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1. What did you plan to teach and/or do (transitions, management, accommodations, etc. )? Did you teach the plan you made?
For reading intervention, we did a color scavenger hunt. I had their color sight words on index cards, and they were to find something in the classroom that matched the color they read. For reading centers, we read the emergent readers. This is a book full of arctic animals, and HOT questions. After we read the story we did a different yoga pose for each animal. For ELA whole group, we read the story “Three Cheers For Tacky.” After reading the story, we filled out a story map. They had to recall information from the story to fill in thud map. For ELA centers, we analyzed Tacky. Je was the main character in the story we
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Did you make adjustments? What adjustments did you make during your teaching time and/or block time and why?
I added music to our yoga. I thought that we could be a little silly while doing these poses, so classical music may help them calm down. I read a bunch of articles while I was pregnant about how classical music calms people. I thought I might as well give it a try. It worked quite well. Each child seemed very relaxed, hardly any misbehavior happened. Then, the volume went crazy and it was too loud for us to use. I was going to pull out my phone and use that for music, but I was afraid it would have been too much of distraction. I also read a short story on ELA centers. This story helped them with adjectives. This story really showed them how adjectives work, I will definitely buy this story.
3. What were your planned assessments for the day? Did you use them all? Did you make adjustments?
My planned assessment for the day was anecdotal notes for ELA centers. I did not use this. Instead, I kept all their sticky notes on the poster in a spot, and I plan pinging back and reading their answers to see if they wrote adjectives.
4. Were there any individualized assessments for particular students? What was it? Did you use it? Did you make
5. EVALUATION: You will not be tested on this material, so please hold your questions until the end.
Assess Peter’s curriculum modifications (reading, journal writing, and activities in music class). Did you feel they were effective? Why or why not?
Moreover, I learned the act of administering an assessment of this nature in a one-on-one setting. As a future teacher, I will need to assess my students informally, formally, and quite frequently. This particular assessment was great practice. Something to consider is completing running records in a
After taking the Personal Assessment Literacy Survey, I learned a lot about myself and what I do know about assessments, and what I don’t. This survey allowed me to reflect on the process that I take to plan, develop, and administer tests in my class and what I need to do with the results. When I went through the criteria of all of the topics in the survey, I honestly did not know what the survey was talking about or what it meant. This was really concerning to me because I like to think that I do a pretty good job when it comes to instruction of my class and how I assess their knowledge of the material. I learned from this survey that there are a lot of things I do well during assessments and that there is still a lot that I need to learn to be an effective classroom leader.
Collect the chart paper from each group and beginning with your title page, have children tell you where to tape all of the pieces of chart paper in the same order as the story map across the front board. Tell students that they are going to use their words or pictures to help them summarize Cloudy With a Chance of Meatballs. Begin the summary by stating the name of the story and the name of the author and illustrator. Then, call on the "character" group to tell who the main characters are, the "setting" group to tell about the setting, and so on. Guide groups to summarize their part of the story in one or two sentences including only the most important points. Tell groups to listen to one another so that they can hear Cloudy With a Chance of Meatballs being
Once we began our pre-assessment activity, the children were able to respond to my questions about ‘what words begin with the letter C?’ and these responses were added to the anchor chart and later review. The book was a great addiction as well to the conclusion of this week and they had fun while I was reading and participated as I ask them question about the text. The craft activity and center was a great addiction to our routine, the students enjoyed both of the
One of the informal assessments I used was a performance task. I gave each student a handout with a lady bug and a separate handout with tens and ones. Each student has to make their own two-digit number using the tens and ones handout. On the bottom they have to write how many spots their ladybug has in total, how many tens their ladybug has, and how many ones their ladybug has. When they were finished they have to compare their ladybug with their table partner. Next, I gave them a large sheet of construction paper and both partners have to glue their ladybugs together. Once that was finished they have to write their sentence using greater than, less than, or equal to (academic vocabulary). This informal assessment is aligned with content-specific
1. List all of the screenings/assessments that you were assigned to at the schools and give a generalized discussion of your assessment findings.
This assessment would take up about 30-40 minute class period. I would put my student into groups of three, using a random group generator. The smaller group will allow them to work more closely with one another and there are not as many students giving feedback at once. My assessment would have six problems, a mix of mathematical problems and vocabulary or content based questions, the assessment can be found in the Appendix. How this would work is I would have the first person who was on the list start. I would give the groups five minutes to work on that problem. The first person would start the problem. For example, if it was a word problem, they would provide the first step to solving the problem, then hand it to their next partner, the next student would then add to the problem, this would keep going until the problem was solved. If at any point one of the students believes there was a mistake, they would then discuss as a group and fix the problem. If it were a content or vocabulary problem, they would add to the answer and modify it, much like if it was a word
First, I attended many after school PLC meetings every Wednesday after with the special education team. The first hour of PLC was a meeting with the special education team and the AEA. I learned so much during this time and feel more comfortable when it comes to special education. During the second hour of PLC, it varied each week as to what we participated in. I participated in faculty meetings and PBIS meetings. During these times, I was able to have ALICE training as well as a training on autism. Not only did I collaborate with the special education team, I also collaborated with general education teachers. The Oskaloosa school district is such a strong believer in PLC and I am so happy I was able to participate in
Where am I now? In regards to your chosen CSTP and current level of teacher and student joy, where are you now? Describe your current reality.
The self-awareness assessment was probably the most useful for me out of them all. One of the questions asked was “I feel in charge of what happens to me, good and bad”. When I first answered the question I gave myself a 6 because I completely felt in the beginning that everything that happens in like to me is completely up to me, I determine if I do well in school, work or in relationships and the route that I personally take in these positions in life are going to determine my success. However, after beginning to understanding what it really means to be self-aware I’ve noticed I can be to narrow minded preventing me from working effectively on teams, my attitude toward not asking for help, other opinions then only doing what I think is right could lead to my dismay. I’ve made it appoint to being more open to bringing others into my decision
Children suffering emotional and behavioral disorders are in need of effective interventions and strategies that will provide them relief in stressful situations and help them self-regulate their behavior. Effective interventions for this population could result in reduced distractions (both personally and within the classroom) and enable them to increase their learning time, thereby optimizing their educational careers. An intervention of yoga and related relaxation techniques may provide students a natural and holistic approach to accomplishing these goals.
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
However, as I have grown professionally, I have become more eclectic in my assessments. I now incorporate a student-performance, along with test of the material presented, and a humanistic approach on how my students are impacted by the grades they receive. For instance, my Asperger student, Lukas, needs his assessments to contain fact-recall questions, and essay questions need to have step-by-step answers. He does not perform well if questions regarding interpretations of emotions or non-factual data of information are part of the assessment.