Over all I believe that the lessons went well, and with only the time managing an issue during the Inquiry lesson. During the direct lesson the students seemed to be engaged and able to follow along. Although, I would change a few things on the hand out that was given out. I did not like how we used the word magma when it should have been lava. I thought that the hand out looked like it was easy to follow until the students were having trouble following it. There were certain parts during the lesson that the students didn't realize that a fill in the blank word was needed, and I think that was because we didn't think to underline or bold them. This would have been helpful to the students who were having trouble following along. There were two students with learning disabilities and I thought that the lesson would accommodate them, but the fill in the blank did not suite the students as I thought that they would. I thought it would be easier then writing a full sentence, but it was confusing to the class. I would change this for next time so that it was a combination of both, and I would explain that to the class before starting the organizer. For the guided practice part of the lesson due to time I had to cut out a slide, and looking back this was a bad choice. This slide would have assisted the students in answering the questions for guided practice. I thought that the students would have understood the cycle, but this was not the case. This was something that I knew that I had to review in the next lesson.
During the introduction of teaching I asked a lot of questions about the last lesson, and I tied it into what the students would be learning about today. This gave me some great feedback to see what the students understood and what needed to be gone over again and again. During the one slide I had a back up plan to have the class say the words together, and to say the definition, but when I taught this information and asked a question almost the entire class could answer the questions, so I decided that it wasn't needed, but I was happy to have it as a back up. I put in my teaching some checking up on understanding to see where the students were at after teaching certain things, and this was great because we did have to go over a few things, but other things the students got. I noticed that the class didn't understand the rock cycle and so the next lesson was all about the rock cycle so the students had a clearer understanding of how it worked. I also ended the lesson with asking the students to write how they feel about what they have learned so far and write a few things they learned or a few things they were confused about so I could go back over them. It was overwhelmingly a high score for me because only a handful of students were having trouble, and the next lesson was designed to help answer and support those learners.
Some of the lesson was adapted to engage and support all of the learners in the classroom. I used fill in the blank for the students who had learning disabilities so they didn't have as much to write, but wrote the key words. More text was on the power point for the students who need that to learn rather then just hearing it.
The students were given homework that was designed to make them think and problem solve. The students were given a blank document and asked to fill it out according to what they had learned today. This came back with a positive result.
While teaching the students I used a stoplight system to get feedback from the class. The students did well with this and It helped me figure out where the students stood on content knowledge. During direct lesson there was not much interaction between each student during the direct instruction. I believe that the lesson went over well and that the students really understood the ideas and concepts that were discussed.
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