Narrow Framing

Confirm achievement with the learner and plan the next assessment by returning to stage one. Identify any implications for learning, assessment and progression.

It is evident that EngageNY has addressed these shifts through its variation of assessments, performance tasks, and in the design of each module, unit, and lesson. For example, each lesson is sequenced to build upon a skill set and increase the rigor through the progression if each unit, until reaching the final assessment. Moreover, to further incorporate the shifts, text based answer and discussions are incorporated in each lesson and performance task.

Shepard, L. A. (2006, Creating coherent formative and summative assessment practices. Orbit, 36, 41-44. Retrieved from http://search.proquest.com/docview/213738810?accountid=8194

Learning: By applying the rubric to the assessment, I am able to see Johns’ understanding or lack thereof. His work allows me to see where he is in terms of progression of the concept while also allowing me to see the need for adjustments to instruction. Because I am able to see his work, I can go ahead and make decisions regarding and instruction adjustments that may need to

Strategies that are in place are teachers and administration walk-through with feedback for growth. The school also provides support for teachers whose performance was

The leadership team discussed specific outcomes that they want accomplish, taking into consideration the issues they want to address. After careful deliberation, they decided that they wanted to create a process of implementation with a feedback loop in which teachers and staff discuss each lesson. Documentation would be written down of what worked and what did not work and modifications could be done for the upcoming lessons. This could be accomplished by setting time for staff to meet and discuss lesson implementation, areas of strength and weakness. After discussion the staff would discuss and change the lesson plans to meet the needs of classroom. By crating this process of implementation staff can course correct

The purpose of Response to Intervention is early detection and identification of learning concerns of students and the development of an individualized plan that addresses the appropriate prescription for resolving the students’ academic or behavioral issue. In our twenty-first century learning communities, students are required to participate and are engaged in educational activities that may challenge their ability to grasp the concept in manners conducive to their learning styles. Schools are challenged to examine their methods of instruction to meet the needs of all children making them successful in all areas of academic content. “A quality school is a place where students learn to think and apply knowledge to new situations, where students are involved in and excited about their learning, where students make individual gains in process and knowledge, where adults know they care about individual students,

Some may argue that we should introduce this new system into all of our schools. While there is a slight chance that using this new method in our school system may benefit us, there would be many shortcomings that would outweigh the good things about it. Although I believe that we should be persistent with our current system, there are minimal changes that could be made to enhance it. Any of the alterations that could be done to improve our system would be minor,

I attribute these successes to the wisdom of educators who mentored me in evidence-based instruction even before I knew what it was. Just as a doctor needs to take into account the individual circumstances of each patient, educators need to address the individual needs of every student. At the beginning of every school year, I spend time going over each student’s school record to identify their strengths and weaknesses. My goal is to ensure that each student receives extra help in areas where they are weak and a challenge in areas where they are strong. This sounds easy but we all know it is extremely difficult. How do we find the time to differentiate instruction when we are already overwhelmed? This is where evidence-based practice helps by making our instruction more effective and less time consuming.

Garvin, David, and Roberto, Michael. What You Don’t Know About Making Decisions. N.p.: Harvard Business Review, n.d. Pdf

Decisive: How to Make Better Choices in Life and Work is mainly about the different types of decisions that people make in life and in work, and the main obstacles we unknowingly face when trying to reach a conclusion when faced with a decision. Chip Heath and Dan Heath make us aware of the fact that we face obstacles when trying to make a decision, and then they provide us with advice in order to make the process a little bit easier and more efficient, because simply being aware that we have certain preconceptions before a conclusion is made does not consequently mean that we avoid those biases. For example, “whether or not” types of decisions are common, and Heath and Heath explain that many people face this kind of choice, but there are no alternatives. “Whether or not” decisions merely result in “yes” or “no” responses. In order to make the

Analysis of the three identified stages stated on the lesson planner shall take place within this assignment. Links will be shown between the teaching methods that were incorporated in this lesson planner which met particular learning characteristics, traits and needs of the group or an individual(s) and relevant educational and theoretical principles. The lesson planner has been placed in the appendices, as a referral resource, for this assignment.

At that point, the teacher is about to move onto the next section and it can be challenging to find time to revisit the material. “When teachers look at independent work, homework, quizzes, or state test results to see if students learned… it’s too late to modify instruction” (Bogdanovich, 2014).

“Formative assessment is a process used by teacher and students during instruction that provides feedback to adjust on going teaching and learning to improve students’ achievement of intended instructional outcomes” (Caroline Wylie and Christine Lyon, 2013). I believe that formative assessments are essential for both students and teachers to inform instruction within lessons and they confirm what a student has mastered and identified the learning that comes next for the students. I approve that asking better questions affords students an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of student understanding. In my class, when I started the lesson with inquiring based questions by eliciting learners’ level of background knowledge, the students promptly gave feedback or response quickly to their partners as pair work. It was so notable that I could make inferences about student thinking and adjust instruction appropriately through attending to student responses. I confirm that using visuals to teach a concept is very effective and can create smoother transitions between activities. I felt that based on the visual aids, my students could predict the concept of a lesson and they got the concept of what they are learning about. It was remarkable that turn and talk strategy really engaged my students’ learning by allowing all students to talk about a question or topic that I have introduced in class. At that time the

Decision making is the most important aspect of any matter one confronts in the physical world. The success or failure of a project, business, operation, company etc. is directly proportional to the logical reasoning carried out to reach a decision. Bad/ suboptimal decisions can ruin/damage business, project, reputation and careers. Past few decades of research into the decision making paradigm has highlighted that bad decisions are a byproduct of distortions and biases that incapacitate our reasoning. Most of our decision making is heuristic in nature that serves perfectly well in most of the situations. However, when the problem is large enough, one tends to ignore or poorly identify the details that must be taken into account in order