Reflective Action Model
Becky Earll
EDFN 775 (PDC)
January 18, 2006
Step 1: Teacher Begins to Plan
I began by planning a math lesson on reading/creating number lines and identifying the number “before,” “after,” and “in between” other numbers on the line. I planned an introduction activity that got the students on their feet and ready for the lesson. I also planned to include other various activities—some front board work for modeling, some overhead examples, as well as some seat work using white boards for guided practice, in addition to independent practice through a final assignment.
Step 2: Teacher Considers What Students Already Know
In my preparation, I thought about what my students already know. I knew that all my students already know how to count, so this would not have to be reviewed. They also know what a “line” looks like and how to draw one. Also, my students know to count up from left to right (like they read). On the other hand, with such young kids, I do always take into consideration that they do not have that broad of background knowledge just yet, so I do make sure to at least review quickly even the most seemingly obvious things sometimes. For example, I did create a number line with missing numbers in it for my lesson as a way for them to correct me. Doing such things, I am able to get a read on the students (and especially those whose needs are greater) to see if we can quickly move on or if we need to stop a second before moving on.
Step 3: Teacher has Expectations
In picturing that lesson beforehand, I imagined that the lesson would move from short activity to short activity as to keep the attention of the 6 and 7 year olds. I expected to start the lesson with a review of the day’s work before, then I wanted the kids on their feet and in a line and ask that they tell me who is “before,” “after,” and “in between” whom. I then wanted to give some kids numbers and have those students come forward to create a human number line and then ask the same questions, but using numbers this time instead of names. From there, I wanted to model and discuss about creating a number line on the white board and ask for some help from volunteers. Next, I planned for some guided practice on the students’ own white boards, followed by some challenge story problems on the overhead, and finally, some review and an assignment. I thought that this lesson would be well-received by students because I was planning on keeping it moving—which I especially wanted for this lesson as it isn’t the most exciting of topics! I also expected that there may be some boredom from my top students, which is why I wanted to make sure there were some challenge problems thrown in as well.
Step 4: Unforeseen Problems Occur
The most popular unforeseen problem that occurs in my classroom with these young kids and did again with this particular lesson is when a few students don’t pay attention. It’s hard for some kids at this age to sit and simply listen for too long without putting their hands in their desk or letting themselves get distracted by someone or something else in the room. In this particular lesson, I did have some “hands in the desk” and later some drawing on the white boards when the students were supposed to be creating number lines. I also had to discipline a child who was showing defiance by taking his white board away.
Step 5: Non-reflective Teacher Ignores Warning Signals
I think I did my best to pick up on the warning signals and mentally point out those students who were beginning to lose focus. However, the child that I eventually disciplined did get away with “doodling” longer than he should have.
Step 6: Reflective Teacher Use Withitness
When I noticed a few students had their hands in their desk, I quickly announced in the middle of my lesson for “everyone” to remember to keep their desks closed. I also walked around the room (as always) lots and would sometimes tap on a shoulder or on a desk. That worked. In the case of the misbehaving student who refused to stop drawing even when asked, I took his white board from him and told him privately that I would talk to him later (as not to interrupt the others’ learning for any longer). Also, at the beginning of my lesson when I asked the students to all stand up and point out students who were “before,” “after,” and “in between,” I picked up on the signals that students were getting it and didn’t need anymore practice with that, and so I moved onto giving the numbers instead.
Step 7: Afterward, Teacher Reflects on the Event
In my reflection following the lesson, I decided that even though I tried to include many various activities to keep the kids moving and able to pay attention, I spent too much time at the beginning when talking about number lines. I think this is what caused some kids to get a little fidgety and start playing in their desks. Maybe by the time I was done talking about number lines, my one student didn’t want to have anything to do with them anymore, and so he decided to draw instead.
Step 8: Teacher Does Research and Invites Feedback
This lesson was actually observed by my principal. She had some nice things to say about the lesson, and was impressed by the varying activities. As for the feedback regarding the inattentive students, she said exactly what I was thinking about how keeping the lesson moving a little faster should help to prevent that behavior.
Step 9: Teacher Reflects Again, Using Feedback, Research, and Creativity
Since I was on the same page with my principal, I decided to rethink about the lesson and how and where I could shorten it up. The introduction especially spent too much time on what the students already know. Also, I planned now to spend a little less time talking about number lines in the actual teaching of them and thought about having more students volunteer to help show things to the class. This way I could get those students who are having a hard time paying attention right into the middle of the action—participating, teaching, and learning.
Step 10: Teacher Creates a New Action Plan
Under my new lesson plan, I definitely shortened up the introduction, where I felt I spent too much time previously. I still liked it however, especially the human number line, so I kept it in. As for the teaching of number lines, I would next time do some explanation and modeling, but I would ask for much more help in doing such. As soon as I knew the majority of the kids were starting to get it, I would move quickly onto guided practice with their white boards. Since I know how much the kids love coming forward to show their work, I thought about next time having the students create number lines and whatever I asked of them and have those students who were doing their work as asked, come forward. I think this would motivate those “drawers” to stay on task so that they could get chosen by me. Again, I would keep this moving faster and end the practice as soon as I felt the concept was understood. Also, I would still include the challenge problems for those advanced students as to keep them from losing attention. All and all, I was pretty pleased with the lesson—the transitions went fine, and I thought the actual teaching was good. I just really want to keep everything moving the next time.