TFE 800.42 Interactive Field Experiences in Planning Learning:
Parts 1 and 2 | Answered.
Name: Jennifer Hayes Date of Reflection: 4/29/2025
TFE 800.41 Interactive Field Experiences in Planning Learning: Part 1
A well-planned lesson solves many of the problems a teacher faces before they enter a classroom.
Intentionally crafted activities that scaffold student learning to meet standards can help ensure they
remain on-level throughout the year. Well-chosen, differentiated activities provide a teacher with the
ability to teach all students effectively and keep them on-task. Also a lesson plan with prepared time-
management paired with a range of activities can help a teacher with classroom management as many
behavior issues in the classroom stem from boredom.
This field experience draws on courses such as Understanding Rigor, Understanding the TEKS, and
Elements of Effective Lesson Planning. As you spend time interacting with students in another teacher’s
classroom, pay special attention to how the teacher carries out their lesson plans. While not required, it
will be helpful to ask the teacher after class about their plan, their rationale, how effective they felt their
plan was, and what they would do different the next time they teach the lesson. In your reflection, refer
back to previous coursework to connect what you saw in the classroom with theories about student
learning and development.
IMPORTANT: This field experience requires 5 hours in the classroom. The Texas Administrative Code
requires FBEs include your active engagement with students during educational activities the entire time
you are in the classroom. Please make sure to discuss with the teacher beforehand ways for you to be
actively involved, such as but not limited to facilitating small groups, help with monitoring the class, one-
on-one tutoring during class time, answering student questions, and other activities more involved than
observation or small talk.
Reflection Questions:
1. List at least three specific lesson objectives from your time in the classroom for this field
experience. What specific things did the teacher do to meet the objectives? Describe the
overall instruction and learning process you observed as well as specific details for each of
the three or more objectives?
During my time in Mrs. Moorman’s 8th grade ELAR classroom, I observed the
following lesson objectives:Objective 1: Analyze the author’s use of figurative
language in a narrative text.Mrs. Moorman began the lesson with a mini-lecture
reviewing types of figurative language such as similes, metaphors, and
personification. She used short video clips and example sentences to reinforce
understanding. Students then annotated a short story, highlighting examples of
figurative language and writing marginal notes explaining each device’s effect on
tone and meaning.Objective 2: Use textual evidence to support written
responses.Students were assigned a short constructed response question based on the
story. Mrs. Moorman modeled a sample response using the RACES strategy (Restate,
Answer, Cite, Explain, Sum up) and provided sentence stems. Students wrote their
responses independently and then participated in a peer review activity using a rubric
checklist.Objective 3: Collaborate with peers to revise writing for clarity and
, effectiveness.During peer review, students exchanged responses and gave one another
feedback using specific prompts provided by the teacher. Mrs. Moorman circulated,
prompting students to consider grammar, organization, and whether their partner
provided sufficient textual evidence. This collaboration encouraged revision and
deeper engagement with the writing process.Overall, the instruction was highly
scaffolded and interactive. Mrs. Moorman transitioned smoothly between direct
instruction, guided practice, and independent work, ensuring students stayed engaged
and met the objectives.
2. Describe how you saw the teacher use Bloom’s Taxonomy over the five hours of class time.
Where did they use lower-level and higher-level categories in their teaching and what did
they do to allow students to engage in those types of learning?
Mrs. Moorman used a range of Bloom’s Taxonomy levels during her instruction. At
the beginning of the lesson, she engaged students in lower-order thinking skills such
as remembering and understanding by reviewing figurative language terms and
asking students to define them. Students also practiced identifying and explaining
devices in the text, which required applying their knowledge.As the lesson
progressed, she pushed students into higher-order thinking. During the writing
portion, students were expected to analyze how the author’s use of figurative
language affected the story’s tone and mood. When students revised and evaluated
each other’s writing, they engaged in evaluating by making judgments about the
clarity, strength of evidence, and structure of their peers’ responses. Some students
even engaged in creating as they restructured sentences or rewrote parts of their
response based on feedback.She allowed students to access higher levels of Bloom’s
by modeling expectations, using graphic organizers, and facilitating structured peer
collaboration, all of which supported critical thinking and meaningful writing.
3. After observing and interacting in the classroom, what would you do differently in your
future classroom to ensure your lesson plans are rigorous and effective? Please make sure to
include specific details from the classroom(s) you visited, comparing and contrasting some
things that didn't work well despite the teacher's plan, with what you think you would do
differently in your own classroom.
While Mrs. Moorman’s lessons were overall very effective, I noticed that some
students lost focus during the peer review segment. A few students rushed through
giving feedback or gave only vague comments like “good job” or “add more.” This
limited the value of the revision process for some students.In my future classroom, I
would ensure this portion of the lesson is more structured and differentiated. For
example, I would assign peer review partners based on writing strengths and
challenges and require each student to give specific feedback using sentence stems
(e.g., “One part that confused me was…” or “This would be stronger if…”). I would
also model an example of poor vs. strong feedback and hold a brief discussion to
Parts 1 and 2 | Answered.
Name: Jennifer Hayes Date of Reflection: 4/29/2025
TFE 800.41 Interactive Field Experiences in Planning Learning: Part 1
A well-planned lesson solves many of the problems a teacher faces before they enter a classroom.
Intentionally crafted activities that scaffold student learning to meet standards can help ensure they
remain on-level throughout the year. Well-chosen, differentiated activities provide a teacher with the
ability to teach all students effectively and keep them on-task. Also a lesson plan with prepared time-
management paired with a range of activities can help a teacher with classroom management as many
behavior issues in the classroom stem from boredom.
This field experience draws on courses such as Understanding Rigor, Understanding the TEKS, and
Elements of Effective Lesson Planning. As you spend time interacting with students in another teacher’s
classroom, pay special attention to how the teacher carries out their lesson plans. While not required, it
will be helpful to ask the teacher after class about their plan, their rationale, how effective they felt their
plan was, and what they would do different the next time they teach the lesson. In your reflection, refer
back to previous coursework to connect what you saw in the classroom with theories about student
learning and development.
IMPORTANT: This field experience requires 5 hours in the classroom. The Texas Administrative Code
requires FBEs include your active engagement with students during educational activities the entire time
you are in the classroom. Please make sure to discuss with the teacher beforehand ways for you to be
actively involved, such as but not limited to facilitating small groups, help with monitoring the class, one-
on-one tutoring during class time, answering student questions, and other activities more involved than
observation or small talk.
Reflection Questions:
1. List at least three specific lesson objectives from your time in the classroom for this field
experience. What specific things did the teacher do to meet the objectives? Describe the
overall instruction and learning process you observed as well as specific details for each of
the three or more objectives?
During my time in Mrs. Moorman’s 8th grade ELAR classroom, I observed the
following lesson objectives:Objective 1: Analyze the author’s use of figurative
language in a narrative text.Mrs. Moorman began the lesson with a mini-lecture
reviewing types of figurative language such as similes, metaphors, and
personification. She used short video clips and example sentences to reinforce
understanding. Students then annotated a short story, highlighting examples of
figurative language and writing marginal notes explaining each device’s effect on
tone and meaning.Objective 2: Use textual evidence to support written
responses.Students were assigned a short constructed response question based on the
story. Mrs. Moorman modeled a sample response using the RACES strategy (Restate,
Answer, Cite, Explain, Sum up) and provided sentence stems. Students wrote their
responses independently and then participated in a peer review activity using a rubric
checklist.Objective 3: Collaborate with peers to revise writing for clarity and
, effectiveness.During peer review, students exchanged responses and gave one another
feedback using specific prompts provided by the teacher. Mrs. Moorman circulated,
prompting students to consider grammar, organization, and whether their partner
provided sufficient textual evidence. This collaboration encouraged revision and
deeper engagement with the writing process.Overall, the instruction was highly
scaffolded and interactive. Mrs. Moorman transitioned smoothly between direct
instruction, guided practice, and independent work, ensuring students stayed engaged
and met the objectives.
2. Describe how you saw the teacher use Bloom’s Taxonomy over the five hours of class time.
Where did they use lower-level and higher-level categories in their teaching and what did
they do to allow students to engage in those types of learning?
Mrs. Moorman used a range of Bloom’s Taxonomy levels during her instruction. At
the beginning of the lesson, she engaged students in lower-order thinking skills such
as remembering and understanding by reviewing figurative language terms and
asking students to define them. Students also practiced identifying and explaining
devices in the text, which required applying their knowledge.As the lesson
progressed, she pushed students into higher-order thinking. During the writing
portion, students were expected to analyze how the author’s use of figurative
language affected the story’s tone and mood. When students revised and evaluated
each other’s writing, they engaged in evaluating by making judgments about the
clarity, strength of evidence, and structure of their peers’ responses. Some students
even engaged in creating as they restructured sentences or rewrote parts of their
response based on feedback.She allowed students to access higher levels of Bloom’s
by modeling expectations, using graphic organizers, and facilitating structured peer
collaboration, all of which supported critical thinking and meaningful writing.
3. After observing and interacting in the classroom, what would you do differently in your
future classroom to ensure your lesson plans are rigorous and effective? Please make sure to
include specific details from the classroom(s) you visited, comparing and contrasting some
things that didn't work well despite the teacher's plan, with what you think you would do
differently in your own classroom.
While Mrs. Moorman’s lessons were overall very effective, I noticed that some
students lost focus during the peer review segment. A few students rushed through
giving feedback or gave only vague comments like “good job” or “add more.” This
limited the value of the revision process for some students.In my future classroom, I
would ensure this portion of the lesson is more structured and differentiated. For
example, I would assign peer review partners based on writing strengths and
challenges and require each student to give specific feedback using sentence stems
(e.g., “One part that confused me was…” or “This would be stronger if…”). I would
also model an example of poor vs. strong feedback and hold a brief discussion to
