Running head: REFLECTION POINT 3

Reflection Point 3
Natalie Beals
George Mason University

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Reflection Point 3

A teacher has little control over some aspects of the professionwe dont select specific
students for our classroom, we often dont define the standards to which students are supposed to
strive, and we have no control over our students learning environments outside our classroom
but we are granted some freedom in our practice in the form of designing and assessing the
learning experiences that happen within our classroom. EDUC 614, Designing and Assessing
Teaching and Learning, centered on developing our expertise in the area of instructional design
and assessment. The overarching theme of the course was what teaching and learning means in
the 21st century. The assessments and activities undertaken in this course explored how to
incorporate specific 21st century skills into our practice, taking into account the diverse needs of
learners in the 21st century school classroom. In particular, our study focused on assessments
and instruction. We analyzed our own assessment practices to see if they truly enhanced student
learning and informed our teaching practices. We practiced ways to incorporate technology and
differentiation practices meaningfully into our classrooms. In keeping with the concept of 21st
century skills (Partnership for 21st Century Skills, 2014), we examined our assessment and
instructional practices to see if they increased student collaboration, creativity, and critical
thinking.
The assessments for this coursethe weekly work assignments, the Formative and
Summative Video Analyses, and the Assessment Design and Analysisaddressed specific
Advanced Studies in Teaching and Learning (ASTL) Learning Outcomes: that teachers meet
the needs of culturally, linguistically, and cognitively diverse learners and that they use
technology to facilitate student learning and their own professional development. In
completing the video analysis charts for my formative and summative videos, I was able to pay
particular attention to how differentiation practices are carried out in my classroom. This eyeopening view of my own teaching allowed me to be critical for the purpose of improving how I
address specific learner needs in the classroom. The Assessment Design and Analysis allowed
me to explore how technology can be incorporated meaningfully into my classroom. Though
this particular attempt at incorporating technology may not have turned out to be the most
authentic, the analysis undertaken after administering the assessment allowed me to study where
I made mistakes in my design and how I can improve technology applications in the future.
The video analyses conducted also addressed the ASTL Learning Outcome of teacher
responsibility for managing and monitoring student learning. Both the formative and
summative video analyses compelled me to take special note of student activity and interactions
going on behind my back. As the teacher in the classroom, I am aware of the entire student
group in whole-class discussions, but student small groups limit me to focusing on one group at a
time. With the video camera in the back of the classroom, I had the unique opportunity to
monitor student learning that I couldnt observe while in the classroom, working with individual
groups. The analysis charts completed as a part of these assessments fulfilled the ASTL
Learning Outcome of that teachers think systematically about their practice and learn from
experience. My formative analysis chart revealed a deficit in student to student interactions,
which I attempted to correct for my second analysis. While I did improve the variety of

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classroom interactions in my summative video lesson, the analysis chart revealed different areas
of my teaching that needed improvement, reminding me that critically reflective teaching
practice is a continual process for teachers. The Assessment Design and Analysis also addressed
these ASTL Learning Outcomes. While the assessment design itself would probably have
occurred in my classroom whether I was taking EDUC 614 or not, the reflective analysis that
went along with this assessment induced me to view the assessment results from different
perspectives and use the findings to make specific changes to my teaching practice.
Critical reflection is ultimately for the purpose of improving ones practice. In my
reflection on the lessons, assessments, and analyses conducted throughout this course, I have
noted specific areas of my teaching that I wish to improve. The video analyses drew my
attention to students who were not being adequately challenged through the largely undifferentiated classroom activities. The assessment analysis revealed how technology can be
present without particularly building 21st century skills. I hope to better understand through
practice the ways that I can incorporate technology and differentiated activities into my
classroom. In reflecting upon those reflections, I am again reminded that this inquiry into my
teaching practice must be systematic if I am to continue to improve my teaching. While the
assessments in this course posed penetrating questions that helped me to drive to the core of why
I teach the way I do, I need to continue this questioning on my own. I hope in the future to
continue to analyze my teaching and assessment practices even without an outlined course
requirement.

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Reference

Partnership for 21st Century Skills. (2014). Communication and collaboration. Information,
media and technology skills. Retrieved October 9, 2014 from http://www.p21.org/aboutus/p21-framework/61