Mr. Jones Use Classroom Assessment Techniques

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

It is important for my students to understand and value learning goals in the classroom. At the start of every chapter students will be supplied an outline of what they are going to encounter in the upcoming weeks.

The activities offered from this unit worked to remediate the content that was presented on the pre-test and some additional concepts. Paula scored well with the trace worksheets that identified the parts and needs of a plant. However, on one worksheet, Paula was unable to fully identify the 3 needs of a plant in a sentence even though she previously traced the word on the same worksheet. Instead of fully identifying the 3 needs, Paula only identified two in the sentence. These actions made her receive an 83% on this worksheet. Additionally, the student was given picture cards that depicted the sequence of how to plant a seed. Paula sequenced her picture cards a total of three times before correctly sequencing the picture cards. Paula incorrectly sequenced three cards the first two tries, and one card for the last trial Paula ended up getting a 75% for this independent activity. Paula required constant observation and guidance to assure that she was keeping up with her peers. This showed me that Paula struggles with keeping up with her peers and requires guidance to assure an understanding of the directions and concepts taught through the

She discusses a clear definition and different styles of objectives, assessments, rubrics, activities, and many other lesson components intended to help other new teachers find a start for lesson planning. She focusses a lot on objectives, how to create and effective objective that will shape the entire lesson and some examples of effective verses ineffective. For support she quotes and pulls information Bloom’s Taxonomy as well as other people’s works in educational advancement. Taxonomy is useful when, “… trying to articulate what you want students to be able to do as a result of learning the material in a lesson or unit,” states Reeves on page

There are seven SPED/inclusion students in Mrs. Jackson’s first period class. Mrs. Smith, a paraprofessional, comes into the classroom every day and assists these students with their weekly skills. She may also pull them to the resource room to allow them to have a quiet space to complete independent assignments and/or practice fluency. When Mrs. Smith is unable to be in the classroom, the teacher must take the extra time to make sure that these students stay on task and are given the extra help they may need.

I have equally high expectations for all of the students in my charge. If a teaching strategy fails to work for a student in my room, I will find an alternative method. After all, I want each student to succeed, no matter what kind of effort I must put forth” (Brennan).

(Objectives of the lessons) During my time in Ms. Felkins classroom, most of the lessons I experiences were, mathematics, word study and literacy. Cognitively, the goal of Ms. Felkins math lesson was to help the students understand the name of each polygon, how to recognize them and how many sides each of them had. The objective of literacy was for the students to learn how to comprehend what they are reading, the importance of fluency and how to use correct spelling and conventions in their writing. The goal of word study is for the students to learn new words, and improve their spelling, handwriting and use of conventions by using them in sentences.

Classroom assessment practices are instrumental in preparing students to become autonomous, critical thinkers (Green & Johnson, 2010), and this portfolio documents my personal growth and development (Kuh et al., 2001) in the content area of classroom assessment. Unfortunately, I have been utilizing assessments to pass judgment on my students and only focusing my attention on the students who I believe have the intellectual ability to succeed in the STEM field. However, I am, now, enlightened on the practice of using assessments as an avenue to promote mastery goals for my students, and I am prepared to implement these new discoveries into my courses. Thus, as I reflect on my collection of artifacts and reflections in this portfolio, I discuss

While in the general education classroom, she works on grade-level material if possible. When this information is too difficult, she does alternative, more meaningful tasks that are still related to the topic at hand. To illustrate, in math, she has begun using a calculator to solve two-digit addition and subtraction problems. By doing this, she has begun to learn a life skill that will help her succeed, even outside of school. Meaningful changes to the content and material have been made for her in areas other than math as

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is

A group of educators collaborated to develop classifications of learning objectives for the purpose of creating lessons and the evaluations to accompany them. They constructed objectives to reveal what students would be able to perform according to the education and organized them in relation to their level of difficulty. The outcome is extensively recognized as Bloom’s taxonomy. However, there are adaptations that have drawn from Bloom and his colleagues’ efforts such as those from Anderson, one of Bloom’s former students, as well as Stiggins (O’Donnell, Reeve & Smith, 2012).

This chapter discusses the ways in which teachers can assess writing in the classroom. Assessment for young students can be a turn-off. Especially when it comes to writing, students in elementary school are just beginning to write and if the students are not assessed in the right way then they could be turned off completely. This is why the three ways of assessment are extremely important for teachers of first and second graders. Although it is even more important to get a feel for the class and determine which method of assessment is the most beneficial to the class as a whole. I think this way because even though each student responds differently to teaching methods, it is important to make sure that the class is being treated equally. It would not be fair for the teacher to assess one student using the observing method, which I see as an easy assessment, and then another student be assessed based on the final product. The process and the product are completely separate parts of the writing process and both aspects show different levels of the students’ understanding.

These articles focus on and emphasize the importance of practices used by teachers to teach and assess student learning. One main idea present within both articles is the idea of inquiry-based teaching strategies and their use within the classroom.

There is no one size fits all teaching strategy for all students. Therefore teachers must use a variety of teaching strategies to cater for a variety of different learners (Gill, 2013). It is important for teachers to regularly evaluate their practices and whether they are meeting the learning needs of all students (Zeichner & Liston, 1987). Self-evaluation can assist teachers to improve the educational experiences provided for students and assist in identifying the professional education you need to further develop your capacity to teach well (Schwartz, n.d.). As a future teacher developing learning programs, teaching, assessing, providing feedback on student learning and reporting to parents/carers are skills I must be proficient in.

To guide the student to excel in their classroom work, a criteria and goal-setting exercise was carried out to enable the student meet expectations through instructions and the learning process. The student was asked to participate in standardized