Teaching Rehearsal Written Reflection.docx
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Boise State University *
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4001
Subject
Mathematics
Date
Jan 9, 2024
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8
Uploaded by EarlWolf863
Elementary Mathematics Curriculum and Instruction (ED-CIFS 331)
Teaching Rehearsal: Written Reflection
In this written reflection, you will think back on your rehearsal experience overall, as well as
particular moments from the rehearsal. Be thoughtful and specific as you consider your
experience.
What was it like to rehearse your teaching for others?
Rehearsing my teaching for others was super interesting and not as I expected. Since these
are people I have been in class with for a couple months now, I figured I would be slightly
more relaxed and comfortable. Unlike my prediction, as soon as we stepped up, it felt like it
was a room full of strangers. I get extremely nervous when presenting and things of that
nature, however, since I was teaching an elementary math lesson, I did not think I would get
nervous but I did. Once I got the hang of it, it became quite fun and satisfying. Overall, it was
extremely eye opening as a whole as I got to have a feel for teaching a lesson which is not
something I am used to since I am not aiming to be a teacher. It brought me out of my
comfort zone to say the least.
What went particularly well in your rehearsal and why?
I would say that our rehearsal as a whole went pretty well. The parts that went the most well
include our plan and execution to elicit, represent, and press. I think we kept up pretty well
with the goal of incorporating all of these aspects into our lesson as we had each person
represent their own problem on the board while eliciting and pressing the person with
questions such as “where did this 4 come from?” “Why did you choose to do it this way?”.
We also had other students revoice for us and I think this went very well also as we always
had someone to revoice which means they were engaged and paying attention. Overall, I
think just doing the things we had planned as I explained above went really well.
Elementary Mathematics Curriculum and Instruction (ED-CIFS 331)
Teaching Rehearsal: Written Reflection
What would you do differently in teaching this lesson a second time and why?
If I were to teach this lesson a second time, I would likely change the equation and make it
slightly more tricky. Since the problem was pretty easy, there were not very many ways that
people found to solve it which slightly posed an issue as we could have been done with our
lesson very early on. If we did a more complex equation, I feel as though it would have been
slightly more engaging/entertaining and we would have had more volunteers to write their
thinking on the board.
You will now think back to several of the moments during your rehearsal that you found
challenging. These were the moments when either the instructor, your teaching partner, or
yourself paused the rehearsal to discuss a challenging moment from the rehearsal. Please
reflect on several of these moments by responding to the prompts below.
Challenging Moment #1
What occurred during this particular moment from the rehearsal?
We accidentally erased the student thinking on the board which was one of the main parts of
our lesson as at the end we intended to ask the students to compare and contrast the
different methods.
What made this particular moment challenging?
It made this particular moment challenging as when we realized, we had to quickly
remember the student thinking on the board and re write it while still trying to carry on the
lesson. In hindsight, we could have paused the lesson and acknowledged out mistaker by
asking the student to rewrite it, however, things happen so fast when you are up there and
quickly rewriting it while the lesson continued on made more sense at the time.
Elementary Mathematics Curriculum and Instruction (ED-CIFS 331)
Teaching Rehearsal: Written Reflection
How did you respond to this moment?
We responded to this moment by continuing the lesson on while I continued to talk with the
class while my partner re-wrote the problems on the board. It made me slightly scatter
brained though as I was trying to help her remember what was written on the board while
also trying to engage with the classroom.
How do you think things went after responding as you did?
I think once I could see that my partner was remembering the problems that were erased
from the board, things went smoothly. I feel as though this was almost something that we
noticed in detail, however, from an outsider’s perspective it likely looked much more
seamless than it felt which was the goal. I think that continuing to engage and talk with the
class while my partner re-wrote the problems made the mistake much less noticeable.
Is there anything you might have done differently during this moment? Please elaborate.
I think that I could have paused the entire lesson and acknowledged that there was a mistake
made. We could have had the students come up and re-write the problems so that it would
be in their handwriting which makes it more personal and I wouldn’t have felt so scattered in
the moment. I feel as though there is nothing wrong with pointing out a teacher mistake so in
hindsight this could have been a route we took, however, as I said, at the moment this
seemed like the most ideal plan.
Challenging Moment #2
What occurred during this particular moment from the rehearsal?
We were slightly unsure of the order we wanted to go with our lesson plan. At one point, we
had to take a brief intermission to determine the route we wanted to take in terms of
ordering the steps of our lesson plan. We were unsure of whether or not we wanted to have
the class say the answer of the problem before writing their strategy on the board or after.
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Elementary Mathematics Curriculum and Instruction (ED-CIFS 331)
Teaching Rehearsal: Written Reflection
Although this is super minor, at the time, there is so much pressure so it feels like one minor
thing could change the whole lesson plan.
What made this particular moment challenging?
I think what made this particular moment challenging was feeling uncomfortable to take a
brief intermission in the middle of our lesson to speak with each other. It felt like we made a
mistake which was not a good feeling, however, Sally quickly reminded us that it is okay to
talk with each other and figure out whatever we need.
How did you respond to this moment?
We responded by putting our heads together for a very brief moment to agree on the order
we wanted to take our lesson plan. We acknowledged that this was something that we
should have planned ahead of time, however, it slipped our minds. After the brief
intermission, we apologized and continued our lesson as if nothing happened.
How do you think things went after responding as you did?
Things went well after responding the way that we did. We were on the same page
afterwards and we made it so quick that it hardly affected our lesson. I feel as though we did
not lose any engagement and that our choice of action when things got challenging was
appropriate and helpful.
Is there anything you might have done differently during this moment? Please elaborate.
I think I would have announced that I need to speak with my colleague for one moment
before doing so. If I remember correctly, we both had confusion and walked to each other to
figure it out without letting the class know. I think a small heads up that we need to discuss
something for just one moment would have been nice.
Elementary Mathematics Curriculum and Instruction (ED-CIFS 331)
Teaching Rehearsal: Written Reflection
Elementary Mathematics Curriculum and Instruction (ED-CIFS 331)
Teaching Rehearsal: Written Reflection
Challenging Moment #3
What occurred during this particular moment from the rehearsal?
We ran out of volunteers for strategies used to be presented on the board. Nobody was
volunteering to show if they had different methods rather than what was on the board and I
am not sure if they truly did not have any different thinking or if we just lost engagement.
What made this particular moment challenging?
This moment was challenging as it cut our lesson a lot shorter than we anticipated. I think we
were expecting a lot more methods and strategies than we were presented with and this
made our lesson go much quicker than we intended. We were kind of standing there
awkwardly trying to get anybody to say anything which made the lesson slightly challenging
to continue as it was slightly discouraging.
How did you respond to this moment?
We responded by continuing to press them to come up with different ways to solve the
problem. We did a turn and talk to allow them time to think with their table mates about
differing ways the problem can be solved.
How do you think things went after responding as you did?
I think we responded in a very appropriate way. Allowing them time to brainstorm with their
table mates gave us a couple more strategies which was exactly what we were looking for so I
believe that things went great after responding the way that we did.
Is there anything you might have done differently during this moment? Please elaborate.
I may have done one more turn and talk just to gain even more strategies on the board. Sally
allowed us to understand that there is no such thing as too much when it comes to pressing
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Elementary Mathematics Curriculum and Instruction (ED-CIFS 331)
Teaching Rehearsal: Written Reflection
for more strategies so I think we could have even had them put their heads together just
once more to squeeze out additional strategies. I also may have shown the strategies that we
intended to see but didn’t, on the board. We could have used this as a learning opportunity
and shown them how to do it on a number line or any other strategies that were not voiced.
Elementary Mathematics Curriculum and Instruction (ED-CIFS 331)
Teaching Rehearsal: Written Reflection
Criteria
Pts
Provides a thorough reflection on the overall experience of rehearsing
/5 pts
Describes what went particularly well in the rehearsal and shares reasoning about why
that went well
/5 pts
Describes what could be done differently if teaching this lesson again and shares
reasoning about why these changes would be made
/5 pts
Challenging moment #1: Provides an in-depth and thorough reflection on a challenging
moment from the rehearsal
/5 pts
Challenging moment #2: Provides an in-depth and thorough reflection on a challenging
moment from the rehearsal
/5 pts
Challenging moment #3: Provides an in-depth and thorough reflection on a challenging
moment from the rehearsal
/5 pts
Total
/30 pts