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Self Assessment-3

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128 views

Self Assessment-3

Uploaded by

api-69011955
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ED 321 Self-Assessment (3)

Planning and Preparation (AEA: Conceptualization, DiagnosisWTS: 1,7DISP: Respect Responsibility) Explain and defend the decisions you made in choosing your objectives and the assessment tools/strategies for this lesson. Even if the lesson was given to you to teach, you must consider the effectiveness of the objectives and assessments. Students will be able to distinguish between chemical and physical changes of matter, identify characteristic properties of matter and explain their uses. They will compare mixtures and a pure substance and describe elements and compounds. Students will create a learning tool to understand matter vocab. Students will compare the physical characteristics of matter. There assessment was to turn in their notes they took, the vocab foldable, and the SMART board worksheet. These objects incorporated all aspects of the workshop we did that day. I didnt really teach this lesson but was in a support role for the students at each workshop to answer questions and keep them on track. By taking notes they were able to review for the SMART board questions and all of the vocab was used throughout the day. They were hearing the same things in different forms at different times. Classroom Environment (AEA: Coordination, Integrative InteractionWTS: 2,3,5DISP: Respect,
Responsibility)

What were the discipline issues that presented themselves during the teaching of this lesson? How did you anticipate these and handle them? I was walking around from station to station to make sure students were working. I stayed at the foldable station for the most part because it was difficult to construct and helped walked them through it and keep them from getting frustrated and just talking instead. The students are well behaved if Im in close proximity so I tried to maintain this. Instruction (AEA: Communication, Coordination, Diagnosis, Integrative InteractionWTS: 2,3,4,5,6,7DISP: Respect Responsibility), Assessment (AEA: Diagnosis, Integrative InteractionWTS: 8,9DISP: Respect, Reflection), Professional Responsibilities (AEA: Communication, Integrative InteractionWTS: 10DISP:
Collaboration, Communication)

After teaching the lesson and analyzing student work, describe how your decisions impacted student learning. How do you know? How well did your assessment connect to the lesson objectives? Are there changes you would make or things you could have done differently? Consider student learning as you reflect on your teaching of this lesson. Explain how the evidence you obtained in your lesson (assessment) demonstrated the degree to which all students achieved your objectives.

The students were very productive at each station and completed each activity in the allotted time frame. They created vocab foldable as a learning tool. In their notes they were able to distinguish between chemical and physical changes of matter. They had to construct their notes in such a fashion that they would have to know the different. With the SMART board they were answering questions to distinguish between the physical characteristics of matter. Professional Responsibilities (AEA: Communication, Integrative InteractionWTS: 10DISP:
Collaboration, Communication)

Explain how you incorporated feedback from your cooperating teacher and supervisor, if applicable, to the planning/teaching of this lesson. What decisions did you make based on feedback received? On this lesson I didnt receive feedback until it was over. She mentioned that my teacher proximity works well with the students so it let me know I was doing the right thing. I will continue to use this for the students if they keep responding well to it.

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