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Assessment (6)
Assessment (6)
Pre-Student Teaching Artifact
MSSE 425: PBL and FAA
My PBL and FAA, uses different methods of assessments to engage learners, check for growth, and guide teachers decisions. In my formative assessment, I give students a short assessment. I use this assessment to measure their ability, and use it to track their progress. How my assessment achieves this is based on their answers, I can put them into different groups. I then am able to tailor my instruction so it can be the most engaging and helpful for each different group. My PBL is based on the same learning goals as my formative assessment. Their assignment has some choice in it, and students can decide how they implement the assignment. The final assignment can be used as an assessment, for teachers to see how students demonstrate their understanding of the learning goals. The final assignment can be used to monitor the progress and growth since the students took the FAA.
Student Teaching Artifact
Mini Unit: Pre and Post Assessment and Reflection
These two artifacts demonstrate standard 6, as I used methods of assessment to track where my learners are. With my assessments, I could see what skill goals my students have mastered, as well as skills they need to continue to work on. I then used this assessment to guide and inform my instructions for the class. I looked at common patterns, such as many students not understanding how to multiply negative numbers. I then use these patterns to direct my instruction, as I know I need to spend time on ensuring my students know how to multiply negative numbers, as so many missed the question. Not only do I just assess students at the start, but I want to continue doing it throughout. During units, I can use different formative assessments, some as easy as walking around and listening to my students' conversations and explanations. That way, I know where my students currently are, and what I need to do to get them to master the skill goals. Other assessments that I often implemented were quick formative checks. I would have students go to the whiteboards and demonstrate what they know. I would give them a skill they try to complete. This was not for a grade, it was just for them to see if they can do it, and for me to see who is struggling and who mastered it. Based on what I am seeing on the whiteboards, I would go and pivot my lessons. I would address and reteach a mistake if there was a common one that kept popping up. If half of them got it, and the other did not, I would tweak the lessons to create two different levels of the tasks, that way students could work on the level that would best help them.
This artifact demonstrates growth, as I did more than just give my students an assessment and see what questions they got right and which ones they missed. I also looked for patterns within each of my students' responses. I was able to see what common mistakes or thinking patterns my students fell into. Then, I would use that information to guide my teaching. This could be done in a variety of different ways. I created readiness groups and put students with other students who approached the problem in the same way, or who have the same misconception. I knew what I really needed to hone in on and focus instructional time on, and what I did not need to work on as much. To continue to grow in the future, I will not only give both summative and formative assessments regularly. I will look for patterns within these assessments, and then use those patterns to guide my instruction.
Plans for Instruction (7)
Plans for Instruction (7)
Pre-Student Teaching Artifact
Learning Menu, Sophia.docxMSSE 420: Choice-Based Task
I created this lesson so that it has multiple different options that students may pick from, relating to solving for area and perimeter of a rectangle. Every student will have met and understood the rigorous learning goals when it comes to solving for area and perimeter of a rectangle, even if they pick different assignments to complete. How it does so, is this learning menu focuses on learner interests and strengths, and pulls in knowledge of the learners and community context. That way students may pick what type of instruction they want to follow, and can pick one that plays to their strengths, while learning the curriculum.
Second Extended Lesson.docMSSE 471M: Extended Lesson
This is an extended lesson that I implemented in my practicum to teach students how to find the area and perimeter of triangles. This lesson covers SOL 6.7 c) Solve problems including practical problems, involving area and perimeter of triangles and rectangles. How this demonstrates standard 7 , is that I planned instruction to meet this standard and rigorous learning goals I created for this standard. I implemented scaffolding so that the needs of all learners are addressed so that they have the tools needed to master the curriculum.
Student Teaching Artifact
Skyline Middle School: Lesson Plan
This artifact is a lesson plan that I created for my math 6 kids, in which they are working in three station rotations to learn about congruence and symmetry. One rotation the students learned about congruence, the other station was symmetry, and the final was a review. The most important thing we did with this lesson was intentionally grouping the students based on their current knowledge of the content. We used formative assessments to gather this data about our students. In one group we put the students who really struggled with symmetry, in another those who struggled with congruence. In the last group, we put those who struggled with both, or who had mastered both. We then spent the most time working with those groups at the station they were placed at. For example, if I did not understand symmetry, I would start at that station, and it was my longest station, so I could have more review. The last two stations gave the students a little less time, as it was something they did not need to cover as much.
This artifact demonstrates growth, as I was able to make the content relevant to the learners, and sequence the rotations appropriately. Previously, I would group students based on whether they understood the concept or not. This time, I made the grouping more specific. What concept is it they get and don’t get? I also put two different patterns in the same group. Those who understood both, and those who understood neither. However, for that station, I planned instruction that would best meet the learners' needs and allow them to master the content. The students who knew neither worked closely with the teacher, and started from the very beginning for symmetry and congruence. That way, when it was time to go to the other rotations, they were sequenced so that they had previous knowledge to build upon. Meanwhile, those who understood both were given different challenging problems. In order to continue to grow in this in the future, I will continue to work on my sequencing. It is helpful that I can recognize different patterns and see what my students struggle with. However, by providing sequences and common learning experiences and performance tasks among the students who are at similar levels, my students can achieve mastery of different skills more efficiently.
Instructional Strategies (8)
Instructional Strategies (8)
Pre-Student Teaching Artifact
MSSE 420: Readiness Task
This readiness tasks assess where students are in learning based on a pre assessment that students will take. It demonstrates standard 8 because I put students into three different readiness groups based on their responses to the pre assessment. How I ensure that all learners develop a deeper understanding of the content, is by using grouping and different strategies and skills that would be the most meaningful and effective for each readiness group.
Station Planning Template-1-1.docxStudent Teaching Artifact
Mini Unit: 3 Day Matrix
This three-day matrix from my mini-unit demonstrates standard 8. It does so because I used a variety of different instructional strategies to help encourage my students to develop mastery of the learning goals. This lesson was not one fits all. I would tweak it and students would do slightly different things, to ensure that they were successful in understanding the content. I made sure that all of my students' learning needs were being met, and they were learning in a way that was meaningful to them. While these lessons may have all been slightly different, in the end all students accomplished the same learning goal. I also made sure that my lessons were different, and not the same thing each time. For example, I would not go up and lecture while my students took notes for all 3 days. I made sure to incorporate a variety of different instructional strategies to best encourage learners. One day I might have them take notes with a partner, and teach each other different aspects of inequalities. The next lesson is a gallery walk, where students are up out of their seats and can work in groups at their own pace. I made sure to have a variety of instructional strategies in my matrix so that my students could be as successful as possible.
This artifact demonstrates growth, as I was able to recognize that my 3 lessons for my mini-unit would always be flowing and changing. I did not go into my lessons with the mindset that it would go exactly how I planned it and all students would do the same work. I was able to tweak each part of the lesson to best meet my different learner needs, so that they could be as successful as possible. In the future, I want to continue to learn how to tweak my lessons to best fit all students. I will make sure that my students are all learning in a way that is best for them, and not in a way where they are all learning the same way despite having many differences.
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