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3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the
subject taught to:
a. Deliver engaging and challenging lessons;
I have provided engaging and challenging lessons consistently when teaching. One lesson in particular in which I have mastered this
objective was when using jellybeans to teach part-part whole subtraction with kindergarten students. By using the jellybeans for this
lesson the students were engaged and wanted to complete the lesson so that they could eventually eat the jellybeans they were given.
The students enjoyed using the jellybeans as manipulatives because it was different than what they were used to. Part-part-whole can
be a challenging topic to teach to students, but by providing students with materials that they were normally not able to use, students
worked hard to learn the objectives at hand.
b. Deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the
subject matter;
I used questioning and discussion techniques when teaching students about part-part whole subtraction. Below are notes taken during
this lesson by my University Supervisor:
Put your thumb on the first problem here. Your problem looks just like this (models on the board). Take 5 jellybeans out and put them
on the orange circle. Put however many jelly beans are left and put them on the white circle. Now count how many jellybeans are in the
white circle. Katie what answer did you get? Not three? 5 very good if you got five kiss your brain. The answer five is going to go in
the blanks. You should have a five in the box. Student read the box.
c. Identify gaps in students subject matter knowledge;
On February 24, 2016, I taught kindergarten students a lesson on writing a narrative story based on a given picture. I modeled how to
begin the story and explained that the story needed to have characters and a setting. When it came time for students to complete a
graphic organizer for their stories, I saw that students were unsure of how to complete the setting and characters boxes. I realized
that the students did not know how to identify the characters and setting in a story. In order to meet the needs of my students, I
stopped the lesson, and went back to specifically teaching on who the characters in a story were, and then went on to teaching what
the setting of a story is. In order to successfully write a narrative story, students would need to be able to write about the setting and
characters. After students could do this, I was then able to move onto having the students write their stories. Evidence of this lesson
plan is shown below.
g. Apply varied instructional strategies and resources, including appropriate technology, to teach for student understanding;
When teaching students about plants needs, I used different instructional strategies as well as technology to teach for student
understanding. The first part of this lesson included a short video on the needs of a plant. This involved using technology because I
played the video from my laptop and projected it onto the board for students to watch. Next, I played a song about the needs of a
plant that included the needs of water, soil, sunlight, and air. Then, I had a craft activity for students to participate in that involved
using different materials to portray each of the four needs on a foldable. By teaching this lesson using different resources, students
were able to learn the material in numerous ways, making it more memorable and easier to understand. Evidence of this lesson can
be found here.
h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;
While interning in 4th grade during the Fall 2015 semester, I worked with four students in a small group once a week to help them
with reading comprehension skills. Each week I provided a reading passage along with five questions about the passage that the
students would answer after reading. Each week I used a different reading strategy such as choral reading, round robin reading, and
silent reading to test which strategies promoted better reading comprehension. I used the reading questions that each student
completed to inform which strategy to use when working with this small group each week. Also, based on whether or not the
students performed well on these questions, I decided to change the level of difficulty of the questions. By doing this, I was using the
assessment data to differentiate instruction for these students. Evidence for this FEAP can be found here.
i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement;
Every morning, students are given morning work based on skills they have learned prior in class. Students complete this work
independently and I grade their work each day. When grading student work, I make sure to mark the questions that students did not
get correct, and I also provide feedback as to how students can correct it. These papers are handed back to students at the end of each
day. When I hand back papers to students I explain why I marked their worksheets they way that I did so that they know exactly
what they got wrong and what they got right, as well as exactly what the mistakes were. This allows students to learn from their
mistakes so that the same mistake is not made a second time.
j. Utilize student feedback to monitor instructional needs and to adjust instruction.
b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;
When teaching subtraction to students, I used many different formative assessments to check for their understanding. Some
examples of the formative assessments I used were small group activities, whole group activities, as well as short worksheets. When
working with small groups, I used connecting cubes to practice subtraction within 10. Students practiced taking away numbers from
10 to complete a small worksheet. By working with students in a small group, students were able to focus better when I modeled
how to subtract using the connecting cubes. During whole group instruction, I walked around the room to monitor students learning.
If I noticed students that did not understand the material, I would stop and provide them with support. Using small worksheets
allowed me to check students understanding and if I saw a common theme throughout the class, I knew that I would need to review
and correct and misconceptions.
The summative assessments I used to check students understanding was quarterly checks with subtraction as well as an assessment I
made that included all of the subtraction strategies that I had taught over the nine week period. The different strategies I used to teach
subtraction were using a number line, part-part whole, drawing pictures, and using fingers, which were all included on the
assessment I created. Evidence of this lesson can be found here.
c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;
Over the course of the Spring 2016 semester in kindergarten, I have been able to see many different assessment tools used to track
student learning. Some of the many examples that I have seen and used are end of unit assessments, quarterly checks, and formative
assessments that I have used in the classroom. One of the most effective tools to track data that I have used this semester has been
IRLA, which is the Independent Reading Level Assessment curriculum used at the school I am interning at. I have used this tool to
input student data, relating to their reading as well as to show student growth over the course of the semester. An example of this
data is shown here:
d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;
In my classroom, there are many diverse learners. There are 2 students that do not have IEPs, but are in the process of receiving one.
For these students, I worked with them in a small group during assessments to provide them with support to be successful. During
quarterly checks, I would re-read questions to these two students so that they could focus on the problem they needed to solve.
During assessments, I also try to situate students in an area in the classroom where they can see the board, if needed. I also try to
place them in areas where there are limited distractions.
e. Shares the importance and outcomes of student assessment data with the student and the students parent/caregiver(s); and
During parent teacher conferences, I have shared information with parents regarding their childs academic standing. One way in
which I am able to show parents information is by using IRLA. I can print out a copy of their childs reading report, including their
reading level, power goals, as well as comments that have been entered after meeting individually with the student. I also share
student work with parents so that they can see how their child is performing in the classroom. Specifically, I had a parent-teacher
conference with a student in my class that is not completing their work during class. Since they are not providing work in the
classroom, I am not able to give that student a grade that shows he has mastered the material. Therefore, when showing the parent
their childs work, I provided examples of classwork that was not completed, as well as the assessments that showed evidence that
since classwork was not being completed, understanding of content material was not being achieved.
f. Applies technology to organize and integrate assessment information.
For quarterly checks, we have moved students to test in the computer lab. While testing they are interacting with the laptops they are
using by clicking on buttons to move throughout the test, using the track pad to move the mouse on their screens, and typing in
answers if and when necessary.
Another way in which I use technology during assessments is when there is testing in the classroom, I use the overhead projector to
show the test on the screen at the front of the room. This allows students to follow along with me as the test is read aloud to them and
also gives them a guide as to what question they need to be working on and completing.