Self Enrichment Analysis

As I have grown as a professional particularly over the past four years working with gifted learners, I recognize many lessons learned to improve my practice. My approach is less teacher directed and more student led blocks. I start with a brief mini-lesson for the topic of the day giving a few tips (as you can see in my whole group video clip). There is a short session of guided practice during this acquiring knowledge portion of the lesson. The bulk of the time then is given to investigations where I facilitate meaning making. Providing challenging tasks that I do not solve for or with them has given new excitement to my classroom. The level of engagement has skyrocketed. Conversations among students has given opportunity to build deep understanding on pre-algebra content. I have no students in academic support and none have failed their end-of-the year testing which is amazing given the complexity of our curriculum. Across the state, the 8th grade math assessment is one of the lowest performing end of the year tests. I am confident my experiences in the reflective cohort, balanced assessment committee, and gifted course work/Praxis time investments leading to endorsements had an impact on student learning.

I try to make the activity as fun as possible in a way that evolves the teachers plan but also suits my teaching style and methods. I usually try to turn all activates whether it be numeracy, literacy or science into a group activity so each child

From the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited to guide improvements in student learning are quizzes, tests, writing assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an insight into the learning needs of the learners. Also

I will walk around the classroom taking notes about each students’ progress, while they work independently and during guided practice. On students desk there will also be colored cards to explain where each student believes they are. A green card will explain that the student understands it, a yellow card means they understand some of it, and red means they do not understand how to complete the work. Data will be kept on a chart with every students’ name. This assessment will show me where additional accommodations may need to be made; therefore, meeting the needs of students with exceptionalities. If I notice a student not being able to understand how to solve the problems, accommodations can be set to help students understand what they are working

During this semester I was lucky to be placed at Mink Shoals in a fifth grade class. I taught a total of five lessons. For my assessment chart I choose to show the progress that my students made on the math lesson. They took a pre-test and a post test. I knew that math was a good subject for about half of the class, and half of the class struggled. I knew this was going to be difficult to teach. Before I taught my lesson I did a lot of planning, but before I planned I worked with students every day in a math group. These math groups showed me what the students understood and did not understand. When I planned my lesson I talked to my cooperating teacher to see what I should go over if I wanted to help prepare them for the smaterbalance. After we talked, I decided to look up standards, and practice math tests to see what I should review for the test. After looking everything over

Silvia is below grade level student who is also and ELL with a WiDA level 3. On the pre-assessment Silvia scored a three out of ten. (See graph 7) I used this pre-assessment to measure what areas Silvia needed to most help on. Because Silvia missed based questions about making graphs I decided that would be an area of focus with her. As a modification during lesson where the class made graphs I would work one-on-one with Silvia to make sure that understood how to create a graph. On the post-assessment Silvia scored five our on ten. Which is still not a passing score but it is a twenty percent improvement from the pre-assessment. As a modification I sat next to Silvia and read her every question separate from the rest of the class. I focused my teaching on Silvia understanding the concept of creating a graph and she was able

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..

IRTC spoke with CPSS, Jacqueline Woodie, who reported that the source is not available at this time. IRTC spoke with CPSS and assigned CPS, Angelina Roberts, and it was agreed upon that additional information is required prior to a determination being made regarding a possible IRT enhancement. CPS expressed that she spoke with the child’s father who said he had x-rays of the injury, but he was waiting to see if the injury would heal itself. CPS stated that there is a language barrier with the family and more information is needed pertaining to exactly what the child is diagnosed with. CPS uttered that the child’s father did not have a discharge summary for the child’s injury. CPS will make a visit to gain clarity regarding this matter, obtain

Look at the item analysis. Evaluate, do you see a pattern of incorrect answers? Look at the answer choices and identify any major misconceptions. Use tricky questions/answers as a teaching tool with students.

For the majority of these classes, I must rely on my own assessments to measure my effectiveness. Using the TI-Navigator system, I formatively assess students by sending questions to solve throughout the period. I then determine whether to address the entire class or to work one on one with a student. Often students mimic the mathematical process, but have little understanding of “why” so I assign writing journals to encourage mathematical thinking. Reading the journal provides me insight into the student’s understanding, their decision making, and any misconceptions they may have to guide my future lessons. Within my classroom, I integrate a variety of hands-on activities that expand my students’ understanding of mathematics: dressing as a zombie to model exponential growth, performing “Function Aerobics” to move as the graphs shift, and measuring football lights outside using trigonometry. I always seek innovative ways to teach mathematics that is relevant to my students’

In the last month, my field class took their first ACT Aspire standardized test, which was completely new to all of them. My teacher received the scores and is able to view each question and the percentage of students who got it correct. She pulled this information up on the SMART Board to discuss with students today. She explained to them what the percentages meant and why she felt the need to go over some of them. She displayed the list of question percentages then let them pick out the lowest ones to review over and discuss. Students seemed engaged in this activity and engaged in discussing these questions. Most of them were able to see where they went wrong or why it was difficult.

I would also provide one-on-one time for students who still struggled with the task at a different time during that day. Lastly, I would be sure to go over each of the pictures with them on the bingo card that might be confusing to them, possibly in their own language as well. • For students who are advanced, I would challenge them with more difficult words to rhyme or to state more words that rhyme with any of their given words. I would ask them more advanced rhyming words or give them a tougher exit

During midterms for ECI 300, I was assigned a group midterm project. This midterm project was for me and my group to create a one week unit instruction. I chose to work with third graders under the domain of algebraic thinking. My unit instruction was based on the Arizona standard 3.OA.A-4, dealing with multiplication and division and finding the missing factors. As a group we were required to come up with a diagnostic, formative and summative assessment. We were to come up with a way to manage our students learning and also include accommodations. We were also to come up with lesson plans for instruction for each day of the week, and a way to summative assess at the end. As a group we were allowed some time in class to work on this project, and we also split up the work to complete on our own at home. We were allowed to use any resources needed for this assignment. This task was sort of an assessment of my knowledge of building instruction and for student learning in math.

In 2003 I became an Independant Associate with Pre-paid Legal Services. arrangemt for Quickley I realized that working from home was the pefect arrangement for me. There are so few distractions in this enviornment I am able to think and focus on my work at hand. a few years later my next opportunity was as a web designer and makeketing professional. My office space in well equipped and very quiet this has been working well for me and my clients for ten plus years. Working from home is not for everyone but for me it's

In my years of teaching at Greenville High School, the comprehension of student academics is extraordinary. The potential success of each student is yet to be unlocked due to the lack of support in homes and in surroundings. Parents are often not engaged with their students’ school life. Most students come from big families but with single parents (specifically mothers) so their focus on their child’s education is almost nonexistent. These factors affect the students test scores, ultimately pulling the district’s test scores down to the lowest they’ve ever been. I teach Algebra I to about fifty, ninth grade students to prepare them for the Algebra I state test. Most I teach have similar mathematical abilities and prefer to have every step of their work evaluated. Other than that, there are no students with exceptional needs or abilities that influenced the planning of lessons. In the beginning of the year,