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The importance of assessment in teaching
The importance of assessment in teaching
Roles of the teacher in motivation
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Several classrooms were observed the James I. Dawson Elementary School in Huntsville, Alabama. This Title I school has approximately 476 students from kindergarten to sixth grade (HCS, 2015). Observation time was divided between three days. One school day was spent with a first grade class, one day in the fifth and six grade rooms, and finally, the third day was spent in with the six grade during a school wide celebration with other classes. Three, full seven and a half hours were spend in various classrooms with many different activities observed. Due to the timing of school schedules and standardized testing, lesson observation notes are primarily focused on the first grade class.
The first observations were with the fifth and sixth grade
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One by one they were called to have a one-on one homework review with their teacher. As student finished their breakfast, they were directed to start the next task of delineated handwriting practice. All student were engaged in a task while informal assessment and goal setting occurred with each student. As was noted throughout Ms. Herefords class, instruction was explicit and directions were clear and intentional. However, there was differentiation for each student, ELL or otherwise. Objective were direct and specific. Due to the age group and the language objectives for ELL, the instruction was very similar to the SIOP models. The instructor was direct and concise for the delivery of learning objectives. All objective were stated verbally and restated with text, visual aids, prompts, and other media. Student were well aware of the language and content …show more content…
When possible, accommodation and differentiation were used. In classrooms with on adult to 20 or more individuals, there is not much time for one to on coaching for each student. During the case of standardized testing, modifying any test or giving any advantage to a student is against state regulations. During formal assessment, it was not appropriate to adjust for language learners. Individual care is not always an option. Ms. Hereford made a great effort to talk to each student at least once per day. However, she discouraged peer discussion due to behavioral regulation preferences. Finally, in the case of end of the year celebrations, it is more appropriate to let students have free choice and socialization as a reward for positive behavior. The students worked hard to achieve their current academic status. Using a reward for a job well done is a powerful message to learners of all
During this examination, the administration did not take into account that Serge was not proficient enough in English to fully comprehend the test. Serge was tested in English for the majority of the questions and was unable to successfully answer them due to his language barrier. When Serge was placed into the third-grade class, he had just gone through a traumatic experience wand was undergoing both a cultural and language shock. These events should have played a more prominent role in his assessment. Moreover, Serge was not correctly identified as learning disabled, because of the language barrier present in these tests. Since he was tested in mainly English, it was not that he was disabled, it was because he lacked the understanding of the English language. As specified by Salend and Salinas (2003), in their six recommendations for multidisciplinary teams, students should be assessed in both their native and secondary languages. These results should then be compared in order to determine results (Salend & Salinas, 2003,
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
The first strategy of found with the chapter is “Say it, Write it”,” this strategy is used in a grade Kindergarten and 1st grade in addition to 3rd cursive handwriting. The teacher will provide each student with a dry erase board and marker for the activity. The teacher will say the letter she wants the students to write and then demonstrate by writing the letter on their own dry erase board. The teacher will then hide the demonstration and tell the students to “write it” in 10 seconds. When the time is up, the teacher will make note of the students who was unable to write the letter. The teacher will advise the student to erase the letter and rewrite it with only 7 seconds, they will complete this practice within 5 seconds until they get to 2 seconds to which they are to show legible handwriting. As mention before, the student I am working with struggles with legible handwriting, therefore this strategy will be used a as practice for the student to build her writing
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
Kidwatching shows many different things when it comes to collecting data on how a student or student’s learn over a period of time. When doing kidwatching observations, it is important to monitor everything that could have an influence on a student’s performance. Different things such as resources, environments, interactions, etc. are a few things that can affect a student when it comes to learning. Being able to kidwatch at Killian Elementary, I’ve been able to collect a great deal of data when it comes to seeing a student as a scientist. This opportunity has allowed me to look at teaching science many different ways that can show how much students are interested and how much he/she understands.
For this field assignment, I chose to observe a seventh grade self-contained math class at William A Morris I.S 61 on Staten Island. I am currently a substitute teacher at the school and has worked at this school for approximately two years. For the purpose of this observations, I worked with Mr. Karl Knutsen, a 6th and 7th grade math, special education and technology supervisor at the school. Mr. Knutsen has been a teacher for seven years and has worked in I.S 61 for five. He currently teaches all self-contained math classes and is the "tech guy" for the building, meaning he is the go-to guy for all SmartBoard or computer based questions and emergencies. I am currently observing and working with Mr. Knutsens first and second period 7th grade class, 717. This class has 12 students, 11 boys and 1 girl, ranging in ages 13-14. Each student has an IEP for varying
During the first day of ESL academy, I realized the inadequacy of my knowledge concerning the needs of ELL students and how woefully lacking my instruction had been for former students whose first language was not English. Partici...
Students receive a weekly homework packet at the end of every Monday. This packet consists of a reading log that must be signed nightly and worksheets for writing, math, and science. Every subject is required to include a worksheet for every day of the week. Homework is checked daily during breakfast and morning meeting. Students are not briefed on the contents of the packet, but worksheets reflect the weekly learning objectives of each content
Van de Walle, J.A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school
Van de Walle, J.A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school
If necessary , body language or facial expressions are needed to help students understand the content . • Teacher should use visual tools and manipulatives. Pictures, graphic organizers, bulletin boards are good input to assist ELLs to learn the content even they don’t know every single word from the textbook. • Teacher can pair ELLs with native English speakers and design some hands-on activities so every student has the chance to participate. The interaction between student student, teacher student and student group will create a very positive environment to make ELL students feel comfortable to study.
When you walk into the classroom there are the basics objects that are in every elementary classroom. There are the desks, the teacher's desk, cabinets, cubbies and bookshelves. When you walk through the doors of my classroom you first see the desk with chairs, a kitchen play set, and a bookshelf that has bins filled with toys. On the wall there are a variety of rules about playing friendly. This section in the very back is what I call the free centers time.
The pre-observation allowed me to better understand the lesson and get information on the kindergarten students in the classroom. The teacher stated she wanted the students to demonstrate an understanding of using beginning sounds to form words. The teacher used current assessment data when planning the lesson. When d...
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,