Reflection of the evaluation overview for high school world history lesson

  Well, this class is a typical American class that teacher used Dewey’s experienced learning theory to organize the whole instructional content and construct lesson structure. The teacher also incorporated Bruner’s discovery learning theory into her teaching.

  Teacher started, “Today we are focusing on Western Europe. Not only will we analyze our primary documents, we will draw conclusions that you will share out with the group. At the end of the day you will reflect on how the analysis given allowed us to practice skills and content to succeed on the May Exam.” So you can see, students have mastered the skill of analyzing primary documents, and in this class they need to learn how to draw conclusions and share it out with group. At the end, they have a higher level of skill to achieve that succeed on the exam by using these learned skills and content. Students have to master the analysis skill first and then they can practice synthesis skill till they can master it.

  In the whole process of class, teacher played the assisted role when students worked in a group. She encouraged students to explore the Russian history when Peter was reigning, guided students by asking some questions and answering, created opportunities for discussion and presentation. From the video we can see that students actively participated in the learning process by using critical-thinking skills to analyze others’ or their own observations with group members, they constructed their own understanding of a topic about Russian Peter’s Empire from economic to clothes style.

  Absolutely, the final presentation was perfect and I think each student in that class had gained a lot of knowledge about Russian history in that decade.