Mini-unit

Plan in Action: mini-study of mentor’s plan in action
Two Lessons: Co-planning and teaching 2 lessons, followed by systematic reflection
Mini-unit questions
Initial Plan
Lesson Plans 1-5
Reflection on Planning
Reflections on Lessons
Reflection on Teaching
Mini-unit Fair


Reflection on Teaching Mini-unit

Purpose: The purpose of this reflection is to provide an opportunity for you to analyze the process of planning and teaching your mini-unit and articulate your learning around planning for teaching.

Analysis of Student Learning: (2-3 pages)
What were the specific goals for student learning for your mini-unit?
How were you going to assess that learning?
What were the results of your assessments?
What have your students gained from the unit?
What evidence supports your claims?
Select three students who represent the achievement span for this mini-unit and present a few observations and/or samples of student work.
Include your study child as one of the students.
How were your assessments more or less effective in obtaining evidence of student learning?
Is the evidence of student learning convincing?
Is the evidence of student learning related to the original goals of the unit?
Are the assessments analyzed for their effectiveness?

Final Reflection: (3 - 4 pages)
What were the strengths and weaknesses of this mini-unit as planned?
What were the strengths and weaknesses of this mini-unit as taught?
What specific connections can you make to the DeLeT Teaching Standards?
Has your understanding of them changed or developed?
What did you learn about planning from this experience?
Did you make any changes in your plans prior to teaching/implementing each lesson? If so, why?
Did you make any changes during the lessons? Why?
What did you learn about yourself as a teacher?
What did you learn about the students you teach?
What surprised you that you could have anticipated?
What surprised you that you could not have anticipated?
What would you do differently and why? Try to be specific and to draw on direct experiences and assessments of the students and of yourself.
What questions have been generated for you through this process of planning and teaching?
What questions and insights of specific experiences relate to the more general or “bigger picture” ideas about planning and teaching?