Running head: STEP STANDARD SEVEN 1

STEP Standard Seven: Reflecting on Instruction to Improve Student Progress

Gina Peebles

Grand Canyon University; SEC-590

Student Teaching: Secondary Education

November 7, 2019
 STEP STANDARD SEVEN 2

STEP Standard Seven: Reflecting on Instruction to Improve Student Progress

Improved Practice Based on the Unit of Study

Within my lesson I noticed that I could have had what my mentor calls a pregnant pause.

This is something that she uses often and especially when she is differentiating a lesson for

diverse populations of students. I believe that I could have utilized the technology more than I

did. I paused the video several times to explain what was happening and ask questions. I feel

after watching it, I could have allowed the video to keep playing and then ask questions

afterwards. I interrupted their learning process. Lastly, I feel like when I was planning this unit, I

was not able to easily recognize the difference between different depth of knowledge (DOK)

questions. I often mix up DOK two and three levels. I have since printed out a colored sheet of

paper that I laminated and carry with me to refer to often.

Short-Term Goal Plan to Reach the Goal

1. Pause more when asking students questions.  Practice each day with the students.

2. Develop and recognize strategies to use that
apply to a science classroom and engage
learners.
 Focus on different populations and
subpopulations of students.
 Observe other veteran teachers and
research their strategies to put into
practice.
 Insert uses of technology in lessons where
possible.

3. Recognizing (DOK) question levels.  Continue to practice DOK level of

guiding questions.
 Help students locate and answer the
questions, then turn it over to them.
 Utilize sample questions and sentence
stems when planning lessons.