FE2 Guiding Questions 

How did you demonstrate the OCT standards during your Field Experience I?

During my first field experience I demonstrated the OCT standards in many ways. I demonstrated a commitment to students and student learning by offering my time at lunch and after school for extra help, getting to know students by name and on a more individual level, and by participating in extracurricular activities like the robotics club. I also showed a dedication to ongoing professional learning by speaking with experienced staff, participating in meetings and votes, and by asking questions. The ethical standards of care, trust, respect, and integrity were also shown through casual interactions, formal lessons, and participation in programs like the food drive and breakfast program.

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What are your current understandings about Universal Design for Learning and Differentiated Instruction?

UDL is the framework that encourages a balanced approach to teach ALL learners. Regardless of one's abilities or learning styles, students have equal opportunities to learn. In UDL there are core principles that can be useful in presenting different means of instruction. These principles involve multiple means of Representation, Engagement, and Expression.

How can UDL and DI be beneficial to ALL of your students? 

UDL and DI can be beneficial to ALL students because what is necessary for some can also be good for all. Changes that are made to accommodate different learners are not done at the expense of other students. If anything, these changes usually prove to be beneficial to all students while being necessary for some. An example of this may be the use of speech-to-text software, which may be necessary for students with learning disabilities but also good for other learners as it introduces them to a different and potentially more effective way of expressing their thoughts.

What challenges might you face when considering UDL and DI in your lesson and unit planning?

Although it is still possible to find low-cost assistive technology to implement in lessons and encourage DI, there are still many devices that are quite expensive. Further, another challenge may involve consolidating the different methods of assessment into a final grade, that is equitable to all students.

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Based on what you have heard, read, and discussed, how will you approach formative assessment [including descriptive feedback and effective questioning] in your classroom?

Unlike summative assessment, which typically occurs at the end of a unit to measure overall understanding, I understand formative assessment as a process that happens continuously throughout instruction. I love that the primary purpose is not to assign grades, but rather to provide feedback so that both the teacher and student can better meet their goals. Formative assessment in the classroom involves using a diverse range of assessment methods, providing constructive feedback to students, encouraging student self-assessment, and maintaining flexibility to adapt to individual learning needs (Heritage and Stigler, 2010). As a teacher, I plan on approaching this assessment with the same mentality and I understand my responsibility to close the gap between a student's current understanding and desired learning goals. By collecting evidence of student progress through oral interviews and utilizing data to inform instructional decisions, I strive to support student learning and foster a dynamic learning environment. 

Heritage and Stigler (2010). Formative Assessment: Making it Happen in the Classroom. Corwin Press.

Describe how you are thinking differently about teaching and learning now than you were in September of 2023

My views on teaching and learning have changed greatly in that I now see what a collaborative process it is. I saw teaching in a more traditional light when entering the program as this is what was modeled for me. The idea of involving students in assessment, making changes to the way learning is evaluated, and appreciating the great benefits of learning from students and colleagues was all foreign. I now believe I have a more holistic understanding of teaching and learning, which only excited me more for what is yet to come! 

Consider both stances--teacher and learner-- as you respond to the following:

How can an effective assessment rubric support learners of all abilities and improve both student achievement and well-being?

An effective assessment rubric can do both of these things for learners by clearly outlining expectations and criteria for success. Doing this can not only reduce anxiety and uncertainty among students but also give them a sense of confidence and security given they know exactly what is needed. Additionally, well-designed rubrics tend to accommodate various learning styles and strengths, ensuring that all students have opportunities to demonstrate their abilities (Koh, 2017). Through personalized feedback tailored to individual needs, I see rubrics not only supporting student learning and growth but also cultivating a positive learning environment where students feel valued and supported. Furthermore, by promoting self-assessment and self-regulation skills, the rubric empowers students to take ownership of their learning journey, contributing to their overall metacognition. 

Koh, K. H. (2017). Authentic Assessment. Oxford Research Encyclopedia of Education, 1–10. https://doi.org/10.1093/acrefore/9780190264093.013.22

How will your own experiences as a learner shape your rubric design for your future students?

Ultimately, an effective assessment rubric plays a crucial role in fostering inclusive learning environments and maximizing student success. As a learner, I was fortunate in that most of the rubrics given did just this, however, some did not. The ones that did not had confusing expectations and used vague words such as limited, somewhat, and with great proficiency; leaving out nuances in the diversity of student work. I plan on shaping my rubrics to meet all students and plan on being very clear and intentional about what I am expecting. Given my experience as a learner, I predict that students will be grateful for this. 

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The unit plan assignment synthesized various course concepts and approaches we've addressed in Foundations so far, including assessment as, of and for learning, aligning curriculum expectations to unit delivery/content, application of Universal Design for Learning (UDL) and Differentiated Instruction (DI) principles, incorporating AI for rubric development, co-planning with a colleague, the development of meaningful and enduring learning experiences and much more.

What did you learn from this comprehensive process, and what were the key challenges you encountered? 

Through the unit plan assignment, I gained a deeper understanding of how to integrate various concepts and approaches we have covered in Foundations, into a unit effectively. I learned the importance of considering assessment as, of, and for learning throughout the planning process, ensuring that assessment methods align with learning objectives and provide meaningful feedback to students and myself as the teacher. Aligning curriculum expectations with unit delivery and content helped me ensure coherence and relevance in the learning experiences provided to students.

Moreover, applying Universal Design for Learning (UDL) and Differentiated Instruction (DI) principles allowed me to design inclusive learning experiences that cater to the diverse needs of learners. 

Collaborating with a colleague in the same teachable area during the co-planning phase provided valuable insights and perspectives, making ideas and approaches much more fluid. Overall, this comprehensive process helped me recognize the importance of developing meaningful and enduring learning experiences that foster student engagement, critical thinking, and skill development.

However, despite the benefits gained from this process, I encountered a few challenges. Balancing the integration of multiple concepts and approaches while ensuring coherence and alignment was a bit of a struggle. Additionally, effectively differentiating instruction to meet the needs of all learners posed a challenge, as it required careful consideration of individual learning styles, preferences, and abilities. Despite these challenges, navigating through them provided valuable learning opportunities and enhanced my ability to design and implement effective unit plans.