A lesson can be perfectly planned, but if not implemented correctly it may not be effective for learning. Gathering feedback from others regarding implementation can lead to improved practices for new and experienced teachers. Observing others and being observed is a great way to provide feedback and gather additional data on a lesson’s effectiveness for supporting students in meeting the objective.
Allocate at least 2 hours in an inclusive K-12 classroom that includes students with disabilities for this field experience.
Implement the activity developed with your mentor teacher in Clinical Field Experience B or another activity using technology with the whole class or a small group of students. Be sure to utilize the differentiation strategies you and your mentor teacher discussed to meet the needs of all students in the class/group.
Following the implementation, seek feedback from your mentor teacher. Discuss the following:
How the implementation went, include whether the students met the objective of the activity. Discuss how you made this determination.
What you and your mentor felt was effective, and what you would do differently next time.
The effectiveness of the differentiation and how the technology supported students during the activity.
Spend any remaining field experience hours observing or assisting the teacher in providing instruction and support to the class.
Following the implementation and discussion, write a 250-500 word reflection. Summarize the implementation of the activity and feedback from your mentor teacher. How did the technology used in the activity help meet the needs of all the students in the group or class? What parts of the lesson were effective and what would you change for next time? Did the students meet the objectives of the activity and how did you know?
The technology proved instrumental in meeting the needs of all learners. For students with learning disabilities, the visual and interactive nature of the simulation provided a concrete experience that was more accessible than a static diagram. I had also prepared a simplified guided worksheet that paired with the simulation, directing their attention to key concepts and providing sentence starters. For advanced students, the technology allowed them to explore more complex variables and research additional related topics, such as the impact of pollution on the water cycle, without disrupting the main lesson flow.
Overall, the lesson was very effective. The students met the objective of the activity, which was to identify and explain the stages of the water cycle. I was able to determine this by using a short, three-question exit ticket at the end of the session. The exit ticket asked them to label a simple diagram of the water cycle and provide a one-sentence description for each stage. All students, including those who needed differentiated support, successfully completed the task with a high degree of accuracy. For next time, I would definitely dedicate more time to the initial technology introduction and create cle
Sample Answer
This reflection summarizes a recent field experience where I implemented a science activity on the water cycle with a small group of 7th-grade students, which included several students with diverse learning needs. The activity utilized an interactive online simulation to explore the stages of evaporation, condensation, and precipitation. I designed the lesson with specific differentiation strategies to ensure all students could participate and succeed.
After the activity, I met with my mentor teacher to discuss the implementation. She felt the use of the interactive simulation was highly effective, as it maintained student engagement and allowed them to visually manipulate the variables of the water cycle, such as temperature and location. The students were actively involved, asking questions and collaborating. My mentor suggested that next time, I could be more explicit in my directions for the small group, as some students were initially unsure how to navigate the simulation on their own. We also agreed that I could have built in more frequent checkpoints to ensure every student was progressing at a similar pace before moving to the next concept.