Classroom Reflection

Assessment is an imperative part of the learning process. According to Stiggins and Chappuis (2012), “Assessment is, in part, the process of gathering evidence of student learning to inform instructional decisions. This process can be done well or poorly.” To learn more about assessment I sat down for a one on one interview with Jim Libretti. Coach Libretti is the head coach of the freshman football team at Paradise Valley High School. Also, he is a math teacher.

This October 2017, practicum observation at Sharpsville Elementary consisted of a third grade Math Assessment interview and observation. The third grade teacher works on formative and summative assessment in the math class. The teacher uses different ways to assess students in the classroom. In most cases, whether the child is above level or at the level where the child should be she has many options and strategies on how to solve mathematical problems as a whole-group or individually. This reflection will discuss the formative assessment, summative assessment, how students respond to the instruction, and a student interview observation..

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

In my assessment these students will be evaluated consistently my me and the instructors at Hillcrest elementary school. The students will be evaluated on how to continue his/her next steps within the school. Input will be given to the student at the school for data so they can learn more by adapting to their own personal experiences. I will first do a walk-thru of the classroom in starting my assessment. I will visually be able to check on my student’s progress and really understand the students. Next I will use a checklist to compare and see if the student is progressing or not. Criticism feedback won’t be seen as a problem but would be seen as a guide to understanding and achievement inside of the classroom. Lastly and most important I will give out a summative assessment to assess the knowledge of problem solving skills. The specific end goal is to persuade students to become long lasting learners inside and

Close your eyes and think back to your favorite teacher. What made him or her your favorite? Was it the way they taught you? Did they teach you in a way that you did not entirely know that you were learning? Did they make you want to know more? Most likely what made them your favorite teacher was something about the way they instructed you made a difference in the way that you learned what they were conveying to you.

Efficient educators know and understand the importance of selecting, planning, and implementing effective assessment tools and strategies that measure student’s levels of understanding. Different types of assessments are used for a broad range of purposes that include formative, placement, diagnostic, and summative assessments. However, the main purpose is to “foster learning in all its forms” (Lefrancois, 2013, Ch. 6.1). Teachers use pre, formative, and summative assessments to determine what students know before, during, and after instruction. Each measurement is used to plan, modify, and adjust instruction to meet the needs of all learners. Although each form of assessment plays a critical role in ensuring all students succeed, educators

This field experience was completed in Palm Spring Elementary School, with the cooperating teacher Barbara Saad, who has a great training experience. To accomplish the artifact's objective, I was focused on observing and recognizing the demonstration of all indicators in Instructional Delivery and Facilitation and Assessment. In a first moment, an interview with the teacher was conducted in order to determine the procedures and use of formative and summative assessments to diagnose students’ learning needs, and to inform instruction. Then, while the teacher was actively working with students, I identified procedures and use of formative and summative assessments.

In the twenty first century, teachers have to collaborate with other professionals to promote student learning and establish a learning environment where students interact positively and share their knowledge. There are many different activities that teachers have to implement in the classroom so students can maximize their learning. In order for students to learn and achieve their goals in the classroom, teachers have to implement effective strategies and meaningful activities that motivate students to work collaboratively with other students. Communication skills are necessary for collaboration in the classroom and listening techniques must be modeled by the teacher implementing effective questioning strategies (Friend & Bursuck, 2009). In

The pre-assessment activities evaluate student learning by allowing the teacher and students discover what they already know. In addition they recognize that prior knowledge so they may engage in questioning, formulating, and thinking in order to construct new knowledge appropriate to their level. Furthermore, the pre-assessments for this unit will be scored as a participation grade. This participation in pre-assessments will help guide planning by helping make instructional decisions about student’s strengths and weaknesses.

Students will be assessed by a teacher centered informal questioning period prior to each day’s lesson to observe their grasp of the content materials of the prior lesson. Teacher will also use journal entries and exit slips as formative assessments as well.

In the twenty first century, teachers have to collaborate with other professionals to promote student learning and establish a learning environment where students interact positively and share their knowledge. There are many different activities that teachers have to implement in the classroom to motivate and engage students in the lesson. In order for students to experience success and maximize their learning, teachers have to provide activities where students interact and exchange information. According to Bowers and Finders (1990), students maximize their learning when they learn by doing and experiencing rather than by observing the teacher. In order for students to learn and achieve their goals in the classroom, teachers have to implement effective questioning strategies and meaningful activities that motivate students to work collaboratively. Communication skills are necessary for collaboration in the classroom and listening techniques must be modeled by the teacher implementing effective questioning strategies (Friend & Bursuck, 2009). In this piece of work, I will describe all the accomplishments utilizing meaningful activities that I implemented from my initial Individual Learning Plan, Part 1 for the Professional Dispositions, National Board Professional Teachers Standards (NBPTS), and Technology Standards.

By using inquiry-based teaching strategies to design lessons and instruct students help motivate, engage and prepare for students learning. In the second video made by the Ontario Science Centre (2016) Andrea begins her lessons with basic content about simple machines. She begins by modeling inquiry-based thinking processes by posing different kinds of questions. This is to help students to internalize and ask themselves as they learn to become independent problem solvers. Ontario Science Centre (2016) & Guido (2017) talk about four types of inquiry-based strategies which vary in different classrooms with the first type being different. However, both authors discuss structured inquiry, guided inquiry and open inquiry. The Ontario Science Centre (2016) & Ontario Ministry of Education (2013) & Guido (2017) argue that teachers may choose to use one inquiry strategy or a combination before asking students to share their questions about a topic. For example, Guido (2017) talks about different inquiry-based strategies that teachers can use to stimulate curiosity such as providing hands on experiences and group

Next, I joined the district’s administration at Dodd Middle School for instructional walkthroughs. We entered two math and two language arts classrooms and took notes on what was being said and done by both the students and teacher. Afterwards, we debriefed with the assistant superintendent. During this meeting, I indicated that while all the teachers I observed effectively used formative assessment to check for student understanding, the pacing and lack of differentiation in the classroom led to a loss of instructional time.

Teaching can be a challenge, you never know what to expect and each classroom will be unique. However, you will always have to be prepare for teaching in a situation you may not be comfertable with. Educating students and practicing proper knowledge on subjects such as race, class, gender, sexual orientation and disability are vital in creating a safe and respectful classroom for all. School is often looked upon as a place of security for students and it is our job as teachers to help maintain that status.

However, since there are so many dynamics to effective teaching and learning, one cannot put a finger on a single aspect and use that as a solution. With this in mind, I have chosen to look at two foci in depth. These are ‘Classroom Management’ and ‘Questioning Techniques’ – but before we analyse these foci in depth, it is important to understand what ‘teaching’ and ‘learning’ are. Not only this, but it is also essential to note they are not