Lesson Reflection
Going into my IMB clinical experience, I expected everything to work out exactly the way I planned. That was probably my number one mistake. When I was told my science lesson needed to be about light, I really didn’t know where to begin. I was given access to the student and teacher’s edition of the book my class uses. I read and reread it several times and I was still stuck. I came up with a 5E lesson plan to teach about the properties of light, specifically about transparent, opaque, and translucent objects.
After observing my teacher during a science lesson, I realized that she doesn’t do 5E lessons in the classroom. Those lessons are done in their science specials class. Their science is taught directly from the book in their classroom. I found out later that their experimenting and indirect lessons are all taught during their specials science.
I had my lesson plan all put together and then I had to teach my students different than I had planned. I ended up teaching the way I taught my social studies lesson. I read the two sections in the science book, focusing on key vocabulary, asking questions to encourage class discussion. This is the way my teacher taught science to her students.
I read pages F48 through F51 to my students, stopping every few sentences to ask questions about what I was reading to be sure my students understood the content. These sections were about how we see light, how technology uses light, and why all that matters. Unfortunately, I wasn’t even able to do the quick lab from the book because of a lack of time. I was only given about 20 minutes to do all of that reading and discussion. I had the students answer the questions at the end of the section in their science journal so that the teacher would have something for an assessment.
I was actually really upset that I was unable to teach my 5E lesson plan, but the experience helped to show me that every classroom is different and you have to adapt to what you’re given. Had I not been flexible enough to change my intended plan, I would have not been able to teach science at all. Overall, I am glad I was given the opportunity, but I am disappointed that I was not able to teach in my intended style.
After observing my teacher during a science lesson, I realized that she doesn’t do 5E lessons in the classroom. Those lessons are done in their science specials class. Their science is taught directly from the book in their classroom. I found out later that their experimenting and indirect lessons are all taught during their specials science.
I had my lesson plan all put together and then I had to teach my students different than I had planned. I ended up teaching the way I taught my social studies lesson. I read the two sections in the science book, focusing on key vocabulary, asking questions to encourage class discussion. This is the way my teacher taught science to her students.
I read pages F48 through F51 to my students, stopping every few sentences to ask questions about what I was reading to be sure my students understood the content. These sections were about how we see light, how technology uses light, and why all that matters. Unfortunately, I wasn’t even able to do the quick lab from the book because of a lack of time. I was only given about 20 minutes to do all of that reading and discussion. I had the students answer the questions at the end of the section in their science journal so that the teacher would have something for an assessment.
I was actually really upset that I was unable to teach my 5E lesson plan, but the experience helped to show me that every classroom is different and you have to adapt to what you’re given. Had I not been flexible enough to change my intended plan, I would have not been able to teach science at all. Overall, I am glad I was given the opportunity, but I am disappointed that I was not able to teach in my intended style.