acids, and bases; more specifically, students were within the part of the unit where
they just finished learning about the pH scale and how to calculate pH values using the molar
concentration of a solution. Thus, students were adequately prepared to engage in the Six
Thinking Hats lesson which separated their thinking process into six steps (information,
organization/planning, benefits, caution, emotions and creativity) in order to properly guide
their approach to answering the following research question: “Should there be a limit to how
many Cokes (Coca-Cola) a person consumes a day?”
2. Reflect: Describe what worked and why; what did not work and why not; and how
the students reacted. Did you ask students in a formal or informal way about their
reactions to the new strategy or idea?
As always, with everything you do for the first time, you’re not going to be 100%
comfortable and, this time, it was definitely a lot more challenging and filled with more
anxiety than my previous strategy implementations, because it was implemented virtually.
COVID-19 has shaken the world of education up tremendously and a lesson that was written
with the expectation of a face-to-face implementation, had to be re-strategized and
implemented virtually. Regardless, I still feel that it was an enjoyable learning experience –
on both ends as it gave me a better understanding (and appreciation) of teachers who have
taught virtually as its definitely not an easy task. When constructing a response of any sort,
students often struggle with verbalizing their understanding with the proper vocabulary, and
from my perspective, the strategy helped them analyze and organize all areas of their
thinking in order to present a thorough paper that addressed all key points of the research
question. I believe the activation strategy (viewing of an old Coca-Cola commercial) worked
really well because it sparked emotions based on the familiarity of the product as the center
Candidate’s Name Rena Ingram
Date 5/17/2020
of a common, everyday debate. Immediately after showing the video, I asked their initial
opinions of the research question and they were eager in sharing their responses.
Additionally, although I believe the utilization of the template worked well, I still believe that
it was an area that could improve. The students completed the template prior to writing their
reflection paper, yet, in many cases, students often limited themselves to the lines presented
instead of presenting their complete thought. For example, the first question on the template
ask students to identify what they already know about acids, bases and pH, and in many cases
their responses only scratched the surface instead of fully expressing their ideas.
Furthermore, students didn’t fully utilize the template to guide the expression of their
understanding which shows as an additional support for how students struggle with
transforming their thoughts into a full expression of ideas. However, even with these areas of
concern, the students still appeared to enjoy the activity. I informally (via discussion) asked
them how they liked the six thinking hats strategy/model at the end of the virtual lesson, and
all of the students seemed to agree that it made them provide more attention to their thinking
as they scientifically explored the question at hand, one they specifically appreciated because
it was a phenomenon they encounter in their everyday lives.
3. Refine: How will you use this strategy in the future in your classroom? What
modifications or adaptations or improvements will you implement so that it is more
effective with your students? What else do you need to know or do to make the
particular lesson more successful?
In the future, I definitely want to continue to use this strategy when we research scientific
concepts. As a science teacher, the thought process behind exploring a research question is
significantly important as personal perspective and thinking leads to every experiment that is
conducted – especially problem-based, and the six thinking hats strategy will allow students
to become more in-depth with their thinking as they explore the research question. More
specifically, I can’t wait to see how this strategy pans out in a physical in-class setting. It was
interesting to see it unfold virtually, but as a teacher who thrives on physical interaction, I am
eager to see the difference in the product produced after a face-to-face implementation. Thus,
going forward, in order to make this strategy more effective for my students, I will provide
more facilitation and assistance as the students advance through the activity in order to help
them correlate their six thinking facets into a paper that truly highlights their understanding
and opinion. Lastly, in order to make this particular lesson more successful, I need to provide
students with an additional opportunity to provide me with feedback regarding their
perspective of the six thinking hats strategy, as well anything I could have done or done
without in order to make the lesson more beneficial to them. I asked them their opinion of it
at the end of the virtual lesson, but I didn’t ask them again after they completed and
submitted their paper on the online platform. Simply put, the students are on the receiving
end of the lesson and with it being created specifically for them, it’s best that I get authentic
feedback from the target audience on ways I can improve my delivery. More importantly, I
will create anonymous submission opportunity using Google Forms (ticket-out template
students are familiar with) that will better encourage honesty of feedback.
*Revisions made on the lesson plan are added with the intent of adjusting a face-to-face
implementation based on reflection of the virtual implementation.

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Candidate’s Name Rena Ingram

Expanded Ticket in the Door

Reflect on your classroom experience: Analyze what you implemented in your

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