Domain 1 Reflection

PLANNING AND PREPARATION
The following reflection will show analysis and evidence of learning in each sub-section
of Domain I under Danielsons Framework (2013). At this point I am frustrated, because I want
to develop deeper lesson plans that have more demonstrations, visuals, and hands-on activities,
but because of PARCC testing and Discovery testing in March and April, my cooperating teacher
and I are under a time constraint. Still, I am doing my best with the time and resources we have.
Knowledge of Content and Pedagogy
We are currently covering the periodic table, elements, atoms, sub-atomic particles,
matter, states of matter, and chemical reactions. This is all in preparation for our upcoming
photosynthesis unit in which they must understand how previously mentioned concepts work to
create a mutualistic relationship between plants and humans.
I prepare for the day by reviewing the plans with my cooperating teacher and asking what
the big ideas are. From there, I spend the eve of each day reviewing the content that I will need
to know. Also, I like to familiarize myself with the state and common core standards so I know
what they emphasize.
Lastly, I enjoy researching and including real-life connections that the students can relate
to. While discussing the uses for the elements listed on the worksheet I ask how Oxygen enters
our bodies. Most students understand that breathe oxygen, but few understand that oxygen
enters our bodies by drinking water and even fewer understand that the O in the term H2O
represents oxygen. Its also fun to explain to New Mexican students that back in Eastern
Pennsylvania, we grow soybeans and corn, everywhere, and if you dont replenish the nutrients
in the soil such as phosphorus, nitrogen and potassium, the plants wont yield to their fullest
potential. I believe that these practices lead to more attentive students that are more likely to
share their ideas and ask questions because I am being open and respectful to them.
Knowledge of Students
Mrs, Grimes and I see 170 seventh graders per day. Each period consists of about 25
students, some of which I recognize from my pre-student teaching placement with their sixth
grade teacher. To my surprise, many of them remember me and frequently tell me how much
they enjoyed my lessons. Day by day I am learning more names, but am nowhere close to
knowing all of their names. By the end of my placement, my goal is to know them all and greet
them as they enter the classroom. When I worked as a long term substitute in this past fall I was
able to memorize my 120 student names and I observed that they responded positively. Using
this evidence, I am positive my current students will respond well.
Ive also conversed with students as often as possible to get to know them and what they
like to do. This Friday, there is a school-wide reward/spirit day during which I will be playing
team building Olympics with a group of students assigned to us. I was solely responsible for the
creation and planning required for this block of time, about an hour and a half.
In addition to spirit day, I am attending the district basketball tournament that our seventh
and eighth grade teams will compete in at the beginning of February. Then, on March 11th there
is a dance which is neon themed. I havent been to a middle school dance since 2002 and I
predict it will be mildly entertaining.
Ive said this before and Ill say it again, showing the students you care and getting
involved is one of the best practices because you will see a nearly immediate positive change in
classroom demeanor. When this happens most students want to do well for you and will put in
an extra effort.
Setting Instructional Outcomes

Each day the students enter the room and look directly to the front board for instruction.
Here, we write the SWBATD (students will be able to do) for each day. On this day it read
SWBATD comprehend chemical compounds in cells and their functions by reading, completing
circle graphs, discussing, and answering written questions on worksheet. After, the students get
out their agendas and write down their homework which is written next to SWBATD. Then, they
read the be prepared section of the board which tells the students what they need to have out on
their desks to be successful learners for that period. At the beginning of class, I review the goals
and itinerary. This gives students an idea of what is expected from them. When students know
what is expected of them, they are more likely to succeed.
Knowledge of Resources
During this lesson, we used the overhead projector, ELMO, and the periodic table which
each student has in their agenda. Additionally, I use a microphone during periods four and six
for hearing impaired students.
Ill be honest, this is not a lesson that shows and abundance of resourcefulness. However,
I will admit that I lugged in baking soda and vinegar that day to demonstrate the following
https://www.youtube.com/watch?v=zftQ0f33Fys . Sadly, the demonstration would have taken
up too much instructional time so I did not include it. In retrospect, I could have cut down my
time spent on the periodic table to include this experiment; the students would have gained more
from it.
Designing Coherent Instruction
As I mentioned before, elementary teachers in Alamogordo School District are not

required to teach any science. I find this blasphemous. By the time they reach sixth grade they
are just learning how to think like a scientist which handicaps their overall ability to reason
during and complete seventh grade science work. For this reason, I designed my instruction
according to their abilities. As you can see in the lesson planning materials section the
worksheet is straightforward. With the exception of the number of elements, the front is exactly
like the back. During instruction we worked through the front together and they completed the
back individually. By doing this, I set the students up for success and most of the students were
able to complete the back page correctly and before the period ended.
Graphing and interpreting information is a key skill they will need for their upcoming SBA test in
March and PARCC test in April. Reviewing this essential skill prepares them for the tests and the rest of
their public education career.
Designing Student Assessments
During instruction I am constantly asking questions as a form of quick formative
assessment. Questions range from simple to complex, allowing for students of different abilities
to participate. Most of the time I allow for silent contemplation and partner discussion before I
ask for an answer, but Im still observing that the same students raise their hands. To create an
environment of discussion I want all students to participate, so Im designing a system where any
student could be randomly called on. I have two sets of index cards, numbered from one to
thirty. At the beginning of class each student will get a number. When I ask a question I will
pull a number from my stack and whichever student has the corresponding number will answer.
This will force all students to actually think because any of them could get called on.
In this lesson I also assess the students through a warm-up session and exit slip which
introduce and close the lesson. Also, by allowing students to finish the worksheet in class I can
answer any questions and correct students from completing the worksheet wrong. Exit slips and
completed worksheets allow me to see the level of student comprehension.
Final Thoughts
In retrospect, I dont think this was the best lesson Ive ever taught, but did I improve
throughout the day, yes. After comparing myself to Danielsons framework (2013) I think I was
proficient in each category under planning and preparation, but I was strongest in 1a.
demonstrating knowledge of content, 1c. setting instructional outcomes, 1e. designing coherent
instruction, and 1f. designing student assessments. I could definitely improve in area 1b.
demonstrating knowledge of students, and 1d. demonstrating knowledge of resources. To
improve in these two areas, I will continue to get to know my students through school activities.
Additionally, to better demonstrate knowledge of resources, I would like to include the baking
soda and vinegar demonstration.
When I look back on my week two discussion board post I get a lively feeling as I read.
Its been two weeks since that post and Im feeling a lot more run down. Once I get home from
school I start homework that takes me until bed time. Mrs. Grimes is avid about not taking work
home in the evenings or on the weekends, a practice Im convinced Ill use once Im a teacher.
Despite how tiring this profession is, Im quite looking forward to finishing out the month strong
and plowing through February. Ive learned priceless amounts already and am anxious for what
is still to come.
References
Danielson, C. (2013). The framework for teaching evaluation instrument. Retrieved from
file:///C:/Users/stepa/Downloads/2013_FfTEvalInstrument_Web_v1.2_20140825%20(1).
pdf
Gardinerkids. (2012, February 14th). Baking soda and vinegar experiment [video file]. Retrieved
from https://www.youtube.com/watch?v=zftQ0f33Fys

Domain 1 Reflection

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PLANNING AND PREPARATION

PLANNING AND PREPARATION

PLANNING AND PREPARATION

Setting Instructional Outcomes

PLANNING AND PREPARATION

As I mentioned before, elementary teachers in Alamogordo School District are not

PLANNING AND PREPARATION

PLANNING AND PREPARATION

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