Soraya German

Part A:

I. Answer 1 of the following questions in a reflective written response with at least one
paragraph per question.
B. What have you learned about yourself as a teacher as you have analyzed your implemented
lessons and worked on your performance task and rubric assignment? What have you learned
your students as a result of their responses to your assessments and lessons? What is working
and is most effective? What do you plan to change?
As I analyze and reflect on my implemented lessons, performance task and rubric, I realized that
I have not challenged myself in a very long time. I have always prided myself in taking time
when creating my lesson plans. My goals were very different when developing lesson plans for
the gifted learner. Since I have to challenge the gifted learner, everything I do has to be
intentional. The best way for me to describe the performance task and the rubric is that you
have to plan backwards. You start off with what perfect work should look like and you go from
their when developing your tasks and rubric. It’s like peeling the layers of an onion.
I view the gifted learner as unpredictable clones of one another. They are very competitive and
are always looking for a challenge. They are almost looking for the first mistake that a teacher
makes so that they can prove their intelligence. I compare it to a cub growling at its mother
trying to scare her. They what is expected of them and what they are capable of but there is
this inexperience that looms around them. The flip side is that if there is an easy way out and
no-one is pressuring them, they will take the easy way out. I noticed this in one of my lessons
that did not offer enough rigor.
Intentional planning definitely works and you need time in order to do this. When I try to
compare teaching, to a non-educator, I always compare us to actors. We need to think on our
toes and be ready to improvise. This does not necessarily work when teaching the gifted child.
I feel like you have to be a few steps ahead of them and that requires research and time. I
would definitely change the way I plan and look deeper into topics/subjects I teach. Extending
what is expected beyond the standards and relate it to other disciplines.
II. Of the selected essential questions listed below, what would you say are two strengths of
your understanding of the identification and assessment process for gifted/advanced learners
and what is one area of weakness on which you need more information explain each choice in
detail.
Strength:
What is the process for referral and eligibility in my district? The ability to explain the process
of referral is a strength. I am able to explain the processes and condense them in a way that all
stake holders particularly parents will feel comfortable and understand. Within this course we
have been expected to show understanding in various ways which leads to familiarity. The first
step is the referral, which can be either a reported referral or an automatic referral. The
difference between the two is that with a reported referral a student can be referred by a
teacher, counselor, administrators, parents, peers or self. In an automatic referral the student
is referred based on specific scores on a nationally norm-referenced test. Step two the student
search/eligibility team makes a decision to proceed with formal evaluation. Step 3 there is a
formal evaluation. Step four the eligibility team makes the recommendation if the child is
eligible or not eligible.

What are appropriate formative assessments to use with high ability learners? First, I believe that
you have to differentiate assessments for the high ability learner. Formative assessments allow
you to be able to individualize the learning needs of the gifted student. Through your formative
assessments, you can see what the student’s progress has been at any given point and then
form a plan of action for your next steps. This plan can be then introduce to all stake holders in
the students educational circle. Formative assessments are a tool for progress monitoring and
data collection. You then are able to adjust the process of learning and teaching. Offering the
most difficult first will allow you get remove problems the student already know and offer more
challenging activities. Formative lessons should allow the teacher to communicate and involve
the student in the purpose of the lesson. These formative assessments enhance the curriculum
and adjust the pace according to the students learning needs.

Weakness:
How does one create analytic and holistic rubrics? I believe that this is my area of weakness
because I don’t feel confident that I would provide appropriate feedback. I find it particularly
difficult to create a holistic rubric because you have no descriptors. While an analytical rubric
has many descriptors. In theory I believe that the analytical rubric would give the students
more feedback and they would be able to follow it in order to earn a good score. I personally
would need more experience with creating both and making sure that the holistic rubric is not
too broad and that my analytical rubric would be fair and more specific. I also feel that I need
more experience in creating a holistic rubric so that it is fair.
III. As a concluding synthesis, please answer the crucial question below in one of four
ways:

 Write your response including anecdotal evidence

 Chart or draw your response

 Write a story or parable or poem or song in response

 Design your own creative way to answer this question.

QUESTION: How is my new understanding of assessments, and lesson analysis

impacting my students?

Assessments:
Formal- Part of instructional process Summative- An end to the learning process
Class work/Homework End of unit tests
Writing and Exit tickets Gmas/GAA (State assessments)
Observations District Benchmarks
Quizzes End of semester exams
Students creating Venn diagrams, T-charts SAT’s or ACT’s
Can assist in future lessons planning
Ways to assess students
Can be used for student feedback
You need both to evaluate a student effectively

Lesson Analysis – Did my students meet the objectives?

Teaching methods need to be effective
Activities need to be effective
Instructional materials need to be effective
Extension/Enrichment activities need to be valid and effective
Use of technology has to be evident and effective
Assessments are effective and show accountability
Build on future lessons and leads to real world application