Reflection 6

 Lesson 6 was the final lesson. It was bittersweet reaching the end of this practicum. To begin the lesson, we reviewed the daily agenda and had a circle.

On the floor, students and TCs sat in a circle and shared. We talked about our favorite part of the lessons and our least favorite. Students mentioned how they enjoyed roleplays, would you rather, or Blooket. It was nice to sit down and have a conversation. Our second activity was a Bad Bunny read aloud. As a group, we read different excerpts from the book " Who is Bad Bunny" by G.M. Toboas Zayas. This was an interactive read aloud, students were given certain actions to do when the main character showed; his talent, bravery, helping others in Puerto Rico, turn and talks when prompted. After the read aloud, we reviewed his talent, bravery, and how he helped others. We then asked students to share a time they helped someone and how they did it.  Next, we moved onto our third activity. For our third activity, we completed a brain break. This was done collaboratively. We completed it with the rest of the class and two other TCs in the room. The brain break was a freeze dance to two clean Bad Bunny songs. It gave students a chance to move around and listen to his music. He is known for making bilingual music, incorporating Spanish and English together (see google doc). After our brain break, we moved onto our fourth activity. This was cause-and-effect charts. Students sorted through different issues and impacts that occurred in Puerto Rico. Some examples were Hurricane Maria and the Spanish-American War. Students organized the events and their impacts on the cause-and-effect charts. For this activity, students worked collaboratively in groups of 4 (see google doc). Our fifth activity was invention creation. Previously in the lesson, we reviewed events that impacted Puerto Rico. We asked students to come up with a solution to one of the past problems. We asked students to work in a group and create an invention to help people. They also answered the three questions; what is your invention, what problem does it solve, and how it looks. We gave students complete creative freedom for this. Our groups came up with a robot who heals people and machine that makes ocean water drinkable. This activity was fun, and it was nice to see what they came up with (see google doc). The sixth and final activity was a roleplay. For this roleplay students were given different cards with; a role, a talent, a feeling, and one line to say. There were two teams: community helpers' team and the awareness and action team. Each team acted out how they helped during a big storm in Puerto Rico, showing how people work together. Students really enjoyed this activity and took turns switching roles (see google doc). We ended up having extra time, so we let students color a Puerto Rican flag. This was a fun ending activity, we got to sit and talk. Lastly, we took a picture all together to end our time together (see google doc).

Students met all objectives for the lesson. The goal was to successfully complete all activities. Students were able to do that. We did lose two students halfway through the lesson who were pulled for services. Although they were pulled and missed a few activities, they successfully participated in the ones they were present for. For each lesson, students were given formative assessments in the form of activities. There were no summative assessments (besides the pre- and post-assessments). This gave students a real chance to learn from the lesson content. 

The first thing I learned from this experience is how important it is to foster relationships with students. Throughout all the lessons, the more I worked with students the more I learned about them. This information was especially useful to design lessons and to implement necessary materials for students. One student really struggled with fidgeting and keeping his hands calm. I recognized that within him and brough a fidget toy for him to use. I met him where he was and used what I knew about him to help him be successful. As an educator, this is a crucial part of successful relationships. The second thing I learned was how important it is to have backup activities. It is always better to over plan than to under plan. Taking that into account allowed me to keep students busy when they finished early. 

This experience will influence my professional identify by giving my experience with different students and behaviors. This was the first time in a practicum I had a tougher time with students. There was a lot of disinterests, students not getting along, and problem behaviors. Instead of getting frustrated, I tried my best to work around it. I involved students more, took away things that were causing conflict, and added modifications or support for students who needed it. It was a nice experience to have. Things will not always be easy as a teacher and this experience showed me that. Considering how I teach, plan, and assess in the future, I hope to do it with understanding. I want to know my students, understand them, and meet them where they are. As mentioned before, relationships are very important. This gives a teacher insight on how their students learn and how to help support that. This experience definitely gave me a lot to put in my toolbox. 

google doc with pictures: photos

Primary Sources

 Primary sources serve as an insight into the past. They allow people to view a piece of history. They can be used for lessons, observations, and discussions. Throughout my social studies lessons, I have incorporated primary sources into content. My professor re-familiarized me with what primary sources are. As well as what they can do. During the course of my social studies lesson plans, I implemented primary sources. One of the first steps, was giving students a background on primary sources. That word could mean a lot of things, so we gave student specific examples. One activity we completed was primary source and secondary source sorting. In this activity, students were asked to differentiate between primary and secondary sources (see below). 

This activity gave students an understanding of what 'primary source' means, without physically seeing them. I wanted students to be familiar with what a primary source could be. I also wanted to explain secondary sources and how they differ. This gave students a great foundation when it came to further primary source incorporation. In one of our earlier lessons, we had students complete a 'What do you see' chart. This asked students to examine two pictures and describe it (see below). 

The chart featured a primary source and a secondary source. There was also a list of 'wh' (what, how, where, etc.) questions to get students questioning. This was not the student favorite primary source activity, but it gave a great insight into observing history. My lessons were focused on Puerto Rican history, so most primary sources came from the country. Another activity students completed was a 'KidCitizen' online module (link:KidCitizen). This website offers students interactive videos using primary sources. For one lesson, we specifically used the 'Congress and Milk' episode. This episode focused on how congress effects students directly. For this activity, students independently worked with their headphones on. This primary source resource was great. It was premade and gave students a new way to explore a primary source. 

Another primary source activity was comparing a primary source map to a newer, secondary source map. Students examined both maps and noted differences. This activity was incorporated into my geography lesson. This activity was a great way to examine the past and present using maps. We discussed similarities and where we thought the map came from (see below). 

The last two activities using primary sources was a 'primary source scavenger hunt' and a 'primary source analyzing'. The scavenger hunt had students go around the room and find primary sources. The students also found secondary sources. They were photos from current Puerto Rican life (link: Scavenger Hunt Pictures). The primary source analyzing was a worksheet (link: Primary Source Analyzing). It had students answer the three questions; what do you see, what do you think, and what do you wonder. We then discussed, taking turns answering each question. These activities engaged students through conversation. 

Teaching with primary sources, cultivates inquiry-based learning. Students are questioning, examining, and drawing conclusions on what they see. Primary sources also offer insight into the past. They are physical proof that the past happened. Having an understand of what has come before oneself, is important. It sparks wonder and teaches us new things. Using these sources in my practicum and lessons, has also shown me to analyze the past myself. Before each lesson, I would practice what I wanted students to do. I analyzed them exactly how I asked students to. We came up with similar responses on what we saw. I think this goes to show, anyone can learn from being curious. There is no challenge when it comes to curiosity. Primary sources also serve as great visuals. It gives students a chance to explain what they learned, by what they saw. Getting to see in the past, helps us understand life in the present. 

Reflection 5

 This lesson was my second to last. The focus of this lesson was culture, more specifically Puerto Rican culture.This lesson went the best out of all previous ones. Usually, two students leave the room halfway through the lesson. My partner and I have also had a few experiences with a student who becomes disengaged and impatient with the lessons. During this lesson, this student was very involved and participated willingly. He even participated in the brain break part of the lesson. I added this first because I wanted it to be the highlight. For lesson 5, there was 6 steps. To begin the lesson, we reviewed the day's plan and did an icebreaker (see below). 

The icebreaker for this lesson, was 'guess that snack'. Students picked a random snack and had to describe it to the group. This icebreaker was a little more and was a great start. Our first content-based activity was a 'Primary Source Scavenger Hunt'. Students went around the room collecting pictures. Some pictures were primary sources from The Library of Congress, and some were secondary source pictures of Puerto Rican life now. Students were asked to locate the photo, analyze, and decide what kind of source it was. Students did well with this activity and were able to sort the sources. Next, students completed a brain break. For this brain break, students did a freeze dance to 'Puerto Rican Caribbean Music'. The brain break was completed with the other TCs and their students. After this, we moved on to comparing East Providence to Puerto Rico (see below). 

                                                                         
   

Students reviewed different characteristics of East Providence and Puerto Rico. After this, they did a sorting activity in groups. They were given different photos from Puerto Rican culture and East Providence culture. Students worked together and glued the pictures on. Once they were done, we went over the photos and had groups compare their posters. The fifth activity was a sound collage. Students listened to a poem and then different sounds from Puerto Rico (see below). 

                                                

This activity was very calming. I played different nature sounds like coqui and ocean waves for students to interpret. Students really seemed to enjoy this activity. They got to be creative and listen to the different sounds. After students finished, they got to share with the other group. 

Our last activity of the lesson was a craft. We read the folktale Juan Bobo to students. After we read and analyzed the story, they got to make their own Juan Bobo puppet. Students folded, glued, and decorated a paper bag to make their puppets (see below). 

Students really got to express themselves creatively with these lessons. Considering formative assessment, students successfully completed all activities. This was the first time all of our students stayed in the classroom for a full lesson. It was great to have them all together the whole time. The first thing I learned from this experience, is how much I have grown to enjoy these students. We had a bit of a bumpy start, but this lesson showed how far we have come. I learned to give things time and to make sure I am doing the best I can. These are things I will keep in mind as I progress. Thinking about my professional identity, I learned to give myself grace. Sometimes when things don't go according to plan, I let it overwhelm me. As much as I felt like this group was a challenge for me, we have all come so far. I think it is important as a professional to be patient with yourself at times. It is hard to teach student patience and forgiveness if you do not practice it with yourself. This experience will definitely affect how I plan in the future. I want to incorporate movement, creativity, and collaboration whenever I can. Not only is it fun, but it also helps students build peer relationships. Those are very important to have. This lesson was very fun for me, I am sad we only have one more left.  

Reflection 4

Lesson four, was definitely a lesson to remember. To begin the lesson, we went over the daily agenda (see below).

After this, we completed an icebreaker. For this lesson, students play a few rounds of 'economics would you rather'. An example question is, would you rather make your own pizza or pay someone to make it for you? Students enjoyed this activity. The second activity was a vocabulary match. Firstly, we reviewed 12 vocabulary words and their meaning. Next, in groups of two, students matched the vocab words to their corresponding photos. My partner sat with one group, and I sat with another (see below).

The group I sat with was engaged and took turns well. We were able to get through two rounds of the game. When discussing with my partner, she mentioned her group did not enjoy the activity. They did not take turns well and one student mixed up the cards. This made the game difficult for them. Our third activity was a brain break (see below). 

For brain breaks, my partner and I collaborate with the other TC's in the room. On this day, we did a Danny Go! dance video. It was Halloween themed since this lesson was on that day. Students usually enjoy this part of the lesson. They get to dance and also talk to the peers they are apart from. The fourth activity of this lesson was a 'Needs and Services' sorting. Students went over the concepts of what needs and services actually were. After this, they separated into groups and sorted different photos (see below).

Students moved through this activity quickly. They worked together and put each picture in the correct category. The fifth activity was a role play. Students took on roles as consumers and producers. The consumers were given Monopoly money to shop. The producers were given items to sell and got to choose how much their items would be sold for (see below).

Students really enjoyed this activity. This was our third time doing role play and they really take on their roles. They were able to take turns being producers and consumers. The last activity was a Blooket. This is where things took a turn. One student became emotionally upset over losing the game. We decided going forward, Blooket would no longer be a part of our lessons. It just caused students to argue, and they were not being properly assessed for their final formative assessment.

Most students were able to complete the activities. Around halfway through the lesson two students were pulled from the classroom. This happens for each lesson, so it is routine now. Looking at the Blooket data, most students answered correctly. Some questions were consistently incorrect, like what is the difference between a good and service? Students were able to sort them but could not answer a written question about it. Other than that, the data shows students understood the content.

The first thing I learned from this experience was eliminate competition. Friendly competition can go well but students shouldn't feel like they are competing. For the Blooket, students completed a candy game mode. In this game mode, they answer questions and can take candy from other players. We did not know this would cause a big conflict between students. Once we realized the situation made another student emotional, we decided it was not best practice. Although electronic game formative assessments are fun, they should be reviewed. There should be an understanding of your students and anticipation of their reactions. The group we work with happens to be competitive. This means we should have avoided a situation where they felt like they were competing. Considering my professional identity, I want pre-planning to reflect my teaching identity. As an educator, a teacher should keep inventory of their students. How they react, things they like, and dislike. This can be used to pre-plan for lessons or contents. I hope to do this in my future. Considering how I plan, teach, and assess, this experience has shaped that as well. When I teach, I want to develop relationships with each of my students. This allows insights to who they are and helps me find ways to accommodate them. Overall, this experience was great and taught me a lot. through the lessons, two students are pulled out of the class.

Lesson Reflection 3 (Civics)

     Lesson 3 went very well overall. Students were engaged throughout the lesson; each activity was interactive and kept their attention. To begin the lesson, we did our usual icebreaker and agenda overview. Our icebreaker was 'this or that', students made their choice by standing to the left or right. When looking over the agenda, students took turns volunteering to read the steps. For this lesson, our agenda was only 6 steps. There were visuals for each step as well. This definitely affected participation for this lesson. Students had less steps and a clear image to go with each step (see google doc). Our second step with students was a vocabulary memory game. As a group, we reviewed vocabulary words. After this, students broke out into groups of three. In their groups, they organized words and their definitions on a big piece of paper. Each definition had a visual with it. My partner and I walked around, encouraging students to collaborate and ask each other questions (see google doc). Once we were done, we reviewed all the definitions and vocabulary words as a group. Our third activity was a brain break. These have proven to be very useful for everyone. It allows students to get out their pent-up energy. For this lesson, students participated in a 'national anthem freeze dance'. All TC's in the room collaborate for brain breaks, so the whole class got to be included. We played the Puerto Rican national anthem (my groups country) and the Portuguese national anthem (other TC's country). Students were told to dance around the room and to freeze when the music stopped. We did this for around 7 minutes. Students enjoyed this activity, and it was great exposure to other countries. Our fourth activity was a 'rights and responsibilities scavenger hunt'. Firstly, I reviewed what a right and responsibility was with students. We discussed both and then I explained our activity. I hid different 'rights and responsibilities' around the room. In groups of three, students went in the room, found a card, then sat and decided what they had. After each student went, they shared out their card and decided if it was a right or responsibility. Students were engaged for this activity, I even had one student say, 'how come we're only doing fun stuff?' to which I replied, 'we are doing fun stuff while we learn'. Our fifth activity was an independent computer activity. Students independently watched the Schoolhouse Rock 'I'm just a bill' video. While doing this, they filled out a guided question sheet to go with the video (see google doc). Students worked with their headphones and had some quiet time for this step. We were unable to get to our Kid Citizens 'Congress and milk' interactive video for the lesson. Lastly, students completed the law-making process (see google doc). Students got to pick from the roles; president, congress, citizens, judges/supreme court. Depending on their role, students played their part in the process. Citizens proposed bills to congress, congress proposed to the president, and then finally the judge ruled on the bill. Students really liked this activity. They enjoyed it so much they asked to do two rounds. Unfortunately, this caused a lapse in time. They were unable to complete the Blooket at the end of the lesson. The only true area of weakness was the roleplay. Two students argued over being president. I did my best to deescalate the situation. After this, students were back on task.

Considering objectives, most students were grasping the lesson. We did a few different activities that served as formative assessments. Firstly, our vocabulary game served as a reinforcement and gaged student's understanding of the vocabulary terms. Although it was collaborative, students discussed and sorted the terms. Two groups matched every definition correctly. One group only mixed up two definitions, this was an easy switch. Next, students completed a rights and responsibilities scavenger hunt. Firstly, students reviewed the concepts as a whole, then independently decided if their card was a right or responsibility. Only two students needed help deciding what they had. With proper prompting, we were able to point them to the right choice. Lastly, the roleplay served as our final formative assessment. Students acted their role in the branches of government. They also got to be a part of the process and watch their classmates play other roles. We did lose three students halfway through the lesson, so overall student understanding cannot be gaged. However, the students who were there the whole time definitely understood the content presented to them. 

The first thing I learned from this experience is, make sure your agenda has visuals and not too many steps. In the prior lesson, a student expressed his disinterest in the lesson. One thing he mentioned was there was too many steps left. I put myself in his shoes and understood looking at nine steps with no visuals is boring. For this lesson, I put visuals with each step. I also shortened the steps and only made six. We just covered more content in each step, instead of more steps with everything written out. The second thing I learned was, make the lesson as interactive as possible. Make sure students are moving, collaborating, and having fun. This lesson was the most engaged the students have been. We were able to have fun together but still learn lesson concepts. The third thing I learned was, consider conflict. During our roleplay, only one student could be the president. Of course there could only be one president, so this created a little conflict. After this, two students had a disagreement over 'trading' roles. They both agreed to trade, but one student became upset after the trade. I went over to them, got on their level, and explained this was only a game. I also explained we could do another round and change roles if they wanted to. Students voted and agreed to continue. The last thing I learned was, give students choice. I allowed them to choose to do another round of roleplay. I know they felt heard and it was so fun seeing how engaged they were. 

Considering this experience and my personal identity, I hope to bring understanding to the classroom. I want to understand my students and their individual needs. I also want to bring fun to my personal identify. Any time I can make my lessons interactive, I plan to. I want to understand students' needs and adjust how interactive my lessons are. When content is presented as a game or overall, just fun, students want to participate. Of course, everything students do won't be fun, but I will try my best. When I plan in the future, I want to plan for conflict. Whenever there is possible conflict, I want to make sure I think ahead and have strategies to help SEL skills or to deescalate. As for assessing in the future, I want to make sure students have a fair playing field (when possible). I want to target students who may need that extra help, so they are successful. This experience taught me a lot; I definitely have added tools to my teaching toolbox. 

For this reflection I have formulated a google document with all the photos. Blogger would not allow me to upload pictures into the blog. As referenced in the reflection, here is the link to the photos: Photos

Lesson 2 Reflection

     The first half of this lesson went very well. This lesson was focused on history, especially Puerto Rican history. Students were engaged and enjoying participation. When the halfway point was reached, things changed. From that point, it was very hard to contain student interest. To begin the lesson, I reviewed the agenda with the students. We went over each step and students volunteered to participate. After this, students completed their pre-assessments. Unfortunately, last week we were unable to complete them. My partner and I read questions and options to students. Students were asked to try their best when completing questions. The second step had students and TC's play 'Name Chain'. 'Name Chain' is an icebreaker, where everyone takes turns saying their name and a movement to do. For example, I said "my name is Julia, and we will jump". Students liked this activity; it gave them a chance to be in control. For our third activity, we completed 'Vocabulary Pictionary'. For this activity, students picked a word and drew it. Other students had to guess the word by the drawing. The vocabulary words included perspective, ancestors, plantations, Spanish-American, and hurricane (see below).

Students did well this activity, they all actively participated. I put their names in a bag and picked so it would be fair. I did however, purposefully put a student's name in their a few times. One student really struggles to stay actively participating. I knew giving him a chance to draw would increase involvement. After this, we took a brain break with the rest of the class. My partner and I collaborate with the other TC's in the classroom. For this lesson, they quietly organized themselves into a birthday timeline. Students organized themselves by birthday months and days. All TC's helped students when needed. This proved to be a struggle for them, some students did not know their birthdays. Another big struggle was knowing their birthday month. We gave students 5 minutes to complete this activity. Once we finished, we moved on. Our fourth activity was comparing primary and secondary sources (see below).

As a group, we reviewed the difference between primary and secondary sources. Once we went over the difference, I modeled by picking an example and reading it aloud. I then modeled deciding if it was a primary or secondary source. I picked a student to go next and let them pick who would go after them. By the end of this step, students really understood the concept. They put the examples in the right column and phoned a friend if necessary. Our fifth activity was primary source analyzing from the 'Library of Congress' (see below).

This was the point in the lesson where students were starting to lose interest. Students were asked to write what they saw in the image. The first photo was an old street in San Juan from the 'Library of Congress'. I walked around with it, but it was pretty small. After we analyzed the first primary source, we analyzed another. This photo was newer, and we talked about the differences between the two photos. This activity was more of a discussion and did not pique interest. Our sixth activity was reviewing a timeline of Puerto Rico (see below).

For this activity, students were asked to write one sticky note on what they see, and one on what they wonder. Students began losing focus and were all around just not interested. One student was verbally and visibly uninterested. He began stating how boring it was, how there was too many steps left, and how he was 'not doing this'. I honestly understand his frustration. Students had been sitting for a while now and the content we were presenting was not very intriguing. For our seventh activity, students did roleplay (see below).

At this point, two students were pulled out of the room for their services. So, we went from 9 students to 7. For this activity, students were in groups of 3 and 4. They received roles from the following: Taíno villager, a Spanish colonizer, an enslaved worker, a Puerto Rican family after Hurricane Maria, or someone from today’s culture like a musician or Bad Bunny fan. Students really enjoyed this activity. They put a lot of thought into their roles and acted out their parts well. The only issue was our volume; students got a bit loud during this part. For our last activity, we did a 'Blooket'. We ended up skipping our craft, due to time restrictions. After this, we wrapped up the lesson and said our goodbyes. Overall, the interactive elements of the lesson went well. Students enjoyed Pictionary, primary source sorting, and roleplaying. Students were not too engaged during the primary source analyzing. As well as the timeline activity.

Considering lesson objectives, some students met them. Our 'Blooket' received a total of 239 correct questions and 143 incorrect. Only 7 students were present at the time. Without all students being in the room, it is hard to know how the missing students would have done. Our highest was 86% correct, our lowest was 65% correct. I think students did not perform their best due to our content presentation. Some parts were truthfully not that attention getting. Next lesson, we will make sure to include a lot more highly interactive element.

I learned a lot from this experience. Firstly, knowing your students is important. Building relationships to understand what they need from you helps. I know one student enjoys feeling included, so I purposefully made sure he had higher chances of being picked. I also know that this particular student gets uninterested and refuses work around 11 pm. Making sure we have an interactive step or brain break at this time is crucial. A few of the materials I made lacked visual elements. There were a lot of words, but no pictures to show the actions. After discussion with my professor, she discussed the importance of them. Another thing I learned was do not make the agenda overwhelming. Combining steps to make the agenda less cluttered, can help students feel less stressed. One student noted how there were so many steps. I think having no visuals and a lot of words and numbers, is not enticing. I do not blame him for not being that interested in continuing. Next time, I will make sure to make mental note of this. I learned how important kerning skills disguised as games is. During the lesson, elements like Pictionary and roleplay were enjoyed by students. I think this is because they just seemed like fun games. I will definitely make sure to implement this into my next lesson.

Considering my professional identity, this lesson makes me want to keep my students' attention. I know that not all work is fun, but there is definitely an approach to make things more interesting. I think keeping student interest helps build relationships with students. I also want to incorporate proper de-escalation skills. During the lesson, one student became very visibly and verbally upset. I sat with him and tried to talk to him, help him with the work, but I had already lost him. In that situation my professor was watching me, and I felt nervous. I did not know what to do, or how to de-escalate the situation. I even offered the student a bathroom break or to take a walk, but he was uninterested. I want to be able to earn students trust and respect in the future. Next time, I know he gets frustrated around the same time during the lesson. I will make sure to have him be a helper or make the lesson very interactive at this time. When I plan in the future, I will account for my different student's needs. Making adjustments or accommodations for students when needed.

Lesson 1 Reflection

    Overall, lesson 1 on geography was a mixed experience. Certain elements went well, and certain elements did not go so well. To begin the lesson, when we arrived, the students were already waiting at their tables. This meant they were sitting there while my partner and I were setting up. We had not prepared anything for them to do while we got situated, so they sat there for a while. Our first activity was introductions. Some time was taken to get to know students' names, something they were looking forward to during the weekend, and an interactive game of would you rather. Our next activity was supposed to be the pre-assessment. Due to miscommunication between my partner and I, the pre-assessments were forgotten. There was a misunderstanding between us about who was bringing them. This definitely was a bump in the road. Going forward, proper planning is definitely something we need to incorporate. For activities, students created self-portraits for their passports and a suitcase craft (see below). 

Suitcases

Self Portraits

                                                       
Students really enjoyed the craft and creating self-portraits. Getting to customize their suitcases gave them a sense of self expression. During this time, we also went over the travel brochures. Our students are learning about Puerto Rico. The brochure offered information and fun facts. During this activity, I asked students to volunteer reading certain sections of the brochure. After this, it was time for a brain break. During our brain break, we combined with the rest of the classroom. All students played globe toss, where they tossed the globe and read whatever country their thumb landed on. Students really enjoyed this game. Getting up and doing something more physical was a great opportunity for them (see below).

Our last activities were maps, vocabulary, reading, and a Blooket. My partner led the map review with students. The students made observations and comparisons about the old and new maps.  Next was vocabulary, which students did well with. I let my partner lead this activity. We did not have time to get to reading or a second brain break. One thing I realized was that we needed to plan out our activities a bit better. Better time planning and management would've allowed my partner and I to complete all activities. Our last activity was a Blooket. Students really enjoyed this and had fun. Most students met the objective of the lesson, which was identify major regions of the Earth, their physical features, and political boundaries using a variety of geographic tools (specifically Puerto Rico). Students were able to recall quite a bit of information from the lesson. The Blooket acted as our formative assessment. There was a minimum of 6 questions right and a maximum of 35 questions right. The Blooket repeated the same 6 questions with students trying to win candy. They enjoyed it however, next time I will make sure to add more questions. For a total of 8 players, 147 questions were correct and 111 were incorrect. The results could have been better.

Many things were learned from this lesson. Firstly, was proper planning. A big part of the lesson was not completed. There was a miscommunication, and I should have taken action and printed the pre-assessment to be safe. Next lesson I will make sure to print any content I create and use proper communication with my partner. Secondly, there was a student who was struggling with participation. He did not want to sit with the group, was unwilling to participate, and said things like "this is stupid" and "this Blooket is awful". I have never experienced a poor attitude or lack of participation in a practicum lesson before. In our next lesson, I want to gain this students interest. I spoke to his classroom teacher about ways to get him more engaged. My partner and I will be incorporating them into our next lesson. After the lesson, I asked students what they liked and disliked. They said they liked the crafts and movement activities and they disliked sitting so long and the type of Blooket we did. For our next lesson, we will incorporate more crafts and physical or movement related tasks. I also plan to make a different Blooket. I really liked getting student feedback and giving them a chance to say how they feel. I think it was a great way to show them their opinions matter to us. I want cooperation and listening to students voices to be a part of my professional identity and future lessons. In the future, I will make sure to plan accordingly and use proper time management. I am looking forward to our next lesson on history.