Entry # 4: Refection

At the end of this experience I am very grateful to have spent this semester with the Pre-K 4 class, Ms. Christina, and Ms. Elia. Not only did I get a chance to see what my current Pre-K 3 class is working towards, I also learned many teaching techniques and strategies. Some things I’ve learned include various call and responses (i.e. “Hocus Pocus” -“Time to focus”), great sorting and matching activities, and how to set up successful centers in a small space. The children have been a joy to work with and I will miss spending time with them. The bonds formed through this experience have made my own personal experience at Saint Albans even more enjoyable.

From my observation I received valuable feedback that helped me better assess students in an authentic way. This was my first formal observation at Hunter and I felt encouraged by the feedback and comments I received.  Being in the early stages of my career, having feedback on my in-class performance was extremely helpful. Authentic assessment is an area I continue to struggle with and your specific advice was very much appreciated. I also enjoyed the different discussions and topics addressed in-class. Thank you for a great semester!

Entry # 3: Post Observation Survey

This experience was just fantastic for helping develop my practice. I was so thankful for your kind comments and thoughtful feedback. I have begun to implement more authentic assessment into my daily routine and I am gaining a better understanding of what the children are retaining. Thank you!

2. Did the students learn what I had intended?  Were my instructional goals and objectives developmentally appropriate?  What is my evidence?

I believe that the students did learn what I had intended them to learn. The objective of the lesson was “After reading an informational text and observing a pumpkin, children will demonstrate knowledge of a pumpkin’s physical attributes and parts.” I was able to observe the children use some of the pumpkin vocabulary during the art activity (i.e. “look how many seeds I have”). This indicated that the children were able to identify and apply knowledge of a pumpkin’s parts. I think the lesson was developmentally appropriate because it built on what the children had been learning and included a few more challenging terms. This was apparent in the children’s interest and engagement. I was especially happy with the lesson when Ryota, our usually quiet ELL student, repeated the targeted vocabulary “fibrous strands”.

4. Were my strategies and activities effective?  What is my evidence?

I think my strategies and activities were effective because there was a variety of learning experiences including a read aloud, a discussion, a sensory experience, and a hands-on art activity. The children were engaged and enjoyed each activity which increased their interest in learning the new terminology introduced. During the art activity one child asked for the term ‘fibrous strands’ to be repeated, after which several other children repeated the term. Ms. Christina reported that the term was reintroduced the following day, which helped fortify the vocabulary introduced.

 7.   If I had the opportunity to teach this lesson again, what might I do differently?  Why?

If I did this lesson again I would allow the students more free range with the art materials and I would approach the assessment portion differently the following day. Using open-ended questions such as, “What is important about pumpkins?” I can authentically assess what the children learned and where more practice is needed. Giving children more free-range with the art material would have also allowed for more creativity and insight into what the children remembered about pumpkins. I would also prepare larger experience chart paper to record and preserve the children’s thoughts about how a pumpkin looks, smells, tastes, feels and sounds like. I might also break up the 5 senses and discuss 1-2 per day over a few days, reviewing our thoughts from each discussion daily.

Entry # 2: Classroom Environment

At Saint Albans School the classrooms are very small. This impacts how teachers are able to teach their students and the structure of the day. The Pre-K 4 classroom measures approximately 25' x 25'. There is a large green carpet on one side of the room, and three tables on the other side. Because the the small amount of space, the tables and carpet must be multifunctional. The carpet serves as the play area and circle time space, the tables are used for all sit down activities. All material is found on the wall shelving on the east side of the classroom, out of reach of the children. The children's cubbies line the northern wall where there are also large windows. By the entrance is a white board used for morning meeting with the job chart set up on the other side of the doorway. There is also a bathroom in the classroom.

The set up of the classroom means that the children's activities are structured and decided by the teachers. Because there are no centers, there is not much choice available during play time. Toys and material are taken out for, and put away by the teachers. While more space and more choice would be better for the children, the teachers and children make the most of the space they have. The teacher has adapted the day to work in the space provided, and the children enjoy school. The children also have several specials such a library, art, religion, and gym which give the children the opportunity to learning in various environments.

Pumpkin Lesson

My lesson this Wednesday the 28th will be a pumpkin exploration with the children. The class has been learning about fall this past month and will be focusing on pumpkins next week. Here's a look at the full lesson plan I will be doing with them:

Teacher Candidate	YeaEun Schwartz
Date of Scheduled Visit	October 28th, 2015
Name/Address of School	Saint Alban’s School, 317 E. 50th St, New York, NY 10022
Age/Grade level	Pre-K 4
Cooperating Teacher	Ms. Christina Maydick	Classroom Number		PK-4
Name of Lesson	Pumpkin Exploration
Content area(s)/developmental domain(s) addressed	Science: Children learn use their senses to observe and describe the attributes of a pumpkin. Language and Literacy: Children will learn the parts of a pumpkin  (pulp, vine, stem, cavity, fibrous strands, seeds, skin)
Brief description of the lesson	After reading an informational text about pumpkins, children will use their five senses to observe and describe a pumpkin. After, the children will paste together a paper pumpkin.
This lesson is:	*      A new concept/activity
Rationale	Having first hand knowledge of the physical attributes of a pumpkin will help solidify the children’s knowledge and understanding of vegetables and the living world.
Timeframe	~25-30 min
Objective(s) of the activity	After reading an informational text and observing a pumpkin, children will demonstrate knowledge of a pumpkin’s physical attributes and parts.
Connections to standards (Core Knowledge- Level II)	II-SC 1.11 Plant, care for, and record observations of a plant, noting the parts of the plant, needs, development, lifecycle
Language Objectives	The language focus in this lesson will be vocabulary acquisition (pulp, vine, stem, cavity, fibrous strands, seeds, skin), and using adjectives to describe a pumpkin.
Resources/materials needed:	§  Pumpkin (cut in half) §  Cooked pumpkin in cups §  Pumpkin pulp in bag §  Experience chart with 5 senses listed §  All About Pumpkins book §  17 Paper pumpkin pieces (Orange skin, brown stem, yellow cavity, seeds, yarn for strands) §  17 Glue sticks
Technology inclusion (if applicable)	N/A
Procedures (step by step)	Anticipatory Set (Connection/Motivation) Introduce the lesson as a lesson about one of your favorite fall vegetables. Ask them to take a guess. Tell them that today we have a very fun lesson about Pumpkins! (“We’re going to look, smell, touch, and even taste pumpkin today!”)
	Instruction/Mini Lesson Read All About Pumpkins book. Review the stages of a pumpkins development. Introduce the pumpkin cut in half. What do they see? Go over the parts of a pumpkin (pulp, vine, stem, cavity, fibrous strands, seeds, skin).
	Guided Participation Let the children look, smell, feel, listen, and then taste the pumpkin. Record their observations on the experience chart. After writing down all observations, demonstrate the pumpkin project (paste the skin, cavity, yarn, then seeds and stem).
	Closure (sharing/reflection, next steps) Have the children bring you their work when finished and ask the children to tell you about the parts of their pumpkin. Write their names on the pumpkins.
Method of assessing children’s understanding of lesson/activity/objective(s)	Pre-assessment The children have been learning about fall foods such as apples and pumpkins. This prior exposure to pumpkins will help facilitate the vocabulary targeted in this lesson.	Assessment of Student Have the children bring you their work when finished and ask the children to tell you about the parts of their pumpkin.	Assessment of Children’s Language Learning  Have the children bring you their work when finished and ask the children to tell you about the parts of their pumpkin.
Plans for differentiated instruction/instructional modifications	Supporting children with identified delays or disabilities Allow for more time and use plenty of positive reinforcement throughout the activity.	Supporting English Language Learners Ask the children what the word for pumpkin is in their native language. Repeat the new vocabulary several times with the class and review with a pumpkin story the following day.
Follow up/Extension activities	Compare and contrast different pumpkins/squash (white pumpkins, butternut, acorn, sugar pie etc) * In the spring, plant a pumpkin seed and observe the beginning stages of a pumpkin plant.
Any additional information that would be helpful for the observer to know
Observer feedback on the lesson plan, including commendations and recommendations for improving aspects of the learning activity

Entry # 1: My Expectations

About the Class
This semester I will be working in the Pre-K 4 classroom at Saint Alban's School on 317 E 50th St. I will be assisting the head teacher, Christina, twice a week on Monday and Tuesday afternoons. The Pre-K 4 classroom has 17 students, one head teacher and one assistant. The student's attend school from 8:30am to 3pm.

My Expectations
I look forward to working with the Pre-K 4 group this semester. I am currently the head teacher for the Pre-K 3 class and it will be very interesting for me to observe the developmental abilities of four year olds as compared to my current age group. With each observation and with each group of children I work with I always learn new styles of teaching and learning. I'm hoping to take what I learn from Christina and the children to better my own practice.