The most common suggestion that I got from my feedback sheets was to ask students about where they have seen angles before i go into having them model the angles. That would be a good course of action that i will definitely take should i teach this lesson again That portion of the lesson would take place right in between the end of the review portion, and before I begin talking about angles. Some examples that I could expect to hear from students would be clocks and the sides of various objects. I have also come up with an idea for a worksheet to go along with examples of angles in real life. The worksheet would have images of clocks at different times, and the students would be asked to identify the type of angle the hands on the clock create. For example, if the clock were at 9:00, the angle created would be a right angle. Incorporating this worksheet into my lesson would give students a real-world situation where they can look for angles, and it would help them practically with telling time, something that some students are not able to do on an analog clock. Another suggestion that was common was to give examples of what angles look like inside of shapes.
I am assuming the rationale for this suggestion is that giving them examples of angles inside of shapes would help students with the worksheet. This suggestion can be incorporated into the lesson directly after the first sheet that is only about angles is finished I could draw some shapes on the board, such as squares and triangles, then ask students to come up and mark an X on the shape where they see an angle. This would give the students who are struggling, a visual example of what they are looking for, and it would give students who are confident in what they know, a chance to just verify that they are correct. I do think this portion of the lesson would be good to differentiate based on the class. For classes with struggling students, or diverse learners, this would help them tremendously. For students who are on level or advanced, leaving this portion of the lesson out and teaching it my original way would give them more of a challenge, since they would have to think about where to find the different angles in a shape.
Another suggestion that I got from a couple feedback sheets was to slow the pace of my lesson down. lam aware that l was talking relatively fast during the lesson, and that was in part because the lesson was timed, and because i was nervous presenting in front of adults. However, should I teach the lesson again, I will make an effort to slow the speed of my voice down, and give students more opportunities to ask questions so that I can clarify doubts. There was one suggestion that said I should not ask students to raise their hands to show who got all of the answers correct, because it may make some students feel bad if they did not get all of the answers correct 1 have seen many teachers do this during my field hours for classes, and while I was in schooli i always thought the rationale behind teachers doing this was to quickly assess which students are going to need more help, and which ones can be moved ahead.
I would need more knowledge on this matter before I make a decision on whether or not to incorporate this suggestion into my lesson. However, one change I could make in my classroom is to explain to students why I ask them to raise their hands to show who got all of the answers correct, and assure them that I am not trying to make anyone feel bad for getting answers incorrect. Overall, the suggestions I got will help make my lesson stronger if they are implemented, and have also given me several ideas for differentiation for different groups of students. None of the suggestions would be hard to implement, and could be easily implemented without changing the overall structure of the lesson
