Maclarenchristy-003phase5collaborativelessonstudy 1

Phase 5: Top Ten Lessons Learned from Collaborative Lesson Study
Name: Christy MacLaren

Ten lessons are described thoroughly and relate to educational context, future as an educator, or class topics.
After completing the Collaborative Lesson Study, I have learned:

1. The first and possibly most important lesson I learned was things can easily take
more or less time than expected. My inquiry questions for the lessons objective were
answered immediately. I had planned to go into great detail about why unit measurements
matter and why the need to be included in the answer. Instead, the class answered the
question so fast with such ease I spent under 30 seconds explaining why that was the
correct answer. For another part of my lesson, I asked the class to simply multiply their
three rounded dimensions together. This for some reason took a lot longer than I had ever
intended.
2. This leads me to my second lesson I learned. I should be very specific when it
comes to directions. Part of the reason it took so long for four college students to multiply
three numbers was because I didnt specify what decimal place to round the numbers
before they were multiplied. I should have been more specific and said round to the
nearest whole number (1+).
3. Always have additional work for students who work fast. I gave the students an
appropriate amount of time to finish the worksheet. However, my appropriate time was
based off the average time. With that said, one of my students was done with the
worksheet within the first two minutes while one of my students was still working on the
first problem. It wouldnt be fair that everyone work at the super fast speed of one of the
students. It also wouldnt be fair that everyone waits for the student that works at a slower
speed. Therefore, I have learned to always have material to give to students that work at a
faster pace.
4. The fourth lesson I learned was derived from the third lesson I have learned. After
I figured out one of my students had completed the assignment while the others were still
working, I told him to go back and write explanations of his calculations or create a new
word problem. However, since he was the only one given this assignment at the time, he
had no motivation to complete said assignment. Instead, he sat there vegetating until the
rest of the students finished. In other words, I learned another lesson. If extra work is
given to students that work at a faster pace, there needs to be an incentive in place for
them to want to finish said work. This could be offered as some type of extra credit if it
doesnt happen on a regular basis.
5. I learned that it is indeed important to try to capture students relatability in every
way. I perceived the students more engaged in my lesson after I introduced my story
about number and measurement. Students also seemed a lot more engaged in my lesson
and other lessons more compared to ones that did not hook or relate to the students.
6. In my feedback, one of my students said that he was unaware of the learning

objective. Perhaps this could be because I only said the student version of the objective
once in the lesson. Now, I have learned that I should try to work the learning objective
statement in the conversation on multiple occasions.
7. I have also learned the importance of not just stating the objective multiple times,
but stating it at the end of the lesson. Autumns group did this both times and I believe it
really made the materials meaning resonate with the students.
8. I have learned that it is very hard to reach all six levels of cognitive development
in one lesson. I have also observed from other lessons that all cognitive levels should be
met before the students truly reach create.
9. With that said, I have also learned that creating something is different than the
student cognition level of create. For example, creating a storybook word problem
doesnt necessarily mean that the students have reached the highest level of student
cognition if not properly composed.
10. Last but not least, I have learned to give the students all proper material and
websites for the lesson before the class officially starts. I did this in my lesson but for the
people who didnt, a lot of time was lost to faulty laptop loading and pencil finding.
Sources:
Introduction and
Planning Lesson
plan and needed
materials
Did not submit.
Lesson plan is
missing necessary
components.
Lesson plan is not

clear but has all
additional
instructional
materials.
Lesson Plan is clear

enough that a
substitute could
teach it and includes
all necessary
materials.
Phase 1 - Peer
Feedback Forms
Did not submit.
Peer feedback forms

were not completed
on time.
Peer feedback forms

were completed in a
timely fashion.
Peer feedback forms

were completed
fully and give
insightful feedback.
They were returned
to appropriate
parties in a timely
fashion.
Did not submit

assignment.
When I am the
Teacher SelfReflection was not
When I am the
Teacher SelfReflection was
and/or
When I am the
Teacher Reflection
When I am the
submitted and the
submitted.
submitted but the

reflections included
were surface level
and did not address
student learning or
specific changes.
are detailed and indepth. The reflection
is thoughtful about
the actions of the
teacher and the
response from the
students. There is
evidence of
synthesis of student
learning and
detailed changes for
the future.
Phase 2 Revision
As a PLT, make
changes that reflect
peer feedback
Did not submit.
The lesson plan was

not revised.
The lesson plan was

revised but the
changes were
editorial or minor.
There were not
substantial changes
to the lesson plan
based on peer
feedback or student
learning from the
first round of
teaching.
The lesson plan was

revised in great
detail. There were
substantial changes
to the lesson plan or
materials used
directly tied to the
peer feedback
received, student
learning, or selfreflection.
Phase 3 - Peer
Feedback Forms
Did not submit.
Peer feedback forms

were not completed
on time.
Peer feedback forms

were completed in a
timely fashion.
Peer feedback forms

were completed
fully and give
insightful feedback.
They were returned
to appropriate
parties in a timely
fashion.
Did not submit

assignment.
When I am the
Teacher SelfReflection was not
submitted.
When I am the
submitted but the
were surface level
and did not address
student learning or
specific changes.
and/or
When I am the
Teacher Reflection
When I am the
submitted and the
are detailed and indepth. The reflection
is thoughtful about
the actions of the
teacher and the
response from the
students. There is
evidence of
synthesis of student
learning and
detailed changes for
the future.
Phase 4 Revision
As a PLT, make
changes that reflect
peer feedback
Did not submit.
The lesson plan was

not revised.
The lesson plan was

revised but the
changes were
editorial or minor.
There were not
substantial changes
to the lesson plan
based on peer
feedback or student
learning from the
first round of
teaching.
The lesson plan was

revised in great
detail. There were
substantial changes
to the lesson plan or
materials used
directly tied to the
peer feedback
received, student
learning, or selfreflection.
Phase 4
Completion of
Lesson Plan
Did not submit

assignment.
Did not include a

lesson plan or the
lesson plan included
lacks information.
Lesson plan
includes some
details about what
will be taught.
Lesson plan
included is detailed
for someone else to
teach it (including
guiding questions,
statements of what
will be said during
the lesson, etc.).
Phase 5 - Reflection
Did not submit

assignment.
Less than ten

lessons are
described and/or
none are elaborated
upon.
Ten lessons are

described.
Ten lessons are

described
thoroughly and
relate to educational
context, future as an
educator, or class
topics.
Grammar and
Editing
Did not submit

assignment.
Casual language,
slang, poor
organization, or
little coherency.
Excessive errors
interfere with
readability.
Mostly academic
language, adequate
organization, and
some coherency.
Some errors in
spelling, grammar,
syntax, and
mechanics but they
do not interfere with
readability.
Academic language
used exclusively,
organization logical
with good flow,
coherent. Minimal
to no errors in
spelling, grammar,
syntax, and
mechanics.
Work Habits
Did not submit

assignment.
Assignment was not

submitted by the
Assignment was
submitted by the
due date and time.

Collaboration
Did not collaborate

effectively with PLT
due date and time.

Collaborated
effectively with PLT

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Phase 5: Top Ten Lessons Learned from Collaborative Lesson Study

Name: Christy MacLaren

After completing the Collaborative Lesson Study, I have learned:

6. In my feedback, one of my students said that he was unaware of the learning

Did not submit.

Lesson plan is not

Lesson Plan is clear

Did not submit.

Peer feedback forms

Peer feedback forms

Peer feedback forms

Did not submit

submitted but the

Did not submit.

The lesson plan was

The lesson plan was

The lesson plan was

Did not submit.

Peer feedback forms

Peer feedback forms

Peer feedback forms

Did not submit

Did not submit.

The lesson plan was

The lesson plan was

The lesson plan was

Did not submit

Did not include a

Did not submit

Less than ten

Ten lessons are

Ten lessons are

Did not submit

Did not submit

Assignment was not

due date and time.

Did not collaborate

due date and time.

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