Post-Teaching Reflection

a) Reflection:
What were the strengths and weakness of this unit and your teaching?

A strength I had was the use of technology to make learning about the bill’s process to
becoming a law more interesting. Technology seems to always interest my students
since they don’t get too much of it daily. I also thought of how to relate this to the
students and had them create their own bills and have our own mini congress to
attempt to pass a bill.

A weakness of this unit was the students’ final understanding of the bill’s journey. I
gave them a test (another attachment to email) that required them to chart the bill’s
journey from being a thought to becoming a law. I thought that giving them the
answers and asking them to arrange them correct would be too easy. I was wrong and
found out that it was a very hard task for many of my students. I did give them to first 2
boxes which were “the bill being thought of by someone” and “the bill being written by
a representative from the House of Representatives.” Also the last box was a document
that all the students were able to tell me was “the bill becoming a law.”

What were highs and lows?

My students’ consistent engagement of creating and passing a bill was my high. The
majority of my students did come with a bill ahead of time which saved time during the
lesson.

My low was finding out the kind of bills my students created. Since I didn’t give them a
focus for their bill many of them thought about receiving money for doing chores or no
homework. I did get a few students who believed that people who murder someone
should never have the chance to get out of jail.

What comments did your cooperating teacher offer?

None right after, but I did get a chance to read her evaluation of the lesson that is
available below. After reading her comments I feel that for the most part I did very well,
but could have made some minor changes that would benefit my students even more.

What might you do differently?

Like Mrs. Jones suggested I could have had the students work in partners in creating
their own bill and making the bill be focused on either school or the environment. I also
like the idea of typing out ALL the instructions since it did seem hard for the students
to follow along so I did repeat instructions a lot.
I always would make the directions for the whole test written. On the bill’s journey
portion of the test I made it verbal instructions since I didn’t have enough room to type
them. I will not make that mistake again.

What did you learn about the topic and about students, curriculum, and teaching?

I learned that the students might be able to answer questions correctly as a whole, but
when it comes down to a test it can be completely different. They need more guidance
and study habits. The students that studies were able to tell me where a bill went in its
journey and what happened there.

b) Mentor Teacher Evaluation:

Mentor Teacher/Field Instructor FEEDBACK FORM for Social Studies Teaching

Name of Intern: Priscila Fojan

Collaborating Teacher: Julie Jones School: Webster Elementary Grade: 5th
Field Instructor: Grace Vereen Date: April 21, 2011

COLLABORATING TEACHERS: Please complete this feedback form for one of the lessons that
your intern plans and teaches in your classroom. If you prefer to type your comments, please
ask your intern to email you an electronic copy of the feedback form.
1. Strengths of the lesson (content, activities, active student involvement, management, etc.):
A strength of Ms. Fojan’s social studies lesson was the use of technology. The students
were immediately engaged and ready to start whatever task she put before them. The
students were using a website to create their own bills. Using the laptops, the students
were able to see all of the steps involved and how a bill can be moved around during the
different steps. Ms. Fojan gave full class directions and then walked around the room to
help students as problems arose.

2. Comments about preparation and planning for this lesson:

Ms. Fojan had to borrow the laptops from a fellow teacher. She arranged for that about a
week before the lesson. She had the laptops charged and ready for use. In the previous
lesson the students had been told that they would be creating their own bill and to choose
the bill ahead of time. Ms. Fojan planned the groups for Congress prior to the lesson too.
She put thought into the groups and made sure the groups were a good balance.

3. Comments about timing, pacing, wait time:

 Ms. Fojan was very good about timing, pacing, and wait time. She has improved a lot in this
area.

4. Suggestions for improvement regarding classroom management:

I would suggest having the directions typed out. I know this can be a waste of paper, but
some students need the directions right in front of them in order to be independent. Ms.
Fojan’s movement through the room was very successful in managing the classroom.

5. Suggestions for improvement regarding the social studies content, practices, activities,
showing the connectedness and usefulness of the content:

One suggestion I would have is possibly integrating a bill that recently went through
Congress, such as the health care bill, and showing the kids the path it took. This could be
done after their bills have gone through and they’re familiar with the steps.

6. Comments about connecting to students’ backgrounds and building on students’ prior

knowledge:

The students didn’t have much background knowledge about the three branches of
government, but they had just learned about the creation of the Constitution. Ms. Fojan
was quick to explain why the writers of the Constitution wanted to make sure that no one
group got too much power.

7. Comments about promoting student thinking:

One way to promote student thinking would be to have more requirements for the bill. The
students could all create environmental bills or bills that tie back to school and classrooms.
The students would be asked to tie their personal viewpoints and opinions into the
assignment.

8. Comments about supporting students with special needs:

I would suggest having the directions typed. I would suggest having those students sit next
to a fellow classmate who is especially helpful and willing to help. I would also suggest
closely monitoring those students specifically, especially at the beginning stages of the task.
9. Other comments, reactions, questions:

Could the students have worked together? Would it have been easier for our special needs
students to work with a partner?

Thank you so much for providing this opportunity

and for providing feedback!