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CPR/First Aid Lesson Plan

Shane O’Brien

Colorado State University – Global Campus

OTL502 Learning Theories and Models of Instruction

Dr. Wellner

May 23, 2021

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Lesson Plan

Stage 1 – Desired Results

Content Standard(s): (Module 2)

Recognize the signs and symptoms of, and describe appropriate first aid care for, the following injuries:

burns; muscle, bone and joint injuries; and head, neck and spinal injuries (including concussion).

Unpacked Standard(s): (Module 2) Essential Questions: (Module 2)

Students are taught to ask themselves the following Essential questions should provoke deep thought—

questions when examining a standard to teach: perhaps even debate—among students (Goodwin &

“What is the verb in the standard I am teaching?”; Hubbell, 2013).

“What is the verb asking me to do?”; “What

According to Jeffery Wilhelm (2014), essential
information do I need to adequately address
questions create problem orientation resulting to
(including what is explicitly stated and the
exciting learning conversations, creative problem
underlying information therein)?” Unpacking the
solving and consolidation of major concepts.
standard is a critical step in backward design.

Because, if you do not know what is required of you

Essential Question #1
to teach, how can you design a lesson or an
How do you identify the differences between burns,
assessment that targets the skills (Lumbreras &
bone and joint injuries and head, neck and spinal
Rupley, 2020)?
injuries?

Oftentimes, embedded in a single standard are

Essential Question #2
multiple concepts, ideas, and skills that students
How would you determine what type of care to provide
must learn in order to master the overall standard.
to a victim with one of these injuries? What if they had
As a teacher, one of the first things you should do

when teaching standards is unpack them and multiple injuries?

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determine what declarative knowledge (e.g.,

concepts, vocabulary, facts, details) and procedural

knowledge (e.g., skills, procedures, abilities)

students must acquire in order to master the

standard (Goodwin & Hubbell, 2013).

Standard

Nouns Verbs Adjectives

Recognize the signs and symptoms of, and

describe appropriate first aid care for, the following

injuries: burns; muscle, bone and joint injuries; and

head, neck and spinal injuries (including

concussion)

Unpacking:

• Students will understand what signs and

symptoms are.

• Students will understand what appropriate

first aide care is and that different injuries

require different treatments.

• Students will recognize and identify burns as

well as understand the proper treatment for

different kinds of burns.

• Students will recognize and identify muscle

injuries as well as understand proper

treatment for different types of muscle

injuries.
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• Students will recognize and identify bone

injuries as well as understand proper

treatment for different types of bone

injuries.

• Students will recognize and identify different

types of joint injuries as well as understand

proper treatment for different joint injuries.

• Students will recognize and understand

head, neck and spinal injuries as well as

understand proper treatment for head, neck

and spinal injuries.

• Students will recognize and identify

concussions as well as understand proper

treatment for concussions.

Students will set their own personal goals by… (Module 3)

● Students will set their own personal learning goals by identifying the areas they performed the lowest in on the

pre-assessment and determine goals that will help them improve in those areas. (Using multiple approaches

to consistently monitor students’ understanding of instruction, directions, procedures, processes, questions,

and content)

Progress on students' personalized goals will be monitored by… (Module 4)

● Progress on students’ goals will be monitored by doing “check-ins” by walking around to check-in with each

group as they perform the skill check activity segment of the lesson. (See Skill Check Activity in Stage 3 –

Learning Activities) Each skill students learn, they must demonstrate the skill by performing it with a partner
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or their group. The teacher will walk around to each to each group as they perform their skill to ensure they

are doing it correctly and working toward their learning goal. This formative assessment will work as a

feedback strategy to ensure students are making progress toward their individual learning goals and the

educator can coach them in areas that need to be addressed.

Rules and Procedures: (Module 5)

All students are expected to follow all rules and procedures to ensure safety and effectiveness in the lesson

Lesson Rules:

- Maintain our school’s mission of Respectful, Responsible, Safe

- Be Respectful by having a good attitude and showing respect for all students, teacher and materials

- Be Responsible by bringing all necessary materials for class and being ready to start on time

- Be Safe by listening to all instructions during activities

- Absolutely no horseplay

- Stay in assigned seats during discussion and presentation

- All scenarios are to be taken seriously and treat like a real situation

Procedures:

1. Enter classroom quietly

2. Sit in assigned seat

3. Prepare for lesson for the day

4. Engage in Discussion

5. Be responsible and pay attention, take notes, ask questions, etc. during presentation

6. Choose partner for skill check activity

7. Perform first aid activity for the day

8. Follow all instructor’s directions to ensure safety

9. Engage in wrap up discussion

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10. Exit class quietly on the bell

Stage 2 – Assessment Evidence Directly Aligned to Content Standard

Pre-Assessment (including analysis of the pre-assessment results): (Module 3)

● A well-designed pre-assessment could offer teachers crucial insights into what experiences students bring to

learning tasks and furnish the basis for planning truly meaningful instruction (Guskey 2018).

Actual Assessment Attached. See Below..

Student Pre-Assessment Performance

18 17
16
14
Number of Students

12
10
10
8
8
6 5
4 3
2
2
0
0 to 5 6 to 10 11 to 15 16 to 20 21 to 25 26 to 30
Correctly Answered Questions (Out of 30)

Number of Students

The results above illustrate how students performed on the pre-assessment exam. The exam consisted of 30

multiple choice questions that reflected information from the first aid lesson about burns, muscle, bone and

joint injuries, head, neck, spinal injuries and concussions. Results show that the majority of the students

answered about half of the questions correctly with 27 of the 45 students in the class answering 11 to 20

questions correctly. This shows that student have some knowledge of this content and should have previous

knowledge to help them in this lesson. There were a few outliers (3) that scored exceptionally high on the

assessment, leading me to believe they have training in first aid or possibly have taken a similar course. There
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were also students (4) who only answered 0 to 5 questions correctly. This shows that they have very limited

knowledge in this area or cold be from not taking the assignment seriously. These results show that there is

adequate room for growth in this lesson and the data would be expected to improve after the post-test.

Performance Task(s) or Assignment Description(s): (Module 3)

For this assignment students will be learning about proper first aid care. First, they will be given a pre-

assessment to determine their previous knowledge. Then, after the assessment, students will identify which

areas they performed the lowest, then set personal learning goals for how they will improve those areas. They

will then be measured on a post-assessment to determine how much they improved and to test the

effectiveness of their learning goals.

Rubric: (Module 3)

See Below..
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Self- or Peer Assessments: (Module 5) Formative Assessments, Summative Assessments,

Self-Assessment will be performed everyday at the etc.: (Module 3)

end of each lesson. At the end of each lesson

students will be led in discussion, wrapping up the Formative assessments will be complete once for each

day’s activities and reflecting on the day’s learning skill. Students will be partnered with a peer and asked

objectives. Students will use their rubrics to guide to perform a skill check demonstrating that they

their learning and self-assessment through their understand that particular skill. This will be the hands-

current understanding of topics and knowledge and on practical part of the lesson. A summative

share their thoughts with the class during the assessment will be completed at the end of the lesson.

discussion portion of the lesson. Self-assessment is Students will take the exam that they took for the pre-

among the most impactful processes in student assessment to compare the progress they have made.

learning (Otero et. al., 2021). This will serve as a The final assessment is attached to this document

daily check for students to monitor their learning and below.

track their progress toward achieving their learning

goals.

Stage 3 – Learning Plan – Directly Aligned to Content Standard AND Assessments

Learning Activities: (Module 4)

Duration: 50 minutes

Learning activities will be chunked in about 10-minute intervals, maintaining student interest throughout the
lesson. Our brains need emotional arousal to learn, which unfortunately tends to fade after about 10 minutes
of engagement in the same stimulus (Goodwin & Hubbell 2013).

Culturally Responsive Teaching Strategies

Culturally responsive teaching strategies in these learning activities are labeled by an (italicized description in
parentheses) after the activity. Teacher must be aware of the cultural difference in their classroom. This
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includes differences in race and background but also in areas such as previous life experiences, differences in
learning styles, attitudes and motivation. Reasonably, teachers can only be held accountable for student
outcomes if they are adequately prepared to be culturally responsive to their students’ learning styles and
needs (Krasnoff 2016).

Time for Processing (Using “wait time” to give students time to think)
It is important to plan time into lessons to allow students to process the information they are learning. While
it is important to plan activities to get the most out the time you have with students, you must plan time for
students to process and comprehend the information. In other words, these minute-by-minute lesson plans do
not attempt to cram learning into every minute of the day; rather, they provide opportunities to process
learning and connect with teachers and peers (Goodwin & Hubbell 2013). For this lesson, activities are
planned in about 10-minute segments and therefore give students time to process each activity at the end of
that 10-minute segment. This gives students time to process about every 15 minutes.

6 Cs for Learning
Learning activities below will be labeled for each of the 6 Cs that the activity represents. Labels for the 6 Cs
will be formatted (in bold and italicized inside of parentheses). We believe these six Cs can provide an
underlying foundation or raison d'être for instruction—a guiding rationale or basic why beneath every
instructional practice an intentional teacher employs in the classroom (Goodwin & Hubbell 2013).

Daily Lesson Description (50 Minutes)

Introduction (10 minutes)

Activity: Discussion (identifying students’ prior knowledge and previous experiences) (Using students’ real life
experiences to connect school learning to students’ lives) (Curiosity, Connection)
Engagement Strategy: Ask an interesting question to begin discussion. For example: Has anyone ever had to
assist someone with a burn injury? What did you do?
Processing Time: Allow time for students to process information before transitioning to next activity.

Content Teaching (10 minutes)

Activity: Presentation (Using a variety of visual aids and props to support student learning) (Krasnoff 2016).
(Coherence)
Re-engagement Strategy: Use of a variety of stimuli will be used to keep student’s attention. For example:
videos relating to the content will be shown. Props will be used such as first aid supplies, wraps, bandages,
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and other things used to treat wounds and injuries. Students will receive their own, engaging them by having
them physically hold tangible objects.
Processing Time: Allow time for students to process information before transitioning to next activity.

Skill Check (10 minutes)

Activity: Group/Partner Work (Structuring heterogeneous and cooperative groups for learning) (Krasnoff
2016). (Coaching, Context)
Re-Engagement Activity: Students will be asked to get up out of their seat, and with a partner, demonstrate
understanding of the skill by performing it with a partner. In these simulations, students will be presented
with a challenge and will get them engaged in physically performing the skill.
Real Life Application: This activity where students are performing the skill is where the real-world implications
are taught. Student learn about an injury or emergency situation but now they are asked to re-enact a real-
world emergency situation and apply the information and skills they just learned to complete the skill check.
This creates real world relevancy to the lesson.
Processing Time: Allow time for students to process information before transitioning to next activity.

Student Choice! (10 minutes)

Activity Options: Students will choose from the options below for this segment to demonstrate their
understanding of the skill they were taught and practiced. (Using multiple approaches to consistently monitor
students’ understanding of instruction, directions, procedures, processes, questions, and content.) (Krasnoff
2016). (Concentration, Context)
1. Journal
2. Research
3. Present
Re-Engagement Activity: Giving students choices in their work creates an opportunity for them to be more
engaged in their learning and create relevance to the material. Studies have shown that when students are
given choices, they are more engaged and interested in the work. The teacher designed the tasks to provide
opportunities for students to make their own choices and included elements of presentation, which turned out
to be interesting and engaging (Nyman 2016).
Processing Time: Allow time for students to process information before transitioning to next activity.

Reflection (10 minutes)

Activity: Discussion (Acknowledging all students’ comments, responses, questions, and contributions.)
(Krasnoff 2016). (Curiosity, Concentration)
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Re-Engagement Activity: Think, Pair, Share – Students will be asked to reflect on their experience, thinking
about their successes and challenges, questions that arose and how they will use these experiences to
prepare them for the real situation. Then they will partner up and share their thoughts with their partner. We
will then use this to fuel a discussion with the class to reflect on the experience.
Processing Time: Allow time for students to process information after finishing final reflection.

Stage 4 – Feedback Strategies, including Timeliness (Module 5)

Feedback Strategies

For this lesson, the section where feedback is the most critical is the skill checks where the students will be

demonstrating the skills they just learned and putting them to into practice. This feedback needs to be timely

and efficient because there are 45 students in the class and this is only a 10-minute segment where they need

to make sure they are performing the skill correctly. When giving feedback during this segment it must be

specific and show students exactly what it is that they are doing correct or what they need to improve on.

Feedback is more likely to motivate and guide students when it's specific—going beyond simple praise or

criticism and helping students understand how they can improve their performance (Goodwin & Hubbell 2013).

Feedback needs to foster growth mindset by helping students overcome fears, failures, struggles and

enhancing performance.

For this activity the instructor will do a walk and talk or “check-in” with the groups. To do this the instructor will

walk to one group and quickly assess how they are performing the task. This informal assessment will serve to

analyze how well the students are understanding their task. The instructor will then give effective and timely

feedback by telling the group what they are doing correct or what they can improve and then moving on to the

next group. This will serve as a quick method of assessing student performance and giving real-time feedback

to students as they are performing their task. Feedback statements need to be specific and foster growth

mindset over fixed mindset. (Providing individual help to high- and low achieving students) (Krasnoff 2016).

Examples of specific feedback: (Giving students effective, specific oral andwritten feedback that prompts
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improved performance) (Krasnoff 2016).

- That’s a good job of wrapping that wound so that it’s tight and smooth.

- That’s good but make sure the knot is tied directly over the wound.

- That’s perfect how you tied that sling and covered the entire arm.

- Make sure that when you tie that sling that it is tied above the shoulder.

- That’s a great job of splinting the victim’s arm. What if they also have an injured leg? (Asking higher

order questions equitably of high- and low-achieving students) (Krasnoff 2016).

- That’s not exactly how we learned to wrap an injury, I know you can do better. Go ahead and try again

but this time make sure its smooth and flat. (Providing multiple opportunities to use effective feedback

to revise and resubmit work for evaluation against the standard) (Krasnoff 2016).

- That’s a great job of performing the “RICE” method for injuries. You had your victim Rest, Ice,

Compression and Elevate.

- That’s a great job of performing first aid for the victim but remember, if we suspect a neck or spinal

injury we cannot move them.

- That is a good job of treating someone with a suspected concussion. Remember the steps you went

through when you had your concussion? (Using students’ real-life experiences to connect school

learning to students’ lives) (Krassnoff 2016).

Pre-Assessment – First Aid Exam

1. What is a common signal of sudden illness?

a. Changes in level of consciousness
b. Loss of vision or blurred vision
c. Signals of shock
d. All of the above

2. Which type of injury involves an open wound in which the bone has torn through the
skin?
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a. Dislocation
b. Open fracture
c. Sprain
d. Strain

3. How do you care for a person with a possible head, neck or spinal injury?
a. Move the injured area so that it rests above the person’s heart.
b. Move the person into a comfortable position as soon as possible.
c. Support the head in the position you find it. Do not try to align it.
d. None of the above.

4. A young woman is having trouble breathing and, based on your check of the person, you
suspect that she is having a severe allergic reaction to a bee sting. What should you do?
a. After about 15 minutes, call 9-1-1 or the local emergency number.
b. Call 9-1-1 immediately and care for the person until EMS personnel take over.
c. Give the person a cool drink.
d. Give the person abdominal thrusts.

5. In stroke recognition, FAST means:

a. Face, arm, speech and time.
b. Feet, airway, speech and temperature.
c. Fever, anxiety, stress and taste.
d. Flexibility, asthma and sudden tightness in the chest.

6. Care for a person with heat exhaustion includes the following:

a. Force the person to quickly drink a lot of water.
b. Get the person out of the heat and into a cooler place.
c. Put more layers of clothing on the person as protection against the heat.
d. All of the above.

7. A woman burned her hand in the lunchroom. You should:

a. Cool the burn with large amounts of fresh running water.
b. Cover the burn loosely with a dry, sterile dressing.
c. Remove her from the source of the burn.
d. All of the above.
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8. What sudden illness is usually caused by a blockage of blood flow to the brain?
a. Diabetic emergency
b. Heat-related illness
c. Heart attack
d. Stroke

9. This sudden illness results from too much or too little sugar in the person’s blood. What is
it?
a. Allergic reaction
b. Diabetic emergency
c. Seizure
d. Stroke

10. When caring for a person who is having a seizure, you should:
a. Place a spoon or wallet between the person’s teeth.
b. Remove nearby objects that might cause injury.
c. Try to hold the person still.
d. All of the above.

11. The general care for a muscle, bone or joint injury includes the following:
a. Reduce, Insulate, Compress and Evaluate
b. Rest, Ibuprofen, Cool and Evacuate
c. Rest, Immobilize, Cold and Elevate
d. None of the above

12. Heat-related illnesses include the following:

a. Fainting and hyperglycemia
b. Heat cramps, heat exhaustion and heat stroke
c. Heat cramps, stroke and insulin shock
d. Hypoglycemia and sunstroke

13. If an open wound continues to bleed after applying direct pressure:

a. Add additional dressings and continue to apply direct pressure.
b. Do not remove any blood-soaked dressings.
c. Ensure that 9-1-1 or the local emergency number has been called.
d. All of the above.
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14. What is the first step in caring for a wound with significant bleeding?
a. Add bulky dressings to reinforce blood-soaked bandages.
b. Apply direct pressure with a sterile or clean dressing.
c. Apply pressure at a pressure point.
d. Care for shock.

15. How should you care for someone with minor frostbite on the fingers?
a. Get the person to a warm environment and then rewarm his or her hands using
skin-to-skin contact.
b. Have the person shake his or her hands vigorously until feeling is restored.
c. Immerse his or her hands in hot water.
d. Massage his or her hands vigorously.

16. Which of the following is a signal of shock?

a. A red rash
b. Dry, pink skin
c. Apprehension
d. Slow breathing

17. You suspect that a friend is experiencing a severe allergic reaction to a bee sting based
on which signal?
a. Redness of the face
b. Tight feeling in the throat
c. Swelling at the sting site
d. Evidence of a stinger

18. Your friend has diabetes and tells you that he is feeling a “little shaky.” You notice that
he looks ill and is quite pale. He is alert and responsive. You suspect that he is having a
diabetic emergency. Which of the following would you do?
a. Give him a glass of orange juice.
b. Have him lie down and elevate his legs.
c. Give him some diet soda to drink.
d. Call 9-1-1 or the local emergency number.
19. A group of friends are playing football in the park. One of the players is hit in the chest
and falls to the ground. He gets up holding his right chest area with his arm. Which injury
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would be most likely?

a. Sucking chest wound
b. Rib fracture
c. Dislocated shoulder
d. Fracture of the scapula

20. Which of the following would you do first when giving care to a person who has an injury
to the chest, abdomen or pelvis?
a. Control possible bleeding.
b. Call 9-1-1 or the local emergency number.
c. Minimize shock.
d. Determine the exact injury location.

21. Which of the following might be a signal of heat exhaustion?

a. Cool, moist, pale, ashen or flushed skin
b. High body temperature
c. Severe muscle contractions
d. Slow, irregular pulse

22. You have bandaged a person’s lacerated forearm. Blood is still soaking through the
dressing and bandage. What should you do?
a. Apply additional dressings and bandages and call 9-1-1 or the local emergency
number, if not already done so.
b. Transport the person to the doctor because there is nothing else you can do.
c. Apply a tourniquet around the arm above the wound.
d. Remove the dressing and bandage and start over with a tighter bandage.

23. General care for shock may include:

a. Allowing the person to rest by himself so that he can get better.
b. Helping the person rest in the most comfortable position possible.
c. Applying cooled blankets to protect the person’s vital organs from further injury.
d. Elevating the head so that the person can see his or her surroundings better.

24. You are applying a rigid splint to an injured wrist that is not bleeding. Which of the
following would be most important to do before and after applying the splint?
a. Applying padding to the splint.
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b. Checking the fingers for feeling, warmth and color.

c. Supporting the injury with a sling.
d. Getting the person’s consent.

25. You are giving care to a person who has abused cocaine. Cocaine is an example of
which of the following?
a. Stimulant
b. Depressant
c. Hallucinogen
d. Narcotic

26. Which of the following is the best way to remove an embedded tick from the skin?
a. Apply petroleum jelly to coat the tick so the tick will release by itself.
b. Use your fingernail to scrape it away slowly and steadily.
c. Light a match and attempt to burn the tick off of the skin.
d. Use fine-tipped, pointed tweezers pulling firmly upward as close as possible to the
skin.

27. Which action would be most appropriate when giving care to a person experiencing
minor frostbite?
a. Calling 9-1-1 or the local emergency number.
b. Placing the affected body area in hot water bath.
c. Using skin-to-skin contact to rewarm the body part.
d. Rubbing the body part vigorously to generate heat.

28. A person suffering from hypothermia needs to be moved gently and rewarmed gradually
because failing to do so can:
a. Cause dangerous heart rhythms.
b. Lead to loss of consciousness.
c. Burn the person’s skin.
d. Result in muscle rigidity and spasm.

29. Which of the following is the priority when caring for a person with burns?
a. Cooling the burned area to stop the burning.
b. Calling 9-1-1 or the local emergency number.
c. Removing the person from the source of the burn.
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d. Checking to see if the scene is safe.

30. A person has sustained an injury to his shoulder in which the bone is separated from its
normal position in the joint. This type of injury is called:
a. Fracture.
b. Dislocation.
c. Sprain.
d. Strain.

For this module, I continued to work with the lesson plan template submitted last

week which contained the unpacked standard for this lesson. For this lesson, I am working

with my 9th-12th grade CPR/First Aid Class and we will be working with injuries and

treatment. More specifically, we are working with burns, muscle, bone and joint injuries,

head, neck and spinal injuries, and concussions. To meet this standard the following

process will be followed:

1. Administer pre-assessment

2. Analyze Data

3. Students identify areas they need to improve

4. Create rubric for lesson expectations and share with class

5. Students set personal learning goals based on rubric and areas they need to

improve

6. Use skill-checks for formative assessment to determine progress

The pre-assessment was created using a CPR/First Aid instructors manual that covered

the topics of the injuries we are studying. The assessment consisted of 30 multiple choice

questions which makes for quick grading and easy to data analysis. The pre-assessment

was given to students to complete after the introduction to the lesson on a Monday and had

the rest of the class period to complete the assessment. They worked individually and

turned in the assignment when finished. A well-designed pre-assessment could offer

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teachers crucial insights into what experiences students bring to learning tasks and furnish

the basis for planning truly meaningful instruction (Guskey 2018). Guskey explains how

effective pre-assessment data can be towards effective teaching.

After grading the pre-assessments, data was collected to analyze the results. The graph

below represents how the students performed, based on how many questions they

answered correctly.

Student Pre-Assessment Performance

18 17
16
14
Number of Students

12
10
10
8
8
6 5
4 3
2
2
0
0 to 5 6 to 10 11 to 15 16 to 20 21 to 25 26 to 30
Correctly Answered Questions (Out of 30)

Number of Students

The results above illustrate how students performed on the pre-assessment exam. The

exam consisted of 30 multiple choice questions and data was collected on 45 students in

the class. Results show that the majority of the students answered about half of the

questions correctly with 27 of the 45 students in the class answering 11 to 20 questions

correctly. This shows that student have some knowledge of this content and should have

previous knowledge to help them in this lesson. There were a few outliers (3) that scored

exceptionally high on the assessment, leading me to believe they have training in first aid or

possibly have taken a similar course. There were also students (4) who only answered 0 to

5 questions correctly. This shows that they have very limited knowledge in this area or cold
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be from not taking the assignment seriously. These results show that there is adequate

room for growth in this lesson and the data would be expected to improve after the post-test.

In addition to analyzing how students performed, I also made nots on certain questions

or topics that stuck out as areas that students struggled or frequently missed items. These

notes will help provide more specific instruction and will help students identify their personal

learning goals.

After returning the graded assessments, students were able to see what items they got

correct and what areas they struggled in. It is important to note that students did receive a

recorded letter grade for this assignment. The only feedback they received were which

questions they answered correct/incorrect. Once students were able to identify the

questions they answered wrong, they knew what areas of this lesson that need to improve.

This will be a guide for them to help determine their personal learning goals.

A rubric was then created to demonstrate the skills students would need to be proficient

in to effectively meet the standard. The rubric was created, mirroring the unpacked

standards list. This shows alignment between what students are expected to accomplish

and how it relates to the skills required to meet the standard. The rubric was broken down to

each of the different injury areas and students can see what they needed to do to be

“skilled”, “proficient”, “basic”, or “missing” for each. The rubric reflected the knowledge and

understanding they needed to have for each area, as well as the what they had to

demonstrate in the skill checks for the hands-on part of that skill.

After reviewing the rubric and reflecting on the areas the areas that they needed to

improve, students created their personal learning goals. These goals would help guide their

education through this lesson to help individualize the instruction. Rubrics can help give

clear and objective measurement strategies to subjects that can often times be subjective.

In a study by Perihan Gunes, rubrics were looked t from the teachers’ perspective and how

it helped them use assessment in their class, as well as struggles associated with rubrics. It

was found that the teachers were always objective and tolerant when scoring with rubrics,
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never giving close scores without looking at performance, sometimes affecting the student's

overall success in class and disciplinary behavior (Gunes 2020). This shows that rubrics can

be an effective way make subjective material objective in the assessment process.

To assess students understanding of these skills in hand-on situations, student will

perform the skills with a partner through this formative assessment strategy. Students will

demonstrate their understanding through a skill check to measure their progress toward

their learning goal. This formative assessment strategy will be graded as a completed or

non-completed fashion and its primary use is for the educator to ensure that students are on

track to meet this standard.

I believe that through these touchstones and using these educational strategies, my

students will achieve success. These strategies provide a very clear and structured

education practice that accounts for every step of the process. Students will achieve

success because through the use of pre-assessment and goal setting, they will have

individualized educational experiences that will help them succeed. The use of rubrics and

formative assessment strategies helps to ensure standards are met and students are on

track through-out the lesson. This is a very detailed process that I feel will be very effective.

References

Goodwin, B., & Hubbell, E. R. (2013). The 12 touchstones of good teaching: A checklist for staying

focused every day. Alexandria, VA: ASCD.

Günes, P. (2020). Teachers’ Perceptions of Competence Related to Rubrics and the Problems

They Confront. International Online Journal of Education and Teaching, 7(3), 1239–1250.

Guskey, T. R. (2018). Does Pre-Assessment Work? Educational Leadership, 75(5), 52.

Krasnoff, B. (2016, March). Culturally responsive teaching: A guide to evidence-based practices for

teaching all students equitably. Region X Equity Assistance Center; Education Northwest.
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Retrieved from

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