Individual Lesson Assessment Reflection

SECTION 1: Reflection in Action

LANGUAGE ARTS FORMATIVE ASSESSMENT

NAME CHARACTERS SETTING MAJOR EVENTS TOTAL

Xavier x x 2/3
Rocco x x x 3/3
Ethan x x x 3/3
Josie x x x 3/3
Samiah x x x 3/3
Wesley x x x 3/3
Ja’Liyah x x 2/3
Terra x x x 3/3
Evan x x 2/3
Emma x x x 3/3
Penelope x x x 3/3
Jana x x x 3/3
Emily x x x 3/3
Freya x 1/3
Geo x x 2/3
Georgeanne x x x 3/3
Emmarie x x x 3/3

According to the results from the formative assessment shown above, twelve students received
a perfect score regarding the ability to identify the various story elements in the read-aloud
from this lesson, The Bad Seed. Furthermore, four students were able to identify two of the
story elements, while one student was able to identify one of the story elements. Because
there are seventeen total students in the class, this means that more than half of students were
able to identify all three of the story elements after I taught this lesson where I introduced
characters, setting, and major events by completing a matching activity in the beginning of the
lesson regarding the word and its definition. After the read-aloud, an anchor chart was
completed as a whole group where we identified the character, setting, and major events
based on the story. Before the completion of this lesson, we reviewed the anchor chart one last
time regarding these story elements.
 However, five students were still not able to identify all three of the story elements. This means
that I would need to reteach this concept so that they are on the same page as the rest of the
class. I would pull these students into a small group during the language arts block in order to
reintroduce these story elements. I would provide picture cards that correspond to the story
element in order to help them understand what each one means. Furthermore, I could
introduce story maps into my lesson so that students can fill-in their answers to each of the
story elements as I am reading. According to an article from Adolescent Literacy, Story maps are
useful because they provide visual representations to help students organize important
elements of a story. This strategy can be used in a variety of ways, such as the entire class, small
groups, or individual work. Story maps can be beneficial for all students, but are especially
helpful for students in need of additional supports in the classroom to better organize their
thoughts. Story maps are used for teaching students to analyze the story structure for better
comprehension.
Classroom Strategies: Story Maps (n.d.) Retrieved from http://www.adlit.org/strategies/22736/
I did expect these results because we have a group of students who struggle with
reading/comprehension. They are placed in a group for guided reading in order to receive
additional interventions from the classroom teacher. Overall, I was satisfied with these results
since more than half of the class (70%) understood one of the very first lessons that I have
taught in a classroom.
MATH FORMATIVE ASSESSMENT

Student Name Score on Independent Worksheet

(Out of 8 Points)
Xavier 5/8
Rocco 8/8
Ethan 8/8
Josie 7/8
Samiah 8/8
Wesley 7/8
Ja’Liyah 6/8
Terra 8/8
Evan 7/8
Emma 8/8
Penelope 8/8
Jana 8/8
Emily 8/8
Freya 5/8
Geo 6/8
Georgeanne 8/8
Emmarie 8/8
According to the results from the assessment above, ten students received a perfect score on
their independent worksheet. Furthermore, seven students received a score ranging between 5
and 7, which shows that they do not entirely understand when to use the appropriate symbol
given two numbers. This was a concept that had been taught previously by the resource
teacher throughout several lessons, as well as myself in order to help students review for the
upcoming chapter test. Whole-group instruction was provided in the beginning of the lesson, as
well as the opportunity to complete an activity with a partner. Students who typically struggle
were paired with a student who performs at grade level. During the independent practice, I
should have pulled a small group consisting of the struggling learners in order to provide
additional supports and clarify any misunderstandings regarding this concept. I would use these
results the next day in order to form this small group and provide extra review using white-
board and dry-erase makers in order to practice some problems using the greater than/less
than symbols.
A website from Illinois Center for Innovation in Teaching and Learning believes that group work
in the classroom is an important concept, as students are learning to collaborate with one
another. Group activities allow students to discover deeper meaning in the content and
improve their overall thinking skills. Group work is most effective when it engages students
with higher-level content that is thought-provoking or has multiple interpretations.
Teaching & Learning: Group Learning (n.d.) Retrieved from https://citl.illinois.edu/citl-
101/teaching-learning/resources/teaching-strategies/group-learning
 SCIENCE FORMATIVE ASSESSMENT

Student Name Classroom Desk Easter Rocking Balloons Globe YouTube Picture TOTAL
Door Eggs Chair Video Book
(Car)
Xavier x x x x x 5/8
Rocco x x x x x x x x 8/8
Ethan - - - - - - - - ---
Josie x x x x x x x 7/8
Samiah - - - - - - - - ---
Wesley x x x x x x x 7/8
Ja’Liyah x x x x x x x 7/8
Terra x x x x x x x 7/8
Evan x x x x x 5/8
Emma x x x x x x x x 8/8
Penelope x x x x x x x x 8/8
Jana x x x x x x x 7/8
Emily x x x x x x 6/8
Freya - - - - - - - - ---
Geo x x x 3/8
Georgeanne x x x x x x x x 8/8
Emmarie x x x x x x x 7/8

According to the results from the assessment above, four students were able to correctly
identify the movement being displayed by all eight objects. Six students were able to identify
almost all of the objects, while four students identified less than seven objects. Three students’
scores were inapplicable because rather than naming the object under the appropriate
category, they re-wrote the name of the movement instead. I was unable to count their scores
since the name of the objects were not listed. This was the first lesson that formally introduced
types of movement. I modeled how each movement looked in front of the class and had the
students perform these movements at their desks. Then, we completed a picture sort with
cards that displayed different movements. Students were asked to identify the type of
movement and place the card under the appropriate category.
I expected these results since this was the first lesson regarding motion, so students had not
been previously exposed to this concept. I would use these results the next day to refresh
students’ understanding of the different types of movement by providing further examples for
students to manipulate. I would also provide explicit directions to help students identify which
movement is being displayed. During my lesson, I incorporate basic prompts for students, such
as ‘open the classroom door’ in order to help them complete the motion. I would elaborate on
these prompts until students fully understand this concept. An article from Friends’ Central
School (2018) stated that hands-on learning has so many benefits to students in the classroom
because it is a more engaging way to learn. When students are being asked to do something,
they are immediately engaged in active learning. They are practicing their skills and putting
their own knowledge to the test. Engagement has been linked to overall greater academic
success like increased test scores and academic achievements.
Martin, L. (2018). The Importance of Hands-On Learning in Child Education. Retrieved from
https://blog.friendscentral.org/benefits-of-hands-on-learning

I believe that the feedback I provided to the whole class, as well as the two students, contained
insight into their learning about the content in several ways. In regard to the whole class, I
encouraged students to apply what they learned throughout each lesson into further teachings,
as well as to their own daily lives. Story elements are concepts that we discuss after every read-
aloud. I reminded students to start searching for those answers throughout the reading so that
they can participate in classroom discussions and gain a better understanding of the read-
aloud in general. This is a concept that students must be able to identify as they continue with
their education. They will be expected to know these story elements as they read texts that
increase in difficulty. Student #1 was motivated to participate in classroom discussions related
to the read-aloud so that I can ensure that he understands the underlining message. As I
provided this one-on-one feedback, I reminded this student that I truly care about his opinions
and would enjoy hearing them as we discuss the read-aloud as a class. Student #2 was praised
for he efforts throughout the group discussion of the read-aloud and was encouraged to keep
working hard. This internally motivated the student to continue her efforts made in the
classroom.
During the lesson on movement, I encouraged students to find objects around the house that
display the various movements we discussed in class (circular, back and forth, push, pull,
zigzag). They were given extra materials, such as the recording sheet used to complete the
activity, in order to record their findings. I believe that learning is most beneficial when it
relates back to students’ everyday lives. Students can apply what they learned in the classroom
in order to improve their overall understanding of the concept. Student #1 was given a
reminder to work with his partner for the activity since their recording sheets differed in terms
of answer choices. However, he was praised for his effort for working hard in this lesson
because he managed to remain on task and complete the recording sheet. Student #2 was
provided with different scenarios regarding push and pull in order to help her understand the
difference between the two movements that she seemed to struggle with during the lesson.
The extra practice will ensure that the student fully understands which movement is being
displayed.
During the lesson on greater than/less than, I stressed the importance that students
understood this concept because it was something that we had been learning for several
weeks. If students were struggling with this concept, I made sure to provide additional small
group assistance because a chapter review test was approaching and students needed to
understand the difference between greater than/less than. Student #1 typically struggles with
math and does not pay attention to lessons that are being taught in this subject. I was able to
help the student focus his attention better by incorporating some type of fidget toy. I believe
that the use of a stimulating tool will help the student to improve his attention span while the
teacher is giving instruction. Student #2 was successful during this lesson and was encouraged
to continue practicing this concept so that she can do well on the chapter review test that was
coming up.
I provided verbal feedback to the whole class, as well as the two students that I have been
observing. I have noticed that students in this classroom respond well to verbal feedback
because they are able to hear the feedback given by the teacher. Certain students need
occasional reminders regarding feedback that has been provided to them. For example, student
#1 struggles with maintaining attention while in the classroom. He is given appropriate one-on-
one supports in order to fully understand what is being asked of him. These supports consist of
visuals, typically in the use of work samples or graphic organizers, so that he is able to visually
see what he needs to do, as well as organize his overall thoughts onto paper. When
partner/small group activities are implemented, I remind this student to work with his
classmates in order to complete assignments. He is usually paired with another student who
can help him to stay on task. Mini conferences also benefits the student in order to ensure that
he fully understands a lesson. He is able to address any concerns in a private manner without
being embarrassed in front of his peers.
When giving feedback, I relate it back to real-world or prior learning experiences in order to
help students understand the content. As mentioned previously, I gave them extra practice to
apply the science content taught in the classroom. I taught a lesson that students have been
exposed to previously in order to provide extra review for the upcoming chapter test. These are
several ways that I helped students use the feedback I provided to them upon completion of
each lesson. One of the teaching strategies that work best in the classroom consists of the ‘I
Do, We Do, You Do’ method. My resource teacher utilizes this strategy daily, especially when
teaching math. When giving feedback, I will model what I expect of them and provide them
with experiences to try it on their own. I believe that young students learn best when they are
given multiple attempts to apply what they learn in the classroom.
In regard to teaching and learning related to assessment and feedback, I believe that it is
important that teachers assess students based on what they expect them to know by the end of
a given lesson. Assessments should reflect their performance on the information that was
presented throughout a lesson being taught. That way, teachers can assess their own
effectiveness related to their teaching styles and approaches utilized in a lesson. If students
scored poorly, it is highly likely that they did not understand the content and need further
clarification. Teachers can adjust their teaching approach and provide further supports so that
all students are given an equal chance to succeed in the classroom.
After reflecting on my lesson week, I would have made sure to incorporate more explicit
directions related to activities that students were completing on their own. For example,
several students completed their recording sheet for the science lesson incorrectly because
they believed that they had to write the motion that was taking place, not the name of the
object. I should have included a word bank with the list of objects so that students could copy it
down as they went to each station. Furthermore, I would pulled small groups consisting of
struggling learners in order to provide additional supports related to the content that I was
teaching. I believe that it would have made a significant difference in the results of the
formative assessments. For the students who struggled with identifying the various story
elements, I should have provided visual representations regarding each story element so that
they could participated in the group discussion. I also should have provided graphic organizers
for students to organize their information related to the story elements. I have noticed that the
group of struggling learners all learn best through visual representations, which is why they
would have benefited from the use of graphic organizers with this particular lesson.
SECTION 2: Student Perception Survey
In the graph above, my strengths include care, confer, challenge, and clarify. One of my main
priorities in the classroom is to show students how much I truly care about them. I listen to my
students, especially with any concern that they may have throughout the school day. I feel that
students are comfortable with talking to me about anything as I always try to ask every student
how they are doing each day. I motivate students to do their best by offering my assistance as
needed and guiding them along the way. For confer, students know that I encourage them to
ask questions as they learn. I am always walking around the classroom and assisting students as
they work. Because of this, students know that I like when they ask questions because I answer
them to the best of my knowledge. A majority of students believe that I create lessons that are
appropriately challenging, meaning they are able to complete assignments without major
difficulty. I also make sure to clarify assignments so that all students understand what is
expected of them. I provide clear, simple directions for every lesson which helps students along
the way.
In the graph above, my weaknesses include captivate, consolidate, and control. I was sad to see
that captivate was one of my weaker areas. As I was administering the student perception
survey, a majority of students believed that what they learn in the classroom is not related to
their real life, which is why this section was identified as weaker. I understand why consolidate
was another weaker area of mine because I do not tell students how we will apply what we
learn in one subject to help us in another subject. This is something that I plan to work on for
unit week. For control, there are several behavior issues that are present in the classroom.
When students were completing this survey, comments were made on those who do not listen
or pay attention in class. Because of this, I received a “no” for that particular question (#6).
Something that I plan to do in order to grow in these areas is to attend more professional
developments to get new ideas. I can join educational associations and collaborate with other
educators. Furthermore, I can research different strategies online that relate to captivating,
consolidating, and controlling my classroom. Before I enter my own classroom in the future I
plan on observing different classrooms and grade levels in order to see what veteran teachers
do in these various areas. Throughout my educational experience, I have learned that a
teacher’s best resource is their colleagues as they can provide lesson ideas and receive advice
from others.