(Reflection: Part 3)
(Assessing Student Learning and My Teaching)
The objectives for my lesson were:
- Students will begin to understand that there are different types of communities that consist of people, their roles, and different places.
- Students will begin to develop their understanding of communities in general by identifying the people, roles, and places in their own classroom as a group.
- Students will use this information to individually create a map of their classroom from memory using materials that they select.
- Students will be introduced to the idea that people may interpret things, in this instance their classroom layout, in different ways.
I planned on having two assessments for this lesson- the chart paper that the group collectively used to identify characteristics of communities in general and our classroom community specifically (Objective #2) and the classroom maps that the students created individually (Objective #3). I hoped that having the students share their maps with their classmates would introduce them to the idea that people interpret things in different ways (Objective #4).
Collectively, these students were able to identify quite a few people, roles, and places in the Room 102 Community. For people, the group listed: Ms. Anita (works, teach us to do things), Principal Ellerbee (be responsible, tell teachers what to teach), Teacher Anna (help Ms. Anita, learn from Ms. Anita), Teacher Becky (teach us games, play games), Coach Aaron, Marquois, Matthew, Zakaya, Jose, Mark, Layla, the whole class (anything to be good, be nice to other classmates), Teacher Kelly, the librarian, and Mr. Stone. For places, the group listed: window, Ms. Anita’s desk, where our coats go, carpet, ceiling, wall, books, tables, door, lunch and snack basket, leveled books, library, clock, chairs, baskets, floor, whiteboard. |
I chose to focus on assessing the work of Zakaya, Jose, and Matthew. Although all of the students were able to identify a person, role, or place in both communities in general and the classroom community specifically, there were differences in the level of understanding demonstrated by their classroom maps. Zakaya included Ms. Anita and some tables in her map. Unlike her classmates, she did not label anything on her map. I knew what she drew from an individual conference with her. Jose included himself, Ms. Anita, and Teacher Anna in his map. This was apparent because he clearly labeled the figures and wrote “tablse”. Matthew labeled the tables by letter and Ms. Anita’s desk. He started his map and realized that the carpet would need to go farther to the left than what is paper allowed, so he asked for another piece of paper. He included places in his map and demonstrated an understanding of perspective and the importance of labels.
|
Classroom Community Maps: