EDU267E 2B

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School

Rio Salado Community College *

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Course

267

Subject

English

Date

Feb 20, 2024

Type

docx

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Uploaded by UltraValorWasp25

Observation Critical Thinking Form EDU267 Reading Instructional Practices, Interventions, and Assessments 1. Describe how the teacher individually and collaboratively selects and creates instructional techniques that are appropriate for curriculum goals and content standards and are based on current research on the methods and pedagogy in teaching reading. (inTASC 7(a)) The teacher does a great job of creating learning experiences that are appropriate for curriculum goals. The teacher uses the My Perspectives 9th grade learning resource to create lessons and assignments that align with district standards. She collaborates with the English department to create assessments and align her class with the other 9th grade English classes as applicable. The teacher has done a grade job of modifying the lessons and skills suggested in My Perspectives to fit the needs of the English YL class, including considering the individual learning needs and present levels of EL students and students with IEPs. The teacher does a great job of making the material relevant to students by including personal anecdotes, real life situations, and asking for student input/sharing personal experiences. 2. Describe how the teacher achieves each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners. (inTASC 7(b)) The teacher achieves student learning goals by using assessments that allow her to implement pre-and post-scores to assess growth, and also allow her to see individual strengths and weaknesses. The teacher designs lessons to address each student’s diverse learning strengths and needs and also creates assignments and projects for students to demonstrate their learning in different ways. The teacher makes sure to pace her lessons to accommodate students’ needs and gives time for additional practice and reteaching based on informal and formal assessments of student mastery. The teacher builds on learners’ prior knowledge and experiences to help them connect to what they are learning. The teacher uses multiple perspectives to the discussion of content and includes different cultural perspectives that students can connect to as well. 3. Describe how the teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill. (inTASC 7(c)) The teacher develops appropriate sequencing by planning her lessons by knowing the student’s current abilities, what skills they are working on, and their preferences and learning styles. The teacher scaffolds lessons by guiding students though lessons by providing examples, sentences starters, modeling, etc. and then allowing them sufficient guided practice so that they are prepared when they move into independent work. She takes into consideration learning styles and different elements to accommodate visual, auditory, and tactile

learners. The teacher does frequent checks for understanding during guided practice and independent work and offers immediate corrective feedback to help students progress and master the skill(s) being taught. The teacher ensures that all students are ready to move on before introducing the next step, reteaching, and doing additional guided practice as needed. The teacher provides multiple ways for students to demonstrate their skills and knowledge, such as through verbal discussions with the whole class, individual writing responses, and hands on activities. The teacher makes modifications as needed depending on time constraints, need for reteaching skills, or extending lessons to accommodate the needs of her students 4. Analyze how the teacher plans for instruction based on continuous classroom assessment and summative assessment data, prior learner knowledge, and learner interest. (inTASC 7(d)) The teacher plans for instruction based on formative and summative assessment data by reviewing and analyzing the data in order to create new and adjust pre- planned lessons to address the needs of students. The formative assessments help the teacher identify areas of struggles and possible learning gaps that need to be addressed. The teacher uses quizzes, writing summaries, writing assignments, and data from the Star Reading program and comprehension activities to determine where her students are at and adjusts/creates lessons to address their needs and reinforce prior knowledge and skills. The teacher uses summative assessments, like end of unit tests to analyze what students have learned and mastered, and then uses this information to review and reteach skills/concepts as needed. The teacher checks for prior knowledge routinely both verbally before lessons, and when explaining instructions for assignments. She revises concepts and skills as needed to ensure students are prepared for the task at hand. The teacher chooses grade level relevant material to pique student interests, such as choosing novels with characters, settings, conflicts, and topics that students can relate to. 5. Explain how Multi-Tiered Systems of Support (MTSS)/Response to Intervention (RTI) enables the teacher to respond to differences in reading skills. (inTASC 10(b)) The teacher evaluates plans in relation to short and long-range goals by establishing the objectives of each unit and what students are expected to learn. She does this by using pre-assessments, checks for understanding through assignments and aligned checks throughout the unit, and ends with a summative assessment for each unit. She adjusts plans to meet student needs by offering modified assignments and accommodations and arranges for small group tutoring and individual tutoring to assist students with their overall understanding and achievement. She is consistent with providing clear and explicit instruction and has clear expectations in the classroom that allow students to be successful. She takes student feedback as well to get their input on lessons and units, and also uses this information as an evaluation tool to plan future units that will enhance student learning and help with keeping them actively engaged.

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