Reflecting on a lesson plan and analyzing the effectiveness of the lesson is a crucial part of growth and development as a teacher. It is always important to adequately reflect on if instructional goals were met, if proper instructional materials were available, if the lesson procedures were motivational, and if proper assessments were given. The analysis part addresses the lesson’s effectiveness or to what extent did the students meet the objectives stated in your lesson plan and how do you know? In the lesson, “The Landlady,” I used many forms of assessment to check the student’s understanding of the foreshadowing lesson. I started with a formative assessment on pre-vocabulary of the reading. I had the students define the words and then use them in a meaningful sentence. The next formative assessment was given by having the students answer text dependent questions as productive group work. …show more content…
Every week, three times a week, Language Arts teachers and Social Studies teachers meet for PLC (Professional Learning Community). Most of the time, is an issue does not arise, the principal sits in on these meetings as well. In these PLC meetings the teachers work together to come up with lessons that will provide for successful cross-curriculum integration. Cross-curricular learning provides motivation and deeper levels of learning. Teachers also met weekly with student support services to talk about students that are of a particular need or on a “watch” list. At student support meetings, teachers discuss students with excessive absences and tardies, behavior issues, and come up with different levels of support for these students. These meetings are extremely helpful for teachers to make plans to help eliminate disruptive behaviors. Also, you find out in these meetings what administrators, counselors, and other teachers might have said or communicated with the students and or their
While the reading assessment will be different for all students I learned that I must be attentive to the student and what they say, also I learned that even if the student gets frustrated I should not aid in the reading that is in front of them. Instruction for the students should be clear and precise; I believe that every student should have their own Vocabulary Dictionaries in the classroom. I believe that this will aid the students so much in the way that they will be able to acquire harder words and each students will be different, they will be able to have fun with it as well as learn at the same
Formative Assessment- There are a number of formative assessment that are used. The first one is the list created on the first day after reading the passage along with student participation on sharing their findings the following day on day two. Student participation in day six when sharing their papers and the write up of a peer’s paper will be used for a formative assessment. All of these are graded on accuracy and completion and will be worth five points each.
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
Without a doubt the lessons and exercises on time management were the most meaningful to me. They brought insight into why I seemed to be constantly working yet still never really got anything I wanted to accomplish throughout the day finished. I realized the majority of the activities I had been spending the most time on didn’t reflect my values of hard work and self discipline and long term academic goals to be successful in college. This motivated to completely change the way I managed my time by effectively striking a balance between my maintenance, committed, and free time.
Although somewhat vague compared to summative assessment, several key features help frame formative assessment. First, formative assessment happens while learning is taking place as opposed to at the end of content delivery. Rather, this is considered “assessment for learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). The format is formal or informal, but the outcome in its use is an in-progress check of what students know and what students do not know. Chappuis, Stiggins, Chappuis, and Arter (2012) define formative assessment as, “Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning,” (pg. 24). Second, this type of assessment is used to make instructional strategy adjustments. If student learning did not happen via one instructional method, the teacher must make the necessary accommodations to reteach the concept or skill. Next, it is not only used by teachers for feedback on instruction, but formative assessment is also used for providing timely, descriptive feedback to students and extends to allow for student self-assessment (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012; Popham, 2008). Formative assessment provides opportunity to provide specific feedback to students on where they are currently in their learning, and where they should be headed.
However, a formative assessment is ongoing and is used to check for students’ understanding throughout a lesson. Both work samples “matched learning objectives” and I was able to identify the students’ strength and weaknesses. I was also able to “analyze assessment data to understand patterns and gaps in learning” to guide my future instructions. In the word problem assessment, I recognized where the student was struggling and gave “effective and descriptive feedback” to address the area that she needs work in.
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
This being my first year of teaching I feel there are so many things that I have learned, and have helped me too become a good teacher. Yet I have so much more to learn, I still believe that students have the ability to learn and as a teacher it is my job to find ways to help them to become the best person they can be. Through being a reflective teacher, using professionalism, respecting diversity and having collaboration and community connecting this can be accomplished. When I am having fun teaching the student will have learning that material, this will help them to be relaxed and engaged in that lesson. I feel it is important to connect what they are learning to things that they have experienced in the real-world.
Through the completion of my graduate program in Curriculum, Instruction, and Assessment, I have gained an immense amount of knowledge and a plethora of skills which I have used and found valuable in my seventh grade English classroom. My outlook on student learning and my empathy towards students has also been positively affected by the program. These learning opportunities have led me to become a better educator both inside and outside of the classroom.
Taking into account the students’ background, I developed this lesson to help them comprehend the targeted grammatical features (gerunds and infinitives) and make them able to use those features in communication with others. The students, as mentioned in the lesson plan, take this class in the evening, which means that they most likely work during the day and probably need to communicate using the language in their work settings. Therefore, it is important to give as many opportunities as possible for the students to use the targeted features in interactive activities, such as interviews and group works. I expect these activities to not only promote negotiation of meaning that is useful for language learning (Long, 1996), but also push them to produce comprehensible output, which also facilitates learning (Swain, 1993).
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
At the core of every great teacher there is a strategy for teaching, a plan to be followed. For those lucky few that naturally have the ability, and personality to promote learning, the plan to be followed comes almost instinctively; for other there are lesson plans. Now, the ideal lesson plan will provide step by step instructions for any teacher, no matter their experience or personality, to effectively teach a subject. Yet, much like theories in science, when put to the test, some will inevitably fail. Still, every plan has some type of yield, for this lesson plan it feel between a good and bad rating of 82%. Meaning, it was not the best, nor was it ultimately average at or around 70%, so hopefully with a few minor tweaks this lesson plan
Overall my experience of being in Lingleville ISD was a great experience that allowed me to learn a lot not only about the students in the classroom, but also helped me learn a lot about myself. Going in to this classroom I expected to only learn things about classroom management and maybe a few strategies. After spending a few days in this room I learned many other things. I did learn about classroom management but I also learned about content, strategies, organization, lesson planning, and inclusion adaptations. I learned that an inclusion special education student can really thrive being in a mainstream classroom, not only academically but also socially. It was a wonderful learning opportunity to get to be a part of that. My mentor teacher
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity
At the end of the day or beginning of the school day, I communicated what I did with Ms. P to plan out better activities or lesson plans to meet each individual’s needs.