Individual Lesson Assessment Reflection SECTION 1: Reflection in Acti Part 1: Formative Assessment Results. jence Formative Assessment Results Frog Flower Person Bird Tree one a | Wace | Nanbuger | Seas War — soe son | Mogot Water | Water Waer Jordon [ry Water water Bird Food san Lane| A A A A A ya |; A A A A oT NC Ne NC NC NC ‘oven EE [bs Rain Meat BirdFood | Rain Coren | Nc xe Ne xe xe Jayla| NC NC NC NC NC _— © Rain Food Worms Sun ee Bos Sun Food Worms NC *Dom Mhy'L Serenity | Fly Sun Water A Worm Sun Jason Water Sun Cookies Water Water Mion [Water sun Water Worms NC oi A A A A A A= Absent During Lesson NC Room jot on Camera/Left the Students from Weekly Observation Logs nce Formative Assessment Reflection These results show that th needs of living things. During the following lesson, I would begin teaching more about how living things utilize their environments to meet these basic needs, while only briefly reviewing the information from this lesson. Popham (2011) recommends using formative assessments to make varied decisions about instruction, He recommends revisiting and finding new approaches to teaching the content untilthe students are showing a mastery of the content; since the students have mastered the skill of identifying basic needs of living things, they are ready to move on to exploring more deeply how living things meet these needs. I was expecting the students to be successful during this lesson because part of the lesson reviewed Kindergarten skills, and the new content was explored thoroughly and using multiple means of representation. Language Arts Formative Assessment Results Question 1: Question 2: Question 3: Question 4: Where does the story take | Who are the characters in the | What are some problems that the | What do the characters do once place? story? characters faced while canoeing? | they are done canoeing? Abbygail-In a boat and in | Ronald- Bear Logan- They were fighting with | Logan- Talked about what they the water each other. should do, like walk home or swim. Jordan B.-In water Serenity- Moose Skyler- The canoe fell and all of | Abbygail- They made food the animals fel. Anthony J.-In a creck Clarence- Moose Anthony T.- They all tried to | Skyler~ They went fishing and tum at the same time and went | ate fish. round and round, Mi'angel- Beaver Language Arts Formative Assessment Reflection Some of the students struggled to come up with answers when initially asked these questions. While the topic of teamwork and collaboration will be changing following this lesson, the students could use more practice with their basic reading comprehension, as they have not had much practice independently answering questions about texts like this during this school year. They were able to come up with correct answers with prompting, but due to their lack of experience it was not suprising that some of the students struggled. There are supports that can be provided to struggling students during future read-alouds that, can help students with reading comprehension. Parrish (2020) recommends explicitly teaching students thinking strategies to help them improve their reading comprehension. She recommends capitalizing on students’ prior connections to each text when implementing these strategies, as well as giving them ‘opportunities to generate questions about texts. The mote strategies that are taught, the more they have to choose from in the future, but would introduce at least one strategy in one of the follow-up read aloud lessons after this one,ies Formative Assessment Results Image2 | Image3 | Image4 | Image 5 — | vorda caren ll Not on Camera Green Correct Red- neorrect, Social Studies Formative Assessment Reflection The stu 's have been learning about teamwork and collaboration for most of the school year in soci studies, so it is not surprising that many of the students w c able to meet the objective. This was the last lesson for this quarter about teamwork and collaboration, and the data shows that the students who participated are ready to move on. NCTE (2013) recommends analyzing data from formative assessments to make instructional decisions. The students have been working with this content for a Jong time, but the collected data backs up this instructional decision, However, this assessment had the fewest participants overall due to students not being in their cameras, which calls into question the reliability of the data somewhat, However, the topic will still be changing in social studies.ath Formative Assessment Rest Problem 1: | Problem 2: | Problem 3: | Problem 4: | Problem 5: 742-9 445-9 BH1-9 049-9 346-9 | Black= Absent Gray=NotonCamera — Green= Correct Red= Incorrect ‘Math Formative Asses Refle Iwas surprised that many of the students were able to meet the objective in math because the majority of the students have been struggling with addition. Since many of the students were able to meet the objective, they can move on from making 9 with addition to making 10. However, ‘ome supports that can be provided to the students who are still struggling. In the ing lesson, the CSA framework could be used to help these students understand addition more easily (Hott, Isbell, & Montani, 2014). This model starts the lesson with a concrete an abstract there are follow: representation, then moves to a semi-conerete representation, and then ends witrepresentation, While the final two were incorporated in this lesson, the first one could be used by encouraging students to use their snap cubes from their teachers as counters, 1, When reflecting on the feedback you provided for the 2 students and the whole class, do you feel this effectively provided them with insight into their leaming about the content? Why? ‘There are a number of limitations to providing students this age with feedback in the virtual environment. Since these students are unable to read independently, typed feedback cannot be provided to them, Written feedback cannot be provided to them due to the nature of the virtual environment, Oral feedback was the most used type of feedback during lesson week, but even this had its limitations, Since everyone is on the Zoom call at the same time, the students were given immediate feedback as they shared their work allowed and showed it to the screen, This type of feedback was likely not as effective as the varied types of individual and specific feedback they would be able to receive in the classroom, but I feel as though I did the best that I could given these circumstances. The oral feedback was specific, and redirections were given as needed in the moment to help the students to fix their work. For student 1, I feel as though I was able to use open-ended questioning to prompt him to think about his perception of teamwork: during the language arts/social studies lesson and expand upon his explanation of a living thing during the science lesson, Student 2 was able to answer all questions correctly during the language arts and social studies lesson and he was able to give a correct rationale when explaining why an airplane is a nonliving thing, so specific praise was given to him during both lessons, However, during the math lesson on the third day I only gave him a redirection for his behavior, no specific praise or redirections on his math work. Overall, I think that I was able to provide the students with effective feedback given the nature of this learning environment, but in the classroom more varied feedback would have been beneficial for these learners. 2. How did you or will you help students use this feedback? You will want to discuss the conerete ways you will use to remind them of the feedback and the teaching strategies you will incorporate to then have them use the feedback. Since I am teaching completely online, concrete feedback could not be given to the students. However, [utilized the Bitmoji Classroom in order to make materials accessible to them that will help them to remember the content and allow them to reinforce what they leamed. For the science lesson, all of the students contributed examples of living things that were tuned into a collage in the Bitmoji Classroom, In an actual classroom the students could have contributed to this more directly by adding to a collage using pictures from magazines, but this was not possible in this learning environment. For the Language Arts/Social Studies lesson, | ideally would have been able to have a Padlet that all students would have been able to contribute, which could have allowed for me to give more individualized feedback to each student. The Bitmoji Classroomwas utilized once again to provide students with additional texts and videos about teamwork to reinforce what they have learned. In Math, an anchor chart would have been made featuring the academic language and a set-up of each way to write a number sentence. However, since a physical anchor chart cannot be used in this environment, a virtual anchor chart was placed in the Bitmoji Classroom. Additionally if class was in person, they likely would have completed their assignments ona handout on which I could have provided authentic written feedback. To encourage them to utilize these resources, the students were given a tutorial on accessing and interacting with the Bitmoji Classroom, and they were shown where to find each specific resource connecting to these lessons. 3. Describe what you learned about teaching and learning related to assessment and feedback? Please be specific and use some concrete professional citations in your answer Going into lesson week possessing a greater understanding of the importance of feedback, it was something that I was able to consciously be aware of as I was teaching. Each time a student shared an answer or their thoughts about the content, | was more conscious of what I said and how I said it to the students. Spiller (2009) addresses the various qualities of effective feedback by saying that it should be given during activities the students are actively involved in, and it should also be given using student-friendly language to ensure that they actually understand the feedback being given to them (p. 3-4). These are qualities that I tried to be conscious of when teaching my lessons and giving feedback throughout the lessons. Prior to studying formative assessment feedback and having practice actually giving feedback to students, this is an area that I was weak in. I feel much more comfortable giving student-friendly, specific, effective feedback moving forward into unit week and student teaching. Additionally after reflecting on how I would approach follow-up lessons and reading about how to use formative assessment data to inform future instruction, T feel as though I will be better equipped to practice making instructional decisions about future lessons going into unit week and student teaching. NCTE (2013) recommends analyzing formative assessment data to make instructional decisions regarding what the students are learning and what should be done about it (p. 5). They can inform where the lesson should begin the following day, as well as what additional supports or changes in content representation may be necessary to help students succeed. Not only do I feel better equipped to administer formative assessments, but I will also know how to use the data to inform instruction during the lessons that follow. 4, What would you have done differently during this lesson week? Why? Be specific! In science I feel that I was able to provide students with a semi-conerete reminder of what they earned that they were directly involved in constructing. However, I could have designed more effective reminders for language arts/social studies and math, since these were products that the students were not involved in. For math, I could have designed a digital anchor chart with thestudents as I would have in the classroom and then uploaded that one to the Bitmoji Classroom, rather than just finding one that was already made online, For Language Arts and Social Studies, rather than just uploading separate texts about teamwork and videos about key details, I could have used the students’ contributions to the word splash to design a teamwork collage for the Bitmoji classroom, similar to the one that I created for science. Regarding specific feedback given to my target students, I think that effective feedback was given to student I using open-ended questions to prompt him to rethink his incorrect answers on his own, However, I would have provided him with individual extension activities and written feedback through Google Classroom since he always has the support of his mom, who could help him read and use this feedback. For student 2, 1 would have given him individual feedback during the math lesson rather than only correcting his behavior during the lesson. Talso would have redirected student behavior more often. This was one piece of feedback given to me by my mentor teacher. She said that it is okay to stop the lesson to ensure that the students are on their cameras and paying attention, which is especially important in the online environment. This is another area that I will be sure to monitor during unit weekReferences Hott, B. L., Isbell, L., & Montani, T. O. (2014, December). Strategies and Interventions to Support Students with Mathematies Disabilities{ PDF]. Council for Learning Disabilities NCTE. (2013, October 21), Formative assessment that truly informs instruction{PDF]. NCTE. Parrish, N. (2020, February 03). 5 Ways to Support Students Who Struggle With Reading Comprehension. Retrieved from hutps://www.edutopia.org/article/S-ways-support-students-who-struggle-reading-compreh, ension Popham, W. J. (2011). Transformative assessment in action: An inside look at applying the process. Alexandria, VA: ASCD, Retrieved from hup://svww.ased.org/publications/books/1 1 1008/chapters/Applying-the-Formative-Assess ment-Process.aspx Spiller, D. (2009). Assessment: Feedback to promote student learning. Teaching Development Unit.