Thursday, April 25, 2013

My Teaching Pedagogy


Chelsey Hood           
April 24, 2013
My Teaching Philosophy

            As I being to develop my teaching philosophy I find myself reflecting on the education that I received and continue to seek. One of the biggest conclusions I have made during this reflection is the personal growth and development that I have undergone. I believe that my development is not solely because of my teachers and education but the role that school played in my development has been crucial. The experiences I have had inside and outside of the classroom throughout my life so far have helped me become the person I am today and will shape the teacher I will be.
            As a future educator I hope that I can play a positive role in my students’ lives as they grow and develop during the short year they will spend in my classroom. Jean Jacques Rousseau wrote in Emilie that education comes to us from three places, “Nature, Men and Other Things, (Rousseau, 1762)” and that we should give children space to learn on their own. Something I took away from Rousseau is that we need to let children be children. They need time and space to explore and learn outside of direct instruction from adults. What I am taking from this is that I hope as an educator I can guide my students to become life long learners, not just pupils in a classroom. I hope that I can show my students why learning is not something that ends after high school, college or graduate school but that it continues throughout our lives and that if we learn to love learning we will be able to utilize education to help us grow into the people we are meant to become.  
            Learning is a complex concept that can have multiple meanings and can change from teacher to teacher. In my opinion learning and growing are intertwined. If I am growing I am learning and if I am learning I am growing. In my opinion a student is successful in a learning situation if they have been able to think critically about a concept and applied it to their own life and experiences. When we think critically about concepts and apply them to our own life experiences they become part of who we are which is how we grow.
            In order for students to learn and grow I believe that the right environment is crucial. Students need an environment that cultivates their creativity. There should be bright colors and posters that inspire ideas and motivation. Students need to feel safe in their school. Students need to feel comfortable enough and safe enough to take risks in their school and classroom.
            In Black Ants and Buddhists by Mary Cowhey there is an entire chapter about helping students deal with tragedy in their own lives and in the world (Cowhey, 2006). This chapter really hit me hard in the light of recent events at Sandy Hook Elementary School in Newtown, CT. This was a terrible tragedy that hit really close to home but this chapter also spoke about tragedies that happen around the world and how our students will try to comprehend them. I believe it is important for students to feel safe in their classroom and school community in order to learn and grow successfully. Helping students make sense of the world around them is part of creating that safe environment. Mary Cowhey suggests ideas that her students did such as drawing pictures, making cards and holding bake sales to raise money after tragedy struck around the world. She provides the time and place for students to deal with issues around the world that affect them. She gives them the time and opportunities they need to talk about and put into action the ideas they have for being active citizens in their community and their world. This is what I want for my students as well. I hope to make my classroom look and feel like a place where my students will have the opportunity to take risks, ask questions and grow.
            I want to provide students with a place to grow and learn. I want to teach my students that they have the whole world ahead of them and that they can achieve anything they dream about. I want to instill in my students a love of learning. I want to teach because I believe that I can make a difference in the lives of a small portion of the children in my community. I believe that if I can be the kind of teacher I hope to be that I will be able to engage my students and motivate them to be life long learners and help them develop dreams for their future. I believe that my role as a teacher will be help my students prepare for their future and guide them through their educational journey that I hope will last a lifetime.
            The goal I have for my future students is to learn that always striving for excellence is the ultimate meaning of success. I believe that if my students leave my classroom knowing that wrong answers and mistakes are not the meaning of failure and know that always striving to be better is the true meaning of success then I know they will have reached my ultimate goal for them. It is my goal for my future students that they leave my class at the end of the year excited to come back to school in the fall. I want them to have positive memories of exciting hands-on-learning experiences in my classroom that motivate them to be excited about returning to school for the next term.
            In order to achieve my goals I plan to include hands on learning experiences for my students. I don’t want to stand in front of my students and fill their heads with information but rather provide them with authentic experiences to learn concepts on their own. I have recently learned and planned a lesson using the concept development method of instruction. The concept development method is a method that asks students to develop an understanding of a concept or idea through their own efforts of investigations. The teacher provides a framework and guidance for the students to engage in developing an understanding of a new idea using their critical thinking skills. I believe that this method of instruction is a great way to motivate my students to become engaged in their education. According to the ideas presented about the banking concept Paulo Freire says that “education is suffering from narrative sickness” (Freire, 1973, 103). I agree with Freire that by just trying to fill my students with information I will not be helping them learn however by using a problem posing method my students will be able to take various pathways and use strategies that fit their learning needs to arrive at the same learning objectives. I also plan to use simulations and interactive lessons as my primary method of instruction because I want all of my students to be actively engaged in the learning. I hope to use direct instruction as little as possible and when I do need to use this method I will work it in as a piece of an interactive unit.
            Reflecting on my education I do believe that it was filled with authentic learning experiences that engaged my in the learning process just as Freire suggests. I remember having units that would culminate in a grade wide performance or a cultural day to experience the parts of a culture we had been learning about. In second grade we learned about the countries in Asia by traveling to different second grade classrooms and spending part of a day there with a different teacher. Each room was decorated to look like that country. We listened to music, wore costumes, tasted food and experienced a culture rather that just listening to direct instruction from our regular teachers. Its authentic experiences like this that I plan to bring into my own classroom.
            If an outsider were to walk in and observe me interacting with my students I hope that they will say that I am very open with my students. I hope that an observer will say that I interact with my students in a way that allows my students to be completely open and honest with me and that my students feel comfortable enough to ask questions and take risks. I want to work with students because I believe that having positive influences in school shapes who a student will become as they grow up. I want to be part of helping my future students become happy, healthy, successful adults. I believe that as a teacher I have the opportunity to influence my students’ futures and who they will become as adults.
            In order to asses my students’ understanding I want to asses their growth. In the test driven world we are entering as new teachers I know that my students will face strict grading and evaluations often. It is my belief that as often as possible my students should be evaluated based on their growth and engagement. If I see that my student has worked hard by being actively engaged in their learning and has made progress in learning concepts I will evaluate them accordingly. If I see a student has not made progress I will have to evaluate their level of engagement in the lessons surrounding that concept and see if there is something I can do to increase their engagement. I want to see students excited about learning something new and turning educational experiences into true learning that will help them grow and develop.
            One of the questions Herbert Kohl suggests new and hopeful teachers ask themselves is “what do you want from the children? Do you want them to do well on tests? Learn particular subject matter” (Kohl, 20)? Although I hope my students will do well on tests I know that every student I have will be different and they won’t all be good test takers. What I want from my students is growth and development. I want my students to develop into life long learners. I want my students to have a positive experience in my classroom where they learn that learning can be fun so that they look for fun ways to learn throughout their lives.
            A goal that I have for myself as a teacher is to never be done learning. I believe there will always be new ideas for teachers to learn about and bring into their classroom. I hope to continue my professional growth by attending conferences, reading articles, attending professional development events and by taking courses from time to time to refresh my teaching methods and learn about new ideas.
            I am really looking forward to taking on the large responsibility of having my own classroom. I am excited about the opportunity I will have to be part of the growth and development of so many young students. I hope that I will be remembered by my students as a positive influence in their lives when they graduate from high school or college and reflect on their educational journey. One last belief that I hold as a future educator is that I believe my teaching philosophy will be ever changing. I believe that as I gain experience as a teacher I will continue to develop my beliefs and my teaching pedagogy.




Bibliography

Cowhey, Mary. (2006). Black Ants and Buddhists. Portland, ME: Stenhouse Publishers.
Freire, Paulo. (1973). Foundational Education. (3rd ed., p. 103). Los Angeles.

Kohl, Herbert. (1976). Educational Foundation. (3rd ed., p. 20). Los Angeles.

Rousseau, Jean Jacques. (1762). Emile. 

Wednesday, April 24, 2013

Understanding by Design-Compassionate Community Plan



Understanding by Design Unit Plan
Compassionate Community Plan  
Taker & Leaver Lifestyle

This unit is designed to guide students of upper elementary grade levels to develop an understanding of their role as citizens of the world. This unit will leave students with an understanding of what it means to be a “leaver” and a “taker” as described in the book Ishmael by Daniel Quinn. The students will learn skills and achieve several goals during the unit but the main focus is to guide students to see a perspective of the world that is different from the typical views of society.
Goals:

  • Standards
    • 5.W.3
      • Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details and clear event sequences
    • 5.SL.5
      • Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes
    • 5.W.4
      • Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
    • 5.RIT.3
      • Explain the relationships or interactions between two or more individuals, events, ideas or concepts in a historical, scientific or technical text based on specific information in the text
    • 5.RL.3
      • Compare and contrast two or more characters, setting, or events in a story or drama, drawing on specific details in the text

  • Understandings
    • Students will understand the difference between a materialistic and spiritual way of life.
    • Students will understand the difference between a “taker” and a “leaver” lifestyle
    • Students will understand their role in society and their ability to take action in their community

  • Essential Questions
    • What do value most in your life? Are the “things” that are important to you material items or are they spiritual?
    • Why/how has society created the taker mentality? How is that related to capitalism and/or our economy
    • What community projects could you put in place to support leaver culture?


Assessment

  • Performance Tasks
    • Simulation
      • Evaluating written work and engagement in simulation looking for evidence of understanding their role in society as a taker or leaver

  • Other Evidence
    • Lists of important items
      • Looking for differences from first list to the second to see if there were changes as a result of discussion of materialistic & spiritual way of thinking
    • Evidence will include journal entries demonstrating perspective, sympathy & empathy, biographies of characters, participation in development of cultural artifacts & physical representations to be used in simulation, participation/engagement in group problem solving
    • Community Action Plan
      • Evaluating student’s written plan to see if student use problem solving method to move from taker to leaver lifestyle


Learning Plan

  1. Show and Tell Activity
    1. Teacher shares photo/object to students to that represents something/someone important to them as a model for show and tell activity
    2. Students bring in an artifact to share with class
    3. Artifacts will represent something/someone important in their life
    4. Students will write descriptions of their share items
    5. Class will create a bulletin board of writing with photos of students with their share items

  2. Materialistic/Spiritual way of life
    1. Students draft lists of important items in their life
    2. As small groups or whole class discuss lists/create a class list and put lists in order of priority
    3. Review lists- Do lists contain material items or non-material items
    4. What does it mean to be spiritual?
      1. Spiritual does not mean religious
    5. After discussion students revise their lists

  3. Homelessness Reading/Writing Activity
    1. Students will read an article about children and homelessness
    2. Students will reflect on article in journals
    3. Students will reflect once more right before going to bed for homework
    4. Next day students will share their reflections and compare two reflections looking for differences after spending the evening at home with family

  4. Taker & Leaver Lifestyle
    1. Discussion of differing lifestyles
      1. How are they similar/differ from your personal life
      2. What does it mean to be a giver/taker
      3. Discuss each cultures values/different perspectives on life, environment,government, leadership, etc.
      4. Have students write a paragraph in their journals about how they see themselves and identify which community they believe they are a part of and why.

  1. Simulation Initiation
    1. Review idea of taker vs. leaver
    2. Split class into two groups/communities
    3. Assign roles
    4. Explain roles and answer any questions  pertaining to their groups and their personal role in that group

  2. Simulation Development/Preparation
    1. Develop roles/characters
      1. Students will be taught how their role in the community affects their society as a whole including their environment, economy, and other member of the their community.
      2. Students will begin to create a biography/history of their character that fits the role they were given.
    2. Develop communities/set
      1. Students will begin creating their physical environment in the room, students should bring in the props, costumes, and anything else they think they will need to properly portray their role in their community

  1. Simulation
    1. Spend time acting in roles
    2. Problem solve in character
      1. A problem will be introduced to the two communities and students should react to the given problem as their role in society would react
      2. Students will write a journal about the problem, how it affected them, their community, environment, economy, and how their society might want to this problem. Students will also write how the opposite community might solve the same problem

  2. Simulation Closure
    1. Wrap up to simulation
      1. Students will meet as a community to figure out how they are going to solve the problem and share with the class as a whole how their community dealt and solved the problem. The two communities will compare and contrast how they responded to the problem and the different effects the problem had the community members, everyday life, the economy, and the environment.

  3. Community Action Plan
    1. Students bring to life ideas how to live as leavers rather than takers- what can they do to be leavers in their community?
    2. Teacher presents a model of a community action plan ie- community garden and discusses how a garden makes impact on a community
    3. Students reflect on their personal transformation from taker to leaver
    4. Students will brainstorm and draft plans to create individual or group community action plans




Sustainable Farm School Visit

Just the other day I took a trip out to Bethlehem, CT with Dr. French. I had the opportunity to visit a non-traditional school that Dr. French is helping to teach a course to a small group of students.

The school I visited was a sustainable farm school. The students here do not spend their day in a classroom but rather at a farm. They take part in projects and hold their classes right at the farm. The courses are taught by volunteer teachers, like Dr. French. The class that I observed was Dr. French working with three students who are making animal masks, just like the students at the Environmental Science Magnet School in Hartford.

The difference at the farm school is that the masks are related to stories they have been reading. The students have been reading in class and for homework Native American stories about trickster animals. In the class I observed Dr. French helped  the students develop a connection between the Native American stories and sci-fi stories about aliens. The stories all relate to how we view the world around us and what we can give and take from our world and the consequences of those actions.

I was very impressed with the responses of the students in the class. I believe that because of the non-traditional approach that their education is taking the students have developed a very different perspective from students who are following a traditional public school path. These students clearly saw the connection between the readings and quickly picked up on the comments the writing make on the world around us.

At first I was apprehensive about seeing this school because I followed the traditional path of education but after hearing from these students and seeing how intuitive they are to seeing problems and solutions in  the world around us I was very impressed. This visit was a perfect example of how education can be adapted to fit any learning style. Clearly these students are thriving being outside all day and learning in an environment they are comfortable in. I would dare to guess that they would not be successful students if they were trapped in a traditional classroom all day.






Critical Compassionate Competencies


Chelsey Hood
4/12/13
EDTE 320 French

CCC: Critical Compassionate Competencies

After reviewing the concept development lesson I wrote related to the environmental superhero project I also reviewed the CCI (Connecticut Critical Instructional Competencies) checklist to continue reflection on my lesson presentation. I also read the article “Beyond the Methods Fetish: Toward a Humanizing Pedagogy” by Lilia Bartolme. Combining my ideas from all of this with the other readings and discussions we’ve had in class I have come to one conclusion: shouldn’t it be common sense that no single method is going to work for every student? I just do not understand why someone would think that a single set of methods is going to work for every student. 

From everything I have learned throughout the entire teaching program I am prepared to be a very flexible teacher. I know that in every lesson I teach I will need to have back up plans and options to reach the variety of learners in my classroom. The article talks about the underachievement of minorities but I do not see how any of my students will not achieve the goals I will set for them and the ones they will set for themselves if I put in the effort to create differentiated lesson plans. I do not see students as groups or with labels. I see students as students, as humans and as individuals. 

When I plan a lesson I start by looking at the Common Core Standard(s) that I hope to teach my students. I then develop an objective around that standard. That is my focus and my goals for my students. Of course these could always change if the situation calls for revision but for the most part my focus and goals for a lesson will remain concrete but from there everything else is a liquid plan. I call my lessons liquid because even as I write them I know that most often much of the plan will change once I am interacting with the students. 

I already said I see my students as individuals and by thinking like that I know that in every lesson each and every student will have a different perspective on the content and presentation of every concept I deliver. When I write a lesson I know that I must think about how each student might respond and what can I do to reach a classroom full of learners, each with their own needs. Regardless of pass successes each student has their own unique challenges and strengths and not every method will be the most effective way of reaching each child. I know that my lessons have to be diverse in the methods used and have multiple branches or options for reaching my students. 

After reading the article and reflecting on my lessons I have realized that I have been taught to teach differentiate lessons and that it is becoming second nature to me because it seems to me that it would be common sense to any teacher that they must find what works for their students. From what I’ve read and discussed in class I am realizing that even though this seems like common sense to me it is not common practice in our schools today, but it will be in my classroom. 


My changes/additions to checklist

IIA: 2 Level of Difficulty
-This section currently as is does not include any positive statements about the difficulty of a lesson or the teacher’s ability to adapt to the needs of the students during a lesson if the level of difficulty needs to be adjusted

Possible Additions:
  • Students appear challenged by assigned tasks but not overwhelmed
  • With guidance/scaffolding students who are struggling are able to work through a difficult problem or concept
  • teacher makes adjustments to questions, problems or assignments if students begin to struggle too much
  • teacher goes back to review a concept if students are lacking the knowledge or skill to complete a problem, question or assignment

Concept Development Lesson Plan


Chelsey Hood
March 18, 2013
Environmental Science Magnet School
Hartford, CT
Concept Development Lesson Plan
Environmental Superheroes
Fossil Fuel Consumption

Overview:

This lesson is being presented using the concept development method of instruction. This lesson was written with the purpose of being presented to students currently in progress of a unit based on an Environmental Superhero project. This lesson assumes that the students have already begun working on their projects. It is assumed that the students have chosen an environmental issue and have done research and begun to incorporate the research into a comic book script. This lesson will present the concept of fossil fuel consumption and the effects of fossil fuel on the earth.

CT State Common Core Standard:
4. RIT. 3
            Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Objectives:
            The students will review their knowledge of fossil fuels. The students will deepen their understanding of the consequences of fossil fuel consumption.  The students will make connections between fossil fuel consumption and the problem of oil spills that their comic book focuses on. The students will decide if the information from the text should be included in their comic book storyline.            
Using informational texts and materials the students will continue developing their environmental superhero projects.
Assessment:
            The students will be evaluated based on the information they draw from the text to incorporate into their storyline development. Students may chose to include information in their story from the text or they may chose not to but they will be expected to draw on the information learned to deepen their understanding of the environmental issue they have chosen to focus on, fossil fuels. The result I am hoping for from this lesson is that the students make the connection between fossil fuel consumption and the oil spill pollution issue that their comic book plot is focused on.

Materials:
            Informational text handouts
            art supplies to continue working on project development

Initiation:
            I will begin by asking what the students know about fossil fuels, the environmental issue they have chosen to focus their project on. I will then tell them I have done some research for them and brought with me an excerpt about fossil fuels. Through this brief discussion I will learn what the students have as background knowledge for fossil fuels. Based on this I can add to or remove some of the readings I have selected. By having several articles and texts available I can individualize the readings for students. If a student has an extensive knowledge of the concept already I can take away some of the more basic readings or if a student has a limited amount background knowledge I can provide more text to increase their knowledge.

Lesson Development:
1.  After the initiation I will hand out the reading I have prepared ahead of time. I will also hand out the work sheet that shows the cycle of fuel consumption. Reading will be distributed based on the amount of prior background knowledge of fossil fuels each student has demonstrated.
2.  I will then allow the students time to read the handouts
3.  I will ask the students what they think about the reading and if they see any connection to their comic book
4.  I will not provide my own thoughts about connects on this because what I am hoping is that the students see the connection between human fuel consumption and the oil spill that is the problem their plot is centered around.
5.  If the students do not arrive at the concept after reading the assigned materials we can continue to discuss fossil fuels. We can add to the students background knowledge if it is lacking through investigation and research using informational texts and online sources.


Closure:
            As a closure I will discuss with the students the connection between fossil fuels consumption and their comic book. If the students do not arrive to this connection on their own I will prompt them to see the connection. We will wrap up by continuing to develop their project presentation and formalizing their storyline, after making any decisions to include the ideas from the concept learned in this lesson. Through the completion of their project the students may want to continue their investigation of the concept by reading more articles and doing more research.


 

Fossil Fuel Energy
Fossil fuels are non-renewable energy sources that formed more than 300 million years ago during the Carboniferous Period - long before dinosaurs roamed the Earth. Fossil fuels are made up of plant and animal matter. When plants and animals died, their bodies decomposed and were buried under layers of earth. Millions of years later we have the three forms of fossil fuel: oil, natural gas and coal.
Fossil Fuel Energy - Oil
Oil is a thick, black, gooey liquid also called petroleum. It's found way down in the ground, usually between layers of rock. To get oil out, a well is dug. Digging a well is like putting a straw into a can of pop. The oil is then pumped out of the ground, just like when you suck pop up the straw. Oil is carried in pipelines and large tanker ships. A refinery changes the oil into products like gasoline, jet fuel and diesel fuel. It's also burned in factories and power plants to make electricity. The oil is burned, which produces gases that turn a turbine to create electricity.
Fossil Fuel Energy - Natural Gas
Natural gas is lighter than air. Natural gas is made out of methane, which is a simple chemical compound made up of carbon and hydrogen atoms. This gas is highly flammable, so no farting near it. Natural gas is found near oil in the ground. It's pumped, just like oil, from wells that tap into the source and send it to large pipelines. Because you can't smell or see natural gas, it is mixed with a chemical to give it a stinky smell - like rotten eggs. That way, it's easy to tell if there's a leak.
After the stinky chemical is added, the natural gas is sent through underground pipes which go to your home so you can cook food and heat your house. It's also sent to factories and power plants to make electricity. Natural gas is burned to produce heat, which boils water, creating steam, which passes through a turbine to generate electricity.
Fossil Fuel Energy - Coal
Coal comes in several different forms from hard black rocks (that's the kind you get in your stocking at Christmas) to soft brown dirt. Some forms burn hotter and cleaner than others. Coal is used to create more than half of all the electricity made in the US. In the states, many of the coal beds are near the ground's surface. We get to the coal by mining for it. Most coal is transported by trains to power plants where it's burned to make steam. The steam turns turbines, which produce electricity.
Do you know how your home is heated? Or do you live in a grass hut and don't need electricity?



Criteria for Evaluation:                    
3 – Target:  Addresses and meets ALL expectations/standards for each component stated on the rubric   
2 –Satisfactory:  Addresses and meets most expectations/standards for each component stated on the rubric   
1 – Emerging:   Addresses and meets few expectations/standards for each component stated on the rubric 
0 – Not suitable:  Does not address or meet standards stated on the rubric

 

Reflective Framework Overview

·       Addresses all components in detail. States key learner characteristics including prior knowledge from prior lesson(s).
·       Gives rationale for teaching this lesson content to these learners.

TC











3
Prof

Relationship to Standards

·       Clearly cites standard(s) with author, date and title of document.
·       Indicates Grade Level Expectation (GLE) if applicable.




 3

Student Learning Objective(s) Includes
·       WHAT? Content learners will learn, i.e., knowledge/understanding, skills, dispositions;
·       HOW? Behavior learners will observably demonstrate to show what they learn (measurable verb);
·       HOW MUCH? What are the conditions/criteria learners have to meet to show success?





  2

Assessment
·       States specific strategy used to collect data (evidence) for each learning objective.
·       Attaches assessment materials (worksheet, essay, project, rubric, etc.).




  2

Initiation Clearly includes elements below:
·       Activates relevant prior knowledge
·       Sets purpose and expectations for learning and behavior
·       Motivates learners
·       Makes relevant real world connections (why learning is important)



  3

Lesson Development

·       Describes in detailed & sequential order all learning experiences in which students are engaged.
·       Explains how the lesson is guided or modeled.
·       Labels key aspects of the instructional model.
·       Indicates instructional groupings and resources used.




 3

Closure

·       Interacts with learners to elicit evidence of students’ understanding of purpose(s) for learning and mastery of SLO’s; This may include any of the following:
1)     Asking or encouraging questions that elicit clear understanding of key learning concepts/ideas/content.
2)     Asking learners to “apply, analyze, synthesize or evaluate” the ideas that show mastery/extensional thinking.
3)     Eliciting from learners the purposes (or “so what?”) for learning this lesson, or relevancy to the real world.





 2

Differentiation
·       Uses data reflecting students’ unique strengths and needs to differentiate instruction.
·       Uses a variety of differentiated instructional strategies appropriate to the content, process (teaching), and product (assessment) of the lesson.



 3

Accommodations/Modifications
·       Uses appropriate strategies to accommodate and/or modify the lesson for students with diverse learning needs.
·       Uses assistive technology when appropriate.


3

Mechanics

·       Lesson plan communicates ideas clearly and is free from errors in word choice and mechanics.
·       +/- Professor Discretion



 3

Reflection on Practice

Student Achievement
·       Specifically analyzes student learning for each SLO.
·       Notes differences in the performance of individual students.  Cites needs or opportunities for re-teaching or enrichment for specific learners.
Reflection on Practice, continued:
Teacher Efficacy: Examines/explains impact of personal teaching practice by responding to following:
·       What worked well and why? 
·       What did not work well and why? 
·       What actions will be taken now which are: a) immediate and b) long range?  
·       Describes ONE reasonable alternative approach that could be used to achieve these same SLOs?        
Reflective Framework Overview: Reflects back on overview.
·       What do you know now that you will use to modify follow-up lessons?
·       What did you learn about your students, content, instructional methods/models and learning environment? 

 









  3