Reflective Response: Component 7 – Lesson Delivery

Watch the in the video section of this module entitled, Component 7: Lesson Delivery. In a reflective response, answer the following questions:

  1. What do you observe about the classroom setup?
  2. What do you observe about the student population of this class?
  3. What subject area, standard AND possible objective is the teacher targeting?
  4. Is this lesson mostly teacher-centered or mostly student-centered? Explain your response.
  5. What are 3 teaching strategies the teacher implements in her lesson?
  6. How does the teacher provide feedback to her students during her lesson?
  7. How can the teacher assess her students after this lesson?
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Reflective Response: Component 7 – Lesson Delivery

1. The classroom setup observed in the video appears to be organized and conducive to active learning. There are desks arranged in groups, facilitating group work and collaboration among students. The walls are decorated with educational posters and student work, creating a visually stimulating environment. The teacher’s desk is positioned at the front of the room, facing the students, allowing for easy monitoring and interaction.

2. The student population of this class seems diverse in terms of gender and ethnicity. There is a mix of students who appear engaged and attentive, while others may seem disinterested or distracted. Some students participate actively in discussions and activities, while others appear more reserved or shy. Overall, the student population reflects a typical classroom setting with varying levels of engagement and participation.

3. The teacher in the video is targeting the subject area of English Language Arts, specifically focusing on the standard of analyzing character development in a novel. The possible objective of the lesson could be for students to identify key character traits, motivations, and relationships in the novel to deepen their understanding of character development.

4. The lesson observed in the video appears to be mostly student-centered. The teacher facilitates discussions, guides group activities, and encourages student participation throughout the lesson. Students are actively involved in analyzing the text, sharing their thoughts, and collaborating with peers. The teacher acts as a facilitator, providing support and guidance while allowing students to take ownership of their learning.

5. Three teaching strategies implemented by the teacher in her lesson include:

– Think-Pair-Share: The teacher prompts students to think individually about a question or topic, then discuss their thoughts with a partner before sharing with the whole class.
– Group Work: Students are divided into small groups to analyze text passages, discuss character traits, and collaborate on assignments, promoting peer learning and communication.
– Questioning Techniques: The teacher uses open-ended questions to stimulate critical thinking, provoke discussion, and encourage students to analyze and interpret the text.

6. The teacher provides feedback to her students during the lesson by:

– Affirming Responses: Acknowledging students’ contributions, ideas, and efforts positively to reinforce participation and build confidence.
– Clarification: Offering explanations, examples, or additional guidance to help students understand concepts or address misconceptions.
– Encouraging Reflection: Encouraging students to reflect on their responses, thought processes, and learning experiences to deepen their understanding and promote metacognition.

7. After this lesson, the teacher can assess her students through various methods such as:

Formative Assessment: Using exit tickets, quizzes, or group discussions to gauge students’ understanding of character development concepts covered in the lesson.
– Performance Tasks: Assigning tasks like writing character analyses, creating character profiles, or presenting findings to demonstrate comprehension and analysis skills.
– Peer Evaluation: Incorporating peer feedback or self-assessment activities where students assess each other’s work based on specific criteria related to character development analysis.

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