CECL
Yun Shen
Lesson 1: 10-2 Interactive Lecture –
Delivering a new topic
Between
Lesson 2: Exit ticket – At the end of the
Day 3 and
topic
Day 4
Lesoon 3: Concept Hexagon- Revision
(Higher order thinking)
Analysis 70% of My students are
strong at…
Habits of mind Evidence (See/Hear)
Most of the students participated fully during the 2
Persisting mins summary session. Moreover, most students
would finish their work highly focused.
Students were able to make the connections between
Applying past knowledge to the old concept to the new concept. Few of them
novel situations might struggle, but with further guidance they were
able to answer the questions correctly.
Students working together as a group and made their
own map. I can see all the students picking up the
hexagons and trying to match with others and explain
Thinking Interdependently
their thoughts along. I saw other students nod their
heads and heard them discussing thoughts to each
other.
Creating, imagining and I saw many students/groups chose different starting
innovating points.
I saw students consistently changing the places of the
hexagons to make sure the whole map makes sense. I
Thinking Flexibly heard students said “this” hexagon would still make
sense if we place it here, lets see which place would
Analysis 70% of My students are
weak at…
Habits of mind Evidence (See/Hear)
I could see how some of the students were not
Listening with understanding and
listening when others were presenting and
empathy
explaining their thoughts in front of the class.
While I was asking about how come they have
some hexagon next to the other one. Some
Metacognition struggled to provide their thoughts to me.
Others would give me answers which were
clearly misconceptions.
From their presentations after the concept map
what I could see is they can communicate
most of their thoughts clearly, however,
Thinking and communicating with sometimes they felt struggled to express
clarity themselves properly. I helped them to finish
their sentences or posing simple questions
helping them to start off.
Most of the time during the lessons, I rarely
hear students raise questions and even I ask
Question and problem posing
them whether or not they have any question
High New strategy?
Adaptability
Strategy
Adequent English
demands more
Level speaking?
2 weaker Same strategy
students again?
Reflection
Reinforce the used strategy
(10-2 interactive lecture) –
Weaker students
Metacognition-New
Reflection Strategy (Turn and
Talk)
Purposes:
Strategy: 1. Reinforce this strategy for the stronger students
10-2
Interactive
A
2. Let the weaker students participate as well
Lecture- AB Lesson Structure:
talk 1. My explanantion - Eutrophication
2. Video – Another Perspective
Anticipations:
Strategy
For Weaker Students
1:
10-2 weakers students will find it hard to start the
Interactive conversation, therefore I would be there to offer help
Lecture- AB For Strong Students
talk I would focus more on their clarifications
Share with the class
BA
AB
AB
Turn and talk in groups of fours
Strategy
2: I would pick students to do a reflection of the group
Turn and Sentence starters to help with their
Talk metacognition…
Metacogniti What most of us did talk about
on In time
What points we missed
feedback
What we had confusions about
Question
s?
