Instruction that is Responsive to Student Learning NeedsThe best way to meet student needs is to know your students. I will use diagnostic assessments, like the Primary Spelling Inventory and DRA, to identify student's current level of understanding. Also, through class discussions and student surveying I will be able to take anecdotal notes on student understanding. By engaging in conversations with students I will be able to identify their interests and focus my lessons around what students want to know. Analyzing data from initial assessments and observations will allow me to accomodate instruction to build upon what students already know and expand their understanding of other concepts. Through formative assessment measures I will be able to consistently improve my instruction while teaching. When students need more elaboration on a topic, or are ready for enrichment, I will differentiate instruction accordingly. Data-driven decision making in the classroom will ensure that my instruction maximizes students' learning. While working with my CT, we analyzed student's Baseline Reading Tests to recognize areas of need for the learners. The Baseline Reading Tests are used to determine instructional groups. The student's scores ranged from 16 to 29 out of 30 possible points. The average score was a 21. Since the class did not perform as high as my CT had hoped, she had me analyze the test. I tallied how many students had gotten the question wrong to determine common areas of struggle for the learners. For this class, my CT and I plan to provide further instruction for determining author's purpose, generalizing and inferencing from the text. Moving forward, students will have the opportunity to correct their tests and provide text evidence in their new answer choice. We will continue incorporating reading comprehension strategies during instruction. Also, I feel it is very important to bear in mind student's learning preferences and styles when delivering instruction. I intend to give learners multiple ways to absorb information by appealing to various learning styles throughout instruction. Incorporating visual appeals, hands-on learning (for kinesthetic learners), music or chants (auditory learners), various grouping patterns (interpersonal learners), and independent reflection (intrapersonal learners) will ensure that learners are engaged and able to receive information through various formats. For students to best demonstrate their knowledge, they should be given various opportunities to showcase what they have learned. Providing learners a choice in summative assessment methods will allow them to take pride in their learning.
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Collaborating Teacher Observation #1 |
My CT gave me great feedback! After my lesson, we talked about changing the Essential Question, Objectives and Understanding Check on the white board. Before my next lesson, I will be sure to do that. Also, she has a great strategy for comprehension and keeping students on task! When giving directions, or after a student answers, it is beneficial to call on another student to para- |
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The Morning Meeting allows the class to begin each day as a community of caring and respectful learners (Kriete, 2014)
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