In the summative course assessment, the anonymity of John will take place for my student. He is currently a sophomore with a learning disability at Roosevelt High School, given an anonymity, and taking World History. John has had four to eleven missing assignments over the past fourteen weeks in his second semester and currently has a 68% overall grade in the class (AERIES). Over this past semester, John regularly brings his chromebook to class, but never brings his laptop fully charged, therefore being unprepared for class. Consequently, this has led to causing class disruptions and allowing for himself to become his teacher’s primary focus to make sure he is on task. John has had trouble participating in class activities and completing in-class …show more content…
The teacher starts lessons with a warm up that consists of two to three essential questions that covers previously learned material. He then discusses upcoming assignments students will be working on and their schedule for that period. At this moment, the teacher derives from the direct instruction model of teaching and starts to lecture about upcoming events the school has, then randomly goes back to discussing their schedule for the day. Generally, students at this moment are no longer tuned into what their teacher is saying and not listening for what they have to do for their next assignment. John’s teacher at times does not allow for the students to use their funds of knowledge to participate in class discussion. Classroom context is essential to providing a well-rounded and positive learning environment for John’s academic needs to be …show more content…
My initial thoughts on my student were completely different than my concluding thoughts. When meeting with my Socratic Dialogue Group, I would often state my observations and experiences my students would do in class and after receiving feedback from peers, it has allowed me to understand different perspectives that I did not consider before. According to Carini, “The more students practice and get feedback on their writing, analyzing, or problem solving, the more adept they should become” (p. 3). Another aspect that was essential to helping me see my student differently was the prompted questions that we needed to answer throughout our meetings. This is allowed for me to reorganize my thoughts and consider qualities and judgements I made previously. My Socratic Dialogue Group helped me clarify any thoughts I had on my student throughout the weeks and provide collaboration and innovative ideas on how else John’s needs could be met, even if at my times John’s teacher would
For some students, the time they have in the classroom is not enough for them to grasp the topic. While teachers usually offer a period for students to see them for extra help, some students do not have time for this. Most students have commitments outside of the classroom, such as m...
A good assessment practice is a key feature in order to achieve an effective teaching and learning practice. This section will consider the assessment issue from a theoretical and empirical perspective, having as the main objective to improve my future teaching. Traditionally, assessment has been thought to be something that happens after the learning process, something separate of the teaching process in time and purpose. (Graue, 1993). However, currently, approaches about assessment make the difference between Summative assessment or assessment of learning (AoL) and Formative assessment or assessment for learning (AfL), but this is not actually a new approach, as Ryle (1949) already talked about Knowing
Also, continually seek feedback from my preceptor has been crucial. Learning from my previous experiences, I have realized that a balance of ongoing constructive, and appreciative feedback has a very positive impact on both my learning, and confidence level. Therefore, during my first meeting with my preceptor, I discussed how important her feedback is to me, which has ensured that throughout my preceptorship I have received detailed, and timely
The first group of students I observed was two boys. The boys came into class and picked a game for them to play. They decided on playing jenga. They took turns playing the game. After they took a turn, Ms. Robinson would have them do something having to do with the lesson. One boy had to read a story out loud to Ms. Robinson. While he was taking his turn, the other boy was supposed to hold a casual conversation. He struggled with it so Ms. Robinson tried to help him by asking him questions. He still struggled with using elaborate answers. He was not using his r’s so Ms. Robinson eventually just had to ask him to say some words with r’s in them. the boys continued playing the game while also taking turn working on their specific areas of improvement.
Today we are addressing Jammie’s inappropriate behavior in class. Jammie has outburst in class which disrupts the class. Jammie will fall to the floor and scream just to avoid answering questions in class. Jammie will do this during quiet time as well when the students are trying to study for the quiz. The other children are trying to learn but with the distraction of Jammie it is hard to pay attention. My theory is that Jammie does not like to be in class after she has lunch, I feel that she is getting exhausted of class and realizes that school is almost out. I feel that Jammie thinks she will not have to participate in class if she sits out in the hallway.
For example, online collaboration, face-to-face whole, and small group. These discussions hold them accountable for developing their ideas about the topics and enable them to share their views with others, promoting a diversity of perspectives. These interactions can also challenge their thinking and prompt them to consider new ideas and concepts when making sense of experiences and constructing their knowledge. To orchestrate discussion among students, I serve as a guide and facilitator, encouraging them to accept responsibility for their learning rather than maintaining responsibility and authority myself. I also help them to respond to one another’s ideas rather than responding directly to me and display and promote respect for all students’ ideas. These strategies not only help foster a community of learners, but they can continue the approach in their classrooms with their students. The tactic will allow them to create and build a community of learners within their
Grading and testing is usually a mandatory part of teaching. Most schools let the teachers decide how and when to test, as long as the letters A, B, C, D, or F appears on a student’s report card. Teachers may not like the fact that some failing grades will have to be given, but as long as their way of grading is fair to every student, it is something that they will have to deal with. There are many methods of measuring a student’s ability to accomplish a task. However, many students freeze under normal testing procedures and may need to be evaluated in another manner. Also, it is important for teachers to understand fair grading procedures so students can best benefit from effective tests. By knowing the main ways of measuring student achievement, and proper formats for grading, students can be evaluated correctly. (Fairtest, 98)
In a classroom teachers are often limited on time that they are able to have one-on-one interaction with each student. During the class period, they are required to lecture, assign homework, and at the end, manage to find to time to work with the student. Jonathan Bergmann, a Woodland Park High School chemistry teacher, stated that the idea
There are many ways in which teachers can test their students to see where they are at and what still needs to worked on. These can be broken down into two distinct categories. First there is summative testing. Summative assessments are formal tests that are constructed by professionals to compare students with other students. Summative tests are used to measure outcomes of learning over time and can be criterion or norm referenced. Comparatively assessments can also be informal. Informal assessments also known as formative are generally constructed by the student's teacher. Formative assessments are a great resource to see where a student is at and measure what needs to be learned and help prepare a student for the summative assessment.
“Children do not always learn what we teach. This is why the most meaningful assessment does not happen at the end of learning- it happens during the learning when there is still time to do something with the information” ( Wiliam, 2011). To me, this quote reflects a big part of the meaning of assessment. Assessment is the process involving measuring the learning and performance of students or teachers. It involves documenting, usually in measurable terms, knowledge, skills, attitudes, and beliefs. For the most part, there are two types of assessment: Formative Assessment and Summative Assessment. Along with the assessment, the term standards is used together because they each work together to assure students’ success in education.
A student maybe inattentive or not participating in group, due to reasons such as passive listening or the way subject is being taught or explained cannot hold his attention or he has already pre-learned these content ahead and spaces out instead or he does not understand what is being taught at all.
I must see students for who they are individually and respect their ideas and opinions. Each student has a different learning style. I must take this into consideration because I want to provide a constructive learning opportunity for every student. I believe that every student has the potential to learn. My philosophy at this point is progressive.
Vital discussions are a progression of focused, individualized cooperations with educators that are intended to help them thoroughly enhance their teaching (Jackson, 2009). When schools hire first-year teachers, it should be mandatory for them to have a mentor or coach their first year. Many of these teachers require this support so they may grow professionally (Jackson, 2009). A few years into my teaching career, there was a new first-year kindergarten teacher in the school where I worked. There were a few instances where she had come crying to grade group meetings. She was struggling to keep the student's interest and her class was very talkative and was experiencing difficulty focusing on their assignments and lessons. In a previous meeting,
Throughout this semester, my education classes have coincided well with what I am observing in the classroom. Standard 4 is all about the educator having a strong grasp on not only the content area that he/she is teaching, but also effective classroom management and techniques to relate the information to each students’ individual situation. My cooperating teacher has done a great job of exemplifying this standard by thinking in a metacognitive manner about what she is teaching and how she teaches the content. There are always open ended questions that allow students to offer their perspective in relation to the content. My cooperating teacher also introduces all of the works that the classes cover and emphasized how they relate to the student’s position. The students then respond with curiosity and excitement because they are able to see that it truly does matter.
Successful class interaction means all of the following: 1.Students express themselves, enabling them to hear each other’s voices and opinions even if it is just saying their name. 2. External input is given by an adult expert on the topic. 3. Dialogue occurs in pairs, or small-group or large-group talk, depending on class size, to reflect and review the input. 4. Students, in pairs, summarize the topic content and record their summary, if possible, in words or drawings. (Freire,