STAGE 3: ASSESSING STUDENT LEARNING

WHAT EVIDENCE OF STUDENT LEARNING HAVE YOU COLLECTED?

● Student answers introductory lesson
● Student answers during lecture
● Student answers and contributions during group work
● Student answers on graphic organizer
● Student answers when groups share answers in front of class
● Student answers during exit question

HOW WILL YOU ANALYZE THIS EVIDENCE?

● Introductory question allows me to assess prior knowledge
● Close reading and group work allows me to assess student understanding of story
● Graphic organizer allows me to assess if students see how textual clues point to theme and if
they choose relevant clues
● When working in groups, students’ and groups’ answers is yet another form of informal,
formative assessment that allows me to identify and correct gaps in student understanding
before concluding day’s lesson
● Informal and formative assessments will be presented and discussed via class collaboration on
the whiteboard in front of all students

WHAT INSTRUCTIONAL DECISIONS CAN YOU MAKE AS A RESULT OF YOUR

ANALYSIS OF THE EVIDENCE?

At the end of this lesson, I will be able to adapt my instruction for this group of students as the
formative assessments will allow to identify and rectify any gaps in students’ learning. I can return to
this lesson the next day to clarify any confusion.

STAGE 4: REFLECTING ABOUT TEACHING & LEARNING

MY PERSONAL REFLECTION

What new information did I get about my students in relation to their learning preferences?

In this lesson I may learn a little more about how my students collaborate and interact with one another.
I will also be able to determine if my class benefits from visual learning (videos, graphic organizers,
modeling)

How will I use this information to plan my future instruction?

Depending on the outcome of the informal assessment data, I will be able to either continue with the
current method of instruction or change to incorporate different models of teaching to help all of the
students in the class.

How effective were my practices? What will I keep, what will I improve and what will I discard?

Students worked well in the group assignments. For the ELL students, the visuals and video helped by
showing the themes, ideas, and ways to gather textual evidence. Next time, I will make groups of four
rather than pairs to make the sharing aspect of the lesson less repetitive and therefore more engaging.