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Prompt 2

Natalie Pivato

University of West Georgia

ECED6249: Seminar For P-5 Teachers

Dr. Stacey Britton

Feburary 25th, 2024

Article Reflection:

Reflection serves as a cornerstone of my instructional practice, facilitating continuous

improvement in teaching methods and strategies. After each lesson or activity, I engage in

internal reflection, pondering the successes and areas for improvement. Additionally, discussing

these reflections with colleagues during peer observation and feedback sessions offers invaluable

perspectives on my teaching methodologies, enriching my reflective process and broadening my

insights into effective instructional approaches.

Collaboration with peers is integral to my journey as an educator, contributing

significantly to my professional development. By participating in ongoing dialogue within a

cooperative environment, I exchange ideas, share experiences, and receive constructive feedback

from fellow teachers. Peer observation provides me with diverse perspectives on my teaching

practices, illuminating blind spots and highlighting areas for improvement. Furthermore, peer

feedback serves as a catalyst for refining teaching strategies and building confidence in my

pedagogical abilities. This collaborative approach fosters a supportive network of educators

committed to collective growth and excellence in teaching.

Drawing upon my prior experiences as both a student and teacher profoundly influences

my growth as an educator and shapes my instructional approach. Reflecting on past teaching

experiences allows me to refine my pedagogical techniques and adapt to the evolving needs of

my students. By leveraging my own experiences in the classroom, I can empathize with my

students' learning journeys and tailor instruction to meet their diverse needs effectively.

Additionally, seeking feedback from peers and continually learning from past experiences enable

me to navigate the challenges of teaching with agility and resilience, ultimately fostering a

dynamic and supportive learning environment for my students.

Undergraduate Lesson Reflection:

Reflecting on a lesson I developed during my undergraduate studies, I recall focusing on

teaching place value and the vocabulary terms "least" and "greatest" to elementary students. The

goal was to ensure a thorough understanding of these foundational concepts in mathematics.

While the lesson aimed to provide a comprehensive overview of the topic, in hindsight, it

became evident that it did not effectively address all learners in the classroom. While some

students grasped the concepts quickly, others struggled, leading to misconceptions during

independent practice and necessitating individualized attention to clarify misunderstandings.

Upon analysis, it became apparent that certain instructional strategies proved more

effective than others. While the less guided practice and more independent practice approach

aimed to foster student autonomy, it left some students feeling lost and confused. Conversely, the

incorporation of visuals and manipulatives during direct instruction proved beneficial in

engaging students and reinforcing concepts. However, the implementation of turn-and-talk

opportunities for discussion required more emphasis and structure to ensure all students actively

participated and benefited from peer interaction.

In terms of integration, the lesson lacked sufficient incorporation of multiple content

areas. While the primary focus was on mathematical concepts, opportunities for integrating

language arts and visual arts were missed. To enhance integration, future iterations of the lesson

would involve incorporating cross-curricular activities, such as incorporating writing

assignments to explain numerical ordering or creating visual representations of number

sequences. Additionally, to ensure the success of all learners, adjustments would include

allocating more time for explicit instruction on foundational concepts, providing structured
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guided practice activities, and prioritizing the integration of content areas to promote deeper

understanding and engagement among students.

Lesson Revision:

Lesson Video Link

Student Work Samples

Lesson Reflection:

In reflecting on the lesson, various elements contributed to its success in enhancing

student understanding and engagement. Allowing more time for independent work provided

valuable insights into students' comprehension levels, while implementing a strategy for ordering

numbers effectively scaffolded their learning process. The utilization of actual number cards

facilitated visual learning and bolstered conceptual understanding, distinguishing this lesson by

incorporating more hands-on elements than previous ones.

Cultural diversity and community engagement were pivotal considerations throughout the

planning and presentation stages. With a class comprising 10 English Language Learners

(ELLs), deliberate efforts were made to use simple language and incorporate movement to aid

comprehension. The effectiveness of these strategies became apparent through the students' work

samples and active participation, highlighting the success of addressing diverse learner needs

within the instructional design process.

Notably, student engagement significantly increased in the revised lesson, attributable to

heightened opportunities for interaction and participation. Turn-and-talk activities, in particular,

proved effective in promoting student discourse across content areas. These adjustments resulted

in enhanced student learning, evidenced by heightened engagement levels and students'

improved ability to articulate their thought processes.

Despite commendable overall engagement and understanding, individual students like

Chelsea and Karianna encountered challenges with place value comprehension and number

ordering. To better meet their needs, interventions such as using smaller numbers and

incorporating visual representations could deepen their understanding and bridge foundational

gaps. Additionally, leveraging peer support through strategic partnerships could provide targeted

assistance to struggling students while fostering a collaborative learning environment.

To ensure inclusivity and challenge advanced learners, integrating varied representations

of numbers and offering opportunities for extension activities could enrich the learning

experience. By providing numbers in different formats and incorporating diverse learning

modalities, educators can effectively cater to the diverse needs of all learners, thereby promoting

inclusivity and maximizing learning outcomes for every student.

In my graduate courses, I underwent a transformative journey in shaping my teaching

style, particularly in the realm of differentiation and extending content for students. Through

comprehensive coursework, I acquired a deeper understanding of the importance of catering to

diverse learner needs in the classroom. Equipped with strategies to differentiate instruction

effectively, I could provide tailored support for struggling students while simultaneously

challenging those who had mastered grade-level content. This shift in focus facilitated the

creation of a more inclusive learning environment where all students could thrive. Furthermore,

the emphasis on ongoing assessment and data analysis empowered me to identify individual

learning needs and adjust my teaching methods accordingly. Leveraging various instructional

approaches and resources, including technology and cooperative learning strategies, further

enhanced my ability to meet the diverse needs of students, ultimately promoting inclusive

education practices.