Lesson Week Reflection

Reflection in Action

Content: Math

Student Name Scavenger Hunt Results (Out Additional Notes

of 20)

Alice 18/20

Brian X 16/20

Charlie X 8/10 This student is a struggling

learner and was given the
differentiated activity to
answer 10 out of the 20.
Dan 18/20

Emilee 19/20

Kelly 20/20

George 10/10

Kyle 18/20

Isak 18/20

Jenny X 17/20

Lilly X 7/10 This student is a struggling

learner on an IEP. She was
given the differentiated
activity and answered 10 out
of the 20 questions. She
needed 1 on 1 support during
this assessment.
Amanda 19/20

How I would use these results: I would use these results to inform my planning for the next day

by looking to see which students scored below a 85% on the scavenger hunt assessment.
 Throughout this data, I can see that out of the 12 students in the class, 4 struggled on telling time

to the nearest 5 minutes. I can use this information to then plan for the next day because I know I

would need to spend more time on this section of telling time since only 66% of the class

understood and successfully completed the content. Even planning for the next day, I can plan to

pull out the 4 who were struggling to do a small group review and go back over the analog

clocks that they got incorrectly and utilize manipulatives to help them be successful.

Another way I can use this data to plan for the next lesson is by looking at the students

that scored 85% or better on the scavenger hunt. I can see that these students are ready for a

challenge, such as answering word problems with telling time. Berwick stated “assessments help

teachers gauge how well students understand the material and what they need to reteach”

(Berwick, 2019). Some of the students have completed and understood the content, which means

they are ready to move onto the next lesson. With that, I will plan accordingly to ensure they are

not bored or listening since they know the content.

Did I expect these results: I expected for most of the students to do well with the assessment.

The students enjoy doing hands-on activities, especially a scavenger hunt. When they do

activities, they get excited and motivated to learn the content.

Content: ELA

Student Name Beginning Middle End Organization Additional Notes

Alice    

Brian  X   This student is a

struggling writer and
was given the
differentiated
 assessment, which
was to draw the
sequence instead of
writing.
Charlie    

Dan    

Emilee X  X  This student is a

struggling writer and
was given the
differentiated
assessment. This
student struggled
with identifying the
beginning of the
story and how the
problem concluded.
Kelly    

George    

Kyle    

Isak    

Jenny  X  This student is a

struggling writer and
was given the
differentiated
assessment to draw
their sequence. The
student struggled
identifying the
beginning and middle
section of the story.
Lilly    

Amanda    

How would I use these results: I would use these results to inform my planning and instruction

for the next day by looking to see which students scored below a 85% on the sequencing
assessment. Throughout the data, I can see that out of the 12 students in the class, 4 struggled

with identifying the sequence of a story. I can use this information to plan for the next day to

meet the needs of the students. I would implement small group instruction for the students who

are struggling with story sequencing, Hattie stated “Small group instruction allows for targeted

support and peer collaboration, fostering a supportive learning environment where students can

learn from one another” (Hattie, 2009). I noticed some of the students have completed and

understood the content, which means they are ready to move onto the next lesson or content.

Did I expect these results: I expected for the students to do very well on this assessment. Earlier

in the lesson, the students went over story structure and even the read aloud structure before

hanging out the assessment. By analyzing the assessment results and using them to inform

instruction, I plan to focus on addressing the struggling students’ needs effectively and encourage

growth in their literacy skills.

Content: Social Studies

Student Name Stayed within Looked for best Reflected with Demonstrated
budget value teacher understanding

Alice    

Brian   X 

Charlie    

Dan    X

Emilee    

Kelly    
 George   X 

Kyle  X X X

Isak    

Jenny    

Lilly    

Amanda    

How would I use these results: I would use these results to inform my planning and instruction

for the next day by looking to see which students scored below a 85% on the market day

checklist assessment. Throughout the data, I can see that out of the 12 students in the class, 4

struggled with the content of economics. Out of the 4 students, 3 of them did not reflect and

discuss with the teacher. As well, 2 students struggled with understanding the whole lesson. I will

use this information to plan for the next day to meet all of the students needs. With this data, I

would implement a goal setting strategy for the students who struggled for this lesson. I would

have a small group discussion to help them reflect on their performance and identify any area for

improvement. I will focus on specific criteria from the checklist assessment where they thrived

and areas that may need extra instruction to gain a better understanding. I will have students set

SMART goals that are personalized to their individual needs. Perry stated “A SMART goal is a

carefully planned, clear and trackable objective to help students achieve their goals” (Perry,

1997).

Did I expect these results: Seeing the results of the assessment, I actually had completely

different expectations. The students did a lot better than I thought because they don’t have a huge
understanding or knowledge of the concept of economics or social studies in general. The hands-

on activity with market day have engaged the students more deeply in the learning process and

increased motivation.

Content: Science

Student Name Understanding Description Application Engagement

Alice 5 5 5 4

Brian 5 5 5 5

Charlie 5 3 5 5

Dan 3 4 4 5

Emilee 5 5 5 5

Kelly 4 4 5 4

George 5 5 5 5

Kyle 4 3 3 3

Isak 4 4 3 2
 Jenny 5 5 5 5

Lilly 5 5 5 5

Amanda 5 5 5 5

How would I use these results: I would use these results to inform my planning and instruction

for the next day by looking to see which students scored below a 80% on the Boom Cards.

Looking at the data, it shows that 4 students did not meet the objective. 2 students got 3 points on

the description section of the cards. 2 students received a 3 on the application section of the

cards. With these results, I would implement peer collaboration or working together to help

support their learning. Tomlinson and Allan stated, “Differentiated instruction involves adapting

teaching methods and materials to meet the diverse learning needs of students” (Tomlinson &

Allan, 2000). By pairing students who demonstrated mastery on the assessment with the students

who struggled, both can learn from each other and create a collaborative environment.

Did I expect to see these results: After seeing the results for the assessment, I expected to see

better results. We have been focusing on states of matter for two weeks before giving this

assessment and I anticipated a stronger performance from the students. However, there is a huge

range of diverse learning styles in the classroom. I didn’t incorporate differentiation in this

assessment, so this can allow me to provide targeted instruction next time.

Questionnaire
1. When reflecting on the feedback you provided for the 2 students and the whole class

(students you taught), do you feel like effectively provided them with insight into their

learning about the content? Why?

Regarding to the entire class, I feel I prepared both feedbacks in the form of written

responses and grades, but also ensured I provided detailed and specific feedback to each

student. In my written feedback, I kept it very simple and 2nd grade-friendly for the students

to be able to understand their strengths and any areas that were needed for improvement.

With two of the formative assessments, I had the students do a checklist (self-assessment) for

them to identify what they felt like they did good on and what they needed to improve on.

For child 1, I feel like I took their strengths, challenges, and needs into consideration

when providing both written and oral feedback. For example, during the science lesson, they

struggled with identifying the three states of matter and give examples for each. Since I

assessed the students based off of Boom Cards, for the student I individually conferences

with them and went over their strengths and things that they could work or improve on. For

child 2, I provided lots of verbal feedback during the lesson. The student struggles with

processing information, so it does take the student a little longer to understand the

information and needs lots of small group or one on one assistance. With that, I tried to keep

my feedback simple and understandable for the student to be able really gasp what they are

doing correctly, and what they need to improve on.

2. How did you or will you help students use this feedback?

I provided and used lots of different ways to encourage and motivate the students to

understand and use their feedback for future assessments. There are many struggling students
 in my class, so for the checklists and written feedback, I made sure to use bright colors and

pictures to make sure the students understand and keep it in their brain.

3. Describe what you learned about teaching and learning related to assessment and

feedback.

What I learned from teaching and learning related to assessment and feedback is that this

lesson week experience has strengthened and increased the importance of formative

assessments. Formative assessments serve as a tool for guiding instruction and assisting

growth. Providing specific and informational feedback allows the students to understand their

progress, set goals, and take responsibility of their learning. Hattie states, “Feedback is most

powerful when it is clear, purposeful, and meaningful to the student” (Hattie, 2009). By

breaking down each result of the assessment and discussing them with the students

individually, I have noticed during my experience that it can reflect on their learning

drastically.

4. What would you have done differently during this lesson week?

Reflecting on lesson week, there are a couple things that I wished I would’ve done

differently. First, I regret not giving more time for closing my lessons. I found myself overly

focused on sticking to the schedule and ensuring that I covered everything that I had planned.

When I was running out of time, I rushed through the closing sections of the lesson, missing

opportunities to review the key concepts, summarizing the objectives, and providing closure

for the students. Another thing that I would have done differently is the level of student

engagement and participation. I had planned lots of interactive hands-on activities and whole

class discussions to encourage engagement. I wish I had provided more time for the students

to share their thoughts, ask questions, and gain the information. For next time, I want to think
 about creating a dynamic and interactive learning environment where all students are actively

involved in the learning process.

References

Berwick, C. (2019, October 25). What Does the Research Say about Testing? Edutopia; George

Lucas Educational Foundation. https://www.edutopia.org/article/what-does-research-

say-about-testing/

Hattie, J. (2013, October 21). Feedback in schools by John Hattie - VISIBLE LEARNING. VISIBLE

LEARNING. https://visible-learning.org/2013/10/john-hattie-article-about-feedback-in-

schools/

Substance Abuse and Mental Health Services Administration. (2019). Setting goals and

developing Specific, Measurable, Achievable, Relevant, and Time-bound objectives.

In SAMHSA. https://www.samhsa.gov/sites/default/files/nc-smart-goals-fact-sheet.pdf

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover,

L. A., & Reynolds, T. (2003). Differentiating Instruction in Response to Student

Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review

of Literature. Journal for the Education of the Gifted, 27(2-3), 119–145.

https://doi.org/10.1177/016235320302700203

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