Running Header: INSTRUCTION AND ASSESSMENT 1

PLANNING, PREPARATION, INSTRUCTION, AND ASSESSMENT OF LEARNERS

Anna Whalen

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2021

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Introduction

They say the fastest way from point A to B is a straight line; you know where you are and

where you need to go, so head directly in that direction without any detours. While this might be

true, it is not that simple in teaching. Think of point A as where a student’s prior knowledge level

is; point B is where the standard of learning tells you they need to get to. It might be easy enough

to help one student make that straight line trip from A to B, but there is a catch; you have to find

point A for that student- along with the 20+ other students in the class. Once your map is littered

with point A’s, you can begin to plan a route that is going to pick everyone up and get them to

point B, without a straight line in sight. In teaching, we know what our point B is; the standards

tell us exactly what our students are supposed to know or be able to do within each subject area.

It is up to us to be able to locate where our students are starting from, determine how we are

going to get from point A to B, and then finally determine whether or not our students actually

made it to point B. This all is part of the pre-assessment, unit planning and instruction, and post

assessment. In this report, I will examine my pre-assessment, my post-assessment, data from

these assessments, and a lesson from our part-part-whole math unit.

Rationale for Selection of Artifacts

The unit began with our pre-assessment. In this kindergarten class, pre-assessment is not

often used on a regular basis. At the beginning of the year, students are assessed to see who

knows their alphabet, who knows their numbers, etc., but in most units throughout the year the

teacher typically just starts from the ground up. Knowing I had to do something that was not

common practice and could weaken the confidence of my students, I decided to use a Kahoot! as

my pre-assessment tool.
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Kahoot! is an online platform that turns multiple choice questions into games. It works

best in a 1-to-1 format, but we are far from that in my class. Because I knew I wanted to

incorporate Kahoot! into the class, I made paddles for the students on popsicle sticks. They are

all double sided, with each side a different color so the students can hold up a paddle and show

me their answer. We practiced this with another activity before the pre-assessment, just to make

sure the students understood what they were to do before assessing their knowledge. The

Kahoot! I chose for the pre-assessment was made by another user- creator ynotaskwhy. I started

the game with numerous copies of the seating chart printed in front of me so I could keep a

record of answers. As students answered, I checked off which students answered correctly, going

back and filling out a consolidated chart on the pre-assessment afterwards.

Looking back, I wish I had created my own; I skipped over questions in the

pre-assessment because some of the questions asked for sums greater than 10, which was not

required with the SOL. Regardless, I was still able to establish a baseline; some of the students

already had an idea of putting two numbers together, while others did not. I also achieved my

goal of not overwhelming students with content they did not understand. They were so excited

by the game, they still had fun while getting the wrong answers. Some students did surprisingly

well, but I think some of that was students making educated guesses. On average, the students

scored about 53% on the pre-assessment.

The post-assessment I used for this unit was the one provided by the district. The test was

delivered line by line. I directed students to put their finger on number one, I read the question

out loud to the students, and then I repeated that once more. Walking around the classroom, I

would decide if the question needed to be reworded or repeated. Once all of the students

completed that question, I would do the same with number two and so on. The post-assessment
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tested the variety of different ways which the students worked with part-part-whole, like

part-part-whole charts, ten frames, filling in boxes, dominos, and beadlines. Each student showed

growth in the results of this post-assessment; all students passed, with an average score of 97.5%.

The lesson plan I chose as an artifact from this unit is actually a two day lesson. In this

lesson plan, we reviewed the many ways to make the different numbers all the way through ten

with the help of carefully selected dominos. We then worked on finding the missing parts of

numbers, using one method on day one and another on day two. Day one began with looking at

dominos; I found the whole of a domino under the document camera, then wrote the combination

on a piece of construction paper with the whole number labeled at the top. Before class, I had

passed out dominos to each student. When I sorted through the dominos, I made sure none of the

sums were greater than ten, none of the dominos were duplicates, and there was a fairly even mix

of each whole. I told all the students they could finally touch the domino that had been sitting on

their desks. They were to identify the different number parts, then find the whole and write it on

their white boards. I wanted to really show the students how we could get the same number with

different parts. I called for each group of numbers to stand up, starting at one and moving to ten.

I would ask each student in that group to one at a time go up to the document camera and place

their domino under the camera. This simple thing was huge to them and made the students

excited for their turn. Each student told us the parts for their domino, then the whole that those

parts made. I would then have the class repeat the number sentence (ex. one and one make two)

as I wrote the number combination on the mini-anchor charts. When we finished with all of the

students standing in that group, I would ask the students if we had all of the number

combinations written; if not, we would find them together. I showed the different combinations

through pictures of dominos, part and part, and part + part; the students were completing work
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with the number combinations written in different ways, so I wanted them to see it written in a

few different ways.

After the students returned from recess, we continued working with dominos on a

worksheet. The worksheet I had created to work to show missing parts; a hand covering half of

the dominos, with an incomplete number sentence below. I reminded the students of how we had

to find some of the missing combinations before resource. We knew we needed to find the whole

and we had not seen a combination using a specific number for the part, so we had to find that

missing part. I explained to students we could find a missing part by taking the known part away

from the whole. I used counters to show the whole, then I removed the known part and counted

what was left. I had students pull out their own part-part-whole charts and counters to practice

this as well; we walked through the handout together, finding the missing part of each domino.

At the end of the lesson, I had all of the students give me a thumbs up or down about how

they felt. Day two of the lesson was not originally the plan, but I had enough students that were

not confident with finding the missing part at the end of day one that I wanted to hit the concept

again from another angle. On day two, we discussed how we found all of the different ways to

make the numbers one through ten, then we found missing parts by taking the known part away

from the whole. I told them I would show them another way to find a missing part: counting up. I

grabbed a domino and covered half of it (after counting the whole in my head). I told the

students the whole, then we counted the known part. I drew the dots onto a personal whiteboard,

counting up from the known part. Let’s say I had a domino whose whole was six and we could

see four dots. I would add another dot to make five, then another dot to make six. Once I made

six, I could stop and count the dots I had to draw on that unknown side. I would then ask the

class if four and two made six. I had the students pull out their own whiteboards and complete
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this same exercise with several dominos, providing less and less guidance as the students gained

confidence. Students would find the missing part and hold their whiteboards up to show me. I

would then show students how to do it on my whiteboard, eventually shifting from guiding the

students to letting them guide me. We continued this exercise until the students left for resource.

When we started the day two lesson again, we worked on another missing part domino

worksheet I created. We completed the first two questions together, reacclimating the students to

the concept after their 30-minute resource break. At this point, about half of the students seemed

confident enough to proceed on their own. I told the students if they wanted to they could work

independently on the remaining questions. The other teachers in the classroom and I broke up the

students still struggling with the concept and worked through the worksheet in small groups.

For closure, I had the students give me another thumbs up/down check; this showed

significant improvement from the day prior.

Reflection on Theory and Practice

The ability to effectively plan and then execute plans for a unit are crucial to a person’s

success as a teacher. In order to create an effective plan, a teacher must know where the students

are and where they need to be in order to formulate the best plan to get the students to that point.

When beginning a new set of content, “teachers should find out what students know, or think

they know, about new topics or concepts,” (Guskey & McTighe, 2016). By using a

pre-assessment, I was able to see where the students were with the concept, or if anyone had any

idea what it meant to put two numbers together or take a number from a bigger number. I was

pleasantly surprised with how many students were able to “pass” the pre-assessment, but I was

not overall pleased with the pre-assessment I used. Guskey and McTighe warn, “If

pre-assessments simply demonstrate to students how little they know, this exercise may
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negatively affect their disposition toward the upcoming content,” (Guskey & McTighe, 2016). I

think the pre-assessment I used was close to doing just that. I am happy I made it a game format

because the students were still having fun with the game. Had the students completed the game

with one-to-one technology though, they would have been told they were wrong with any wrong

answers, so that could have resulted in weakened confidence and dislike for the new unit.

Although the pre-assessment was not as beneficial as it could have been, it still gave me a good

baseline to build from.

A big difference between the style of the pre-assessment and the style of both the chosen

lesson and post-assessment was the implementation of differentiation. The pre-assessment only

included one way for students to examine the relationships between numbers. The lesson and the

post-assessment gave students the opportunity to receive information and show what they know

in different ways. Differentiation is, “the efforts of teachers to respond to variance among

learners in the classroom,” (Tomlinson, 2000). When planning the lessons throughout the unit, I

knew I needed to not only teach the relationships between numbers, but I also needed to show

the students the many different ways one can show those relationships. In the lesson I chose, I

differentiated by showing the students different ways to combine and decompose numbers, as

well as different ways to write those number sentences. Through the different manipulatives and

processes to teach the same content, I was able to bring the class average of 53% with the

pre-assessment to a 97.5%; only three students missed answers, and even the lowest score was a

passing score that showed significant growth throughout the unit.

Another effective part of this unit overall was my frequent assessment of the students’

understanding of the concept. Tomlinson believes one of the hallmarks of a differentiated

classroom is, “assessment is ongoing and tightly linked to instruction,” (Tomlinson, 2000).
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Displayed in the lesson I chose as one of my artifacts was a quick temperature check of the class

with the thumbs up or down. I gave the students the opportunity to tell me how they felt they

were doing- and the students were very honest that they were not all feeling confident yet. That

temperature check reaffirmed what I was already thinking. I assessed student learning throughout

the unit, often adjusting the next set of plans to account for any misconceptions or weaknesses I

saw in the previous lesson.

Throughout the unit, my goal was to create plans that reached every student as much as I

could. Philippians 2:4 tells us, “Let each of you look not only to his own interests, but also to the

interests of others.” I had to take into consideration the learning styles of each student, not just

the way it was easiest for me to plan or explain things. With a diverse inclusion class as large as

this, the ability levels and learning styles vary greatly, so my lessons had to reflect that.

Although I can identify room for improvement, I believe the artifacts I chose for this

show my ability to properly prepare a unit, from pre-assessment to post-assessment. Looking at

the data shown, I was able to reach all of my students, bringing even the lowest scores up to

where I wanted my students to be.

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Artifact #1- Pre-Assessment- Kahoot!

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Artifact #2- Post-Assessment

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Artifact #3- Pre and Post-Assessment Data

Pre Knowledge
Assessment check Assessment
Student # 2/8 2/22 3/12
1 4 8 12
2 9 8 12
3 7 8 12
4 3 N/A 12
5 9 8 12
6 7 8 12
7 3 8 12
8 6 8 12
9 5 8 12
10 1 5 9
11 4 8 12
12 1 8 12
13 6 8 12
14 8 7 12
15 6 7 12
16 1 8 10
17 5 8 12
18 3 8 12
19 4 8 12
20 0 8 12
21 excused excused 12
22 8 8 11
Ave. 4.76/9 7.75/8 11.7/12
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Artifact #4- Lesson Plan From Unit

Teacher Education Lesson Plan Template

Teacher: Anna Whalen Date: 3/3-3/4/2021

Title of Lesson: Missing Part Cooperating Teacher: Mrs. Escobedo

Core Components
Subject, Content Area, or Topic
Math Simple addition and Subtraction, Part-Part-Whole

Student Population
22 students, 4 IEPs, 1 ESL 11 girls, 11 boys
Learning Objectives
The students will be able to describe how two parts make a whole for numbers 1-10.
The students will be able to identify the missing part of a number when given one part and the
whole.

Virginia Essential Knowledge and Skills (SOL)

K.4 The student will
a) recognize and describe with fluency part-whole relationships for numbers up to 5; and
b) investigate and describe part-whole relationships for numbers up to 10.

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
-Blue laminated part part whole (PPW) chart
-10 big pieces of paper
-23 dominoes that make no more than 10. 22 should have at least 1 match. 1 is for the example for
the teacher. (dominoes will be cleaned and kept in basket for teacher use on day 2).
-Document camera and projector
-marker
-22 personal dry erase boards, markers and erasers for students
-Missing part domino worksheets (one for each day)
-pencils
-red and yellow personal counters,

High Yield Instructional Strategies Used (Marzano, 2001)

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Check if Used Strategy Return

X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
Discussion 50%
X Demonstration 30%
X Audio Visual 20%
Reading 10%
Lecture 05%

Safety (if applicable)

Classroom safety precautions will be followed IAW COVID safety measures. TSW be given a clear,
safe path to walk. TSW be given their own materials: no one will share materials.

Time
Process Components
(min.)
Day 1 Day 2
2 *Anticipatory Set *Anticipatory Set
*pass out one domino per student before TTW ask the students to remind us what we
class starts. Dominos should not have were working on the day prior.
more than 10 dots. No two students should
have the exact same domino*
TTW ask the students to remind her how
they were counting dots on the dominos.
Guide students to counting each part, then
counting all the dots in the whole.

*State the Objectives (grade-level terms)

I can make the numbers 1 through 10.
I can find the missing part of numbers 1-10.
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5 *Instructional Input or Procedure *Instructional Input or Procedure

TTW put a domino under the document TTW show students an alternate way of
camera and model counting the parts, then finding a missing part. TTW state a whole and
counting the whole of the domino. TTW known part. TTW show the students how to
then model writing the number on a continue to add to a part to find the whole,
personal whiteboard. finding the missing part.
-cont to modeling, begin back at IP after resource
*after resource*
TTW remind students how they found the
combinations for the missing domino
combinations when they were sorting their
dominoes. “We knew we needed 1 and
another number to make 8, so we found
the missing part.” TTW explain you can
find a missing part by removing the part
from the whole.
5 *Modeling *Modeling
TTW model finding the whole of a TTW model finding the unknown part.
domino. TTW identify the two parts, then -cont to CFU
count them altogether to make the whole.
*begin here after resource*
TTW then say [part] and [part] make
TTW model the first question for the students.
[whole]. TTW then walk over to the 10
pieces of construction paper and write the
number combination on the paper marked
with the correct whole.
-cont to CFU
*after resource*
TTW model the first two problems on the
h/o, using part part whole chart and
counters to take away a part from the
whole.
*Check for Understanding *Check for Understanding
TTW assess understanding throughout the TTW assess understanding throughout the
activities through oral and written answers, activities through oral and written answers.
as well as by walking around to see who is
following along with the activities.

20 *Guided Practice *Guided Practice

TTW guide students through sorting the
different dominoes by their whole. TTW
give each student a domino (passed out at
the beginning of class), have them find the
whole, and write the number on their dry
erase board. TTW have a small poster
ready for each number.
TTW call “whose domino made (1/2/3,
etc)?” TTW have each student place their
TTW pull dominos from the basket. Covering
one part, TTW tell students the whole. TTW
tell the students to find the missing part and
write their answers on their white boards.
TTW tell students to hold their answers up,
then walk through the steps with them.
- Our whole is 6. We see we have 3 as a
part. Let’s use our counters to count up
from three- 4. 5. 6. So we put 3 more
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domino under the doc camera to show the on our chart to find 6. Our missing part
class. TSW name the parts and the whole. was 3: 3 and 3 make 6.
TTW write the combinations on the students leave for resource, return to modeling
posters. TTW utilize three different for after resource portions
methods of showing the parts: dots, x and *after resource*
y make, and x+y. TTW guide the students through the first
TTW have students help find the missing question on the handout.
combinations to fill each chart.
students leave for resource, return back to Students who need extra guidance will be
instruction to complete after resource called back to the small group table with
portions shields for further guidance/remediation.
*after resource*
TTW guide those that need it through
finding the missing part, asking each
student to help find the missing part by
identifying what is known or explaining
what should be done to find the unknown.
TTW utilize the projector/doc camera to
work through the problems with the
students. TSW complete the work as well
on their own boards and h/o’s, reflecting
what the teacher has.

15 *Independent Practice *Independent Practice

Those that do not need help will be told to TSW work on their h/o.
work on their h/o at their own pace.
1 Assessment Assessment
TTW ask the students for a thumbs up TTW assess students’ understanding by
gauge: assessing responses on the h/o.
- thumbs up- I’ve got this and I can do
these all by myself. TTW also assess students through the closure.
-thumbs in the middle- I think I can do
this, but I want some more help.
-thumbs down- Mrs. Whalen I’m still
confused on this.
5 *Closure *Closure
see assessment TTW ask the students for a thumbs up gauge:
- thumbs up- I’ve got this and I can do these
all by myself.
-thumbs in the middle- I think I can do this,
but I want some more help.
-thumbs down- Mrs. Whalen I’m still
confused on this.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Students in need of more assistance will be allowed more guided practice. Students that feel “up for
the challenge” will be told to work at their own pace.
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Students will be allowed to use whatever method they choose to find the missing part- take from the
whole, count up, counters, fingers, dots.

Students in need of extension will be told to draw dominoes that show the parts of 8 on the back.

Classroom Management Issues (optional)

TTW utilize calls to attention (claps, 123 eyes on me) as needed. TTW utilize TA assistance for
students in need of more one-on-one management/instruction time.
TTW use popsicle sticks to call on students to prompt more even engagement.
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature
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Day One
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Day Two
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References

Guskey, T. R., & McTighe, J. (2016, April). Pre-Assessment: Problems and Precautions.

Retrieved April 18, 2021, from

https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1016&context=edp_facpub

#:~:text=Pre%2Dassessments%20are%20the%20instruments,to%20plot%20students%27

%20learning%20progress

Tomlinson, C. A. (2000, August). Differentiation of Instruction in the Elementary Grades.

Retrieved April 18, 2021, from https://files.eric.ed.gov/fulltext/ED443572.pdf