Individual Lesson Assessments Reflection

Background information
1.

Discuss briefly in a paragraph the focus of your lessons (learning objectives)

in all 4 contents.

The language arts lesson that was taught focused on identifying character traits and
providing proof. The book that was used in the read aloud was realistic fiction, and
the students have been working on explaining how they know a genre is realistic
fiction, fiction, or nonfiction. In science, the students have just begun working in
their STEM kits and emphasized making good observations as well as identifying a
solid, liquid, and gas. In social studies, the students were introduced to map skills
which will return later on during unit week. The students explored locations that are
relevant to them and their local community, Struthers. Then in math the students
focused on multiplication and actively working in work spaces with a partner to
make the connection that repeated addition and multiplication relate.
2. Describe how you pre-assessed to know students were ready for each content
lesson. Readiness is critical in moving forward.
In order to plan these lessons for lesson week, I cooperated with my resource
teacher to determine where the students will be headed in each content area and
the standards I should focus on. Together, we decided these ideas and from there I
began to plan my lessons and instruction. When deciding language arts, the
students had taken pre-tests online that provided the teacher information about
where each student is performing. This helped me create the differentiated
instructional piece in this lesson. In science, since the students have just begun
working in these kits there was not a pre-test given yet. However, the teacher had
her science notebook from the previous year and we went over the material inside
to review what the students did last year and what she expected from these
students this year. For social studies, we discussed using what the students have
been working on dealing with their local community which helped me create my
lessons for maps. The students have been dealing with local government, and so we
transitioned from government to geography. For math, Struthers follows the Bridges
curriculum so we discussed the recent pre-test the students have taken. It was
difficult to determine where the students will be heading in math since this is their
first year implementing it, however the by adding the repeated addition piece to it
the students could make a connection to multiplication and repeated addition.
3. Describe your formative assessments and scoring guides for each content.
In language arts the students were given a self-checklist to use while completing
the slinky person activity for character traits, and then I used a rubric to score their
work. Each student was encouraged to do their best on this activity, therefore it was
understood that not every student was going to be able to complete the activity on
the same day. In science the students were given a sort to check for their

understanding of being able to identify a solid, liquid, and gas. In math the students
were given an exit slip where they had to match the repeated addition sentence
with the multiplication sentence. Then, in social studies the students were given a
post card as a review to retell what they learned from the lesson.
4.

Describe the 2 children based on your observation logs.

The two children I observed throughout these weeks have different strengths and
weaknesses. The first student is a visual learner and benefits from positive
encouragement. During the lessons, I made sure to provide the students these
when it was appropriate. This student needed their opinion to be shared amongst
the class and was a constant active participant. The second student was provided
manipulatives that were developmentally appropriate for the student to use during
each lesson. This student was given multiple opportunities during instructional time
to be apart of the lesson. The teachers in the classroom made sure the student felt
comfortable and safe in their task.

Reflection in Action
1. What were the formative assessment results each day and how would you
use it the next day in your planning? (You may want to create some table
each day that shows each childs results. Did you expect these results? Why
or Why not?
The formative assessments provided me with the information I expected to receive
from almost each student. There were a variety of assessments done during each
lesson that were informal and formal. On the first day, the students used the selfchecklist and I used a rubric to reflect on during conversation with each student on
their work. On the second day of instruction, the students completed the sort to
identify the three states of matter. However, not every student was able to identify
their characteristics and explain the reason why they are categorized as that. Then
for social students the students explained what they learned, each student being
able to express their writing abilities where some students wrote a lot of information
and then some students wrote one sentence that summed up what was learned.
Lastly, the students completed the exit slip by matching the repeated addition with
the multiplication sentence and by creating their own. By conferencing with my
cooperating teacher after each lesson we identified the areas that were strengths
and some areas that needed improvement. This was beneficial for me because I was
able to take away different things each time we talked about what I could do to
make my teaching better for unit week.
2. What type of feedback did you give to the children each day? Be specific
with the 2 specific children that you observed. Was this feedback appropriate
for the needs of the child(ren)? Why?
During lesson week, I provided the first student with verbal feedback while the
students working in groups or individually. This helps boost this students confidence
in their work, and ensures that the student will stay on task and continue to work

hard. During instructional time, I provided a lot of visuals for the students to use and
reference in the classroom. This not only benefited this student, but many others in
this classroom as well. For the second student I provided them with supports during
individual or group time as well as manipulatives if it was appropriate. The student
was able to complete the tasks each day when these needs were met. Each student
had their own supports and I feel as though in each lesson during this week that
these needs were met. If the student did not have these needs met at different
points in the lesson, it showed. Then I was able to differentiate my instruction and
provide them with the needed materials.
3. How did you or will you help students use this feedback?
I used each day as a learning lesson to become a better teacher each day during
lesson week. The lessons that had tangible assessment pieces, I used to make notes
for when I were to teach those exact lessons again in my classroom. After each
lesson I taught during lesson week, the teacher wrote sticky notes of positive things
about the lesson and also provided me with things I can improve on. Each time the
list of improvements seemed to get smaller because I tried my best to incorporate
the new things each day. For the students, I figured out what types of feedbacks
work best for which student. For some students I learned that verbal feedback is
great and then for others visual feedback works better. The majority of the students
benefit most from conferencing so they can explain their thinking out loud to stay
on track.
4. Describe what you learned about teaching and learning related to
assessment and feedback?
By completing these lessons during the week, I was able to understand
assessments and feedback more. Meaning during school we learn about these
topics, however, applying them in real life was different because I had the
opportunity to change things on the spot or fully understand what worked or did
not. Doing the first lesson during lesson week, the cooperating teacher was able to
see my teaching style and provide me feedback for what she has learned works
best for those students. I understand that each classroom I will be in will be
different, and I will have to tailor my teaching to those students. After the first
lesson, she provided me with feedback and then I feel like I was able to reach more
students and have more students understand the material being taught. I felt each
time I taught during the week I was more comfortable and confident in teaching the
class as a whole. I learned a lot about how to teach these students and the
importance of differentiation while teaching. Over time I think I will become better
at incorporating appropriate feedback and assessments.
5. What would you have done differently during this lesson week? Why? Be
specific about teaching and instruction.
I think when I was creating the lessons they were developmentally appropriate,
however, I could improve on really explaining the differentiated areas of the lesson
because this classroom needs that. Although, I did a good job of meeting the
students needs, in the future I will be sure to be more specific for each student who

needs differentiation. I felt like during some lessons, the instructional period was too
long, so I need to watch my time or time myself for now until I get a better feel for
how long the students attention spans will last. Throughout the week, each lesson
seemed to go smoother and the timing of each lesson started to get on track. Very
rarely were the students not willing to listen to me because the students see me as
a teacher as well, and the students are not afraid to interact or come to me with
problems. The students and I have a very good relationship, and I am looking
forward to teaching them during unit week because I know the students will be
willing to work with me on each lesson for that week.

Student Perception Survey

Create a table of some sort to visually identify the results on the student
perceptions survey. What did you learn about yourself? What will you do differently
for the unit and for student teaching?

The survey supplied me with a lot of information about how the students feel when I
teach them in class, and each category ended up how I expected the students to
answer. Under the caring category, each student answered that I am caring in the
classroom, which is good because that means the students can relate and connect
with me. Then under the control category, I received answers that tell I have pretty
good control in the classroom and a few students answered with maybe. I can
improve upon this during unit week by paying closer attention to differentiated
instruction, and it will change some of the students opinions from maybe to yes.
Under the clarifying category, the students answered that I make things clear for
them. Although one student responded that understanding the topic is a maybe,
and I can change that by individually conferencing with each student during
activities to ensure they are understanding of the task at hand. Under the
challenging category, the students answered that the material was challenging
enough for them that they could try and succeed. Then some students felt that the
learning was too hard or too easy, and again this could be changed by being more
specific in differentiated learning or individual conferencing. Then under the
captivating category, the students responded that I did a good job of connecting to
them and their interests. Under conferring, the class responded that very often the
students can come up to me and talk to me about anything, even if it is not always
related to the lesson. Lastly, under the consolidating category the students
answered that a lot of the time the students find the reviews helpful at the end of
the lessons, and that I connect the lessons to previous ones to activate their
background knowledge.