Tyler Clark

Preclinical Reflection

Reflection in Action

Name: Character, Included Images Good writing Additional

setting, and plot skills thoughts

William 2/3 2/3 2/3

Derek 2/3 1/3 2/3 Student is a

struggling writer

and needed

prompting and

more help

Cecilia 3/3 3/3 2/3

Remington 2/3 3/3 2/3

Patrick 3/3 3/3 3/3

Anthony 3/3 2/3 1/3

Pryor 2/3 3/3 3/3

Emma 3/3 3/3 2/3

 Emily 2/3 2/3 2/3

Brycen 3/3 3/3 2/3

How I could use

the results

For future lesson planning, using the results from the ELA lesson, I would determine I would

need to go over more specific things that relate to a fairy tale. Most of the time students missed

ideas about setting, so having a more specific setting lesson. Talking about where it takes place,

the characteristics of the setting, what the word setting means and more. I think this would be

more beneficial to students and even going back to stories they have already read and revisit the

idea of setting, so they fully grasp that whole idea. I would also go back through with more in

depth writing lessons to help them with their writing work. Writing is at the core something they

will do till they are older. In an article it talks about this, “Writing skill plays a pivotal role to
improve students’ exposure and competency for the purpose of communication and interaction.”

(pg. 138 Javed 2016) Working on it over and over will help them gain more experience and get

better and better at it.

Did I expect the results

I did expect the results, they have been working on their writing for a while. But they still

struggle overall with their writing skills. In terms of the details they included, I expected for most

of them to include all of it, and some to only have some. They still need to work on their grasp of

setting.

Math

Name: Correct Strategy is Each problem is Additional thoughts

shown solved correctly

William 3/5 3/5

Derek 4/5 4/5

Cecilia 3/5 3/5

Remington 5/5 5/5

Patrick 5/5 5/5

Anthony 3/5 2/5

Pryor 4/5 4/5

 Emma 4/5 5/5

Emily 5/5 4/5

Brycen 4/5 3/5

Did I expect these results:

No, I did not expect these results, usually this class is lower in math and to see some of them

score higher than what they usually do is nice to see. Especially with this content, some of them

were a bit more behind but ended up scoring higher than expected. Whether it was the group

work or the review beforehand it was something that they all did better on. In a study that talks

about group work in elementary students they discuss the improved grades in all.
 “This class in general showed they understood and could apply the concepts learned to

solve problems. In comparing student's individual work with group work, it was found that

students who already did well in math continued to do so both individually and with a group.

Those who struggled with math continued to struggle and became frustrated with individual

work, but improved both academically and in self-confidence (thus leading to social

improvement), when it came to group work” (Bernera 2000, pg. 12)

How I can use the results:

By taking the problems that majority of the class got wrong, I can focus another lesson on

specific math strategy. For this assessment it was fact families or part whole that stumped most

of the students. By basing the next lesson just on discussion of fact families and the idea of part

whole can get more practice on it.

Science

Name: Writing about Included Images Good writing Additional

habitats skills thoughts

William 3/3 2/3 2/3

Derek 1/3 3/3 2/3

 Cecilia 3/3 3/3 3/3

Remington 2/3 3/3 3/3

Patrick 3/3 3/3 3/3

Anthony 2/3 3/3 1/3

Pryor 2/3 3/3 3/3

Emma 3/3 3/3 2/3

Emily 2/3 2/3 2/3

Brycen 3/3 3/3 2/3

How I can use these results:

Moving forward, going into more depth about each type of habitat and what animals can live in

them. Students showed a lot of interest in learning about each one more and how it can affect

animals. They also wanted to see their favorite animals in different habitats. Based on the results,

taking more time on each would be beneficial, because glossing over them very quickly was fine

but there was lots of information that was missed and could be included in more in-depth

lessons. In a study about how, students feel about science learning, there is an incredibly positive

correlation about how they feel and what they want to learn.

“The correlation analysis revealed that the students’ attitude toward science showed a

positive correlation with the performance goal orientation, learning goal orientation, self -

efficacy, meaningful learning, and rote learning, science achievement and students’ NOS views”

(Hacieminoglu 2015 pg 46)

Did I expect these results:

Yes, I did, I thought some would do well, and some would not. Like I said it was hard because

there was only a short period to cover each habitat. Based on that some students would be able to

grasp it, and some would struggle. Most students tried to bring their own ideas and thoughts

about the habitats into play and this helped some students understand more.

When reflecting on the feedback you provided for the two students and the whole class

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

learning about the content? Why?”

-For the whole class it helped all the students in a positive way. I think giving both verbal and

written feedback was particularly good to all students. It can help them and give them more

insight on what they are struggling with or working toward. Being able to offer verbal feedback

to the whole group is amazingly effective because students can see what they are doing well, and

you can help them and guide them to keep working toward the full credit. Offering written

feedback for them to see is also effective. This is good for helping to correct mistakes and having

them see what went wrong and how they can correct or fix those as well.

For student #1 They are more susceptible to getting off task, so offering more verbal feedback to

them when they are working and staying on task. Giving them good verbal cues to let them know

they are doing well and then if they did get distracted giving more redirection. He also likes to

hear that verbal feedback when writing and working on math, it helps him move from part to part

and feel like he completed it.

For student #2 more written feedback was insightful for her, she works very well and completes

her work quickly and promptly. In her writing she likes to see what she can correct, and it seems

easier for her to understand rather than verbally sometimes. In other content areas like math,

more verbal feedback works for her, talking her through problems or going over them with her

makes it easier for her to understand and get the correct answer.

How did you or will you help students use this feedback? You will want to discuss the

concrete ways you will use to remind them of the feedback and the teaching strategies you

will incorporate to have them use the feedback in a follow-up lesson.

- After giving feedback on the math activities, I used it and went over the problems on the

assessment. This was amazingly effective because students were able to see what they did right

and well and then they could also see what they might have missed and correct it on their sheet .

This was an effective strategy for those who missed some more problems because they were able

to correct their mistakes but then see the process of doing it the correct way and they could fix it

for the future. In ELA using the scoring guide to help give students feedback is an effective way

to do it quickly because they can see where they lost points and how they can make it back up. In

the future being able to give small, short conferences to talk about their writing could be a good

way to follow up if they were missing more than a couple parts. Also incorporating more lessons

about things that they may have missed, for example, many students missed punctuation points

in their writing. Using writing lessons that are more geared to teaching punctuation, the types,

where it goes, and how to correct it. In science, the feedback provided to students was written on

their work activity and helped to show where they lost points and where they gained points. The

scoring guide gave them a good snapshot of concrete ways that they need to improve their work.

Also going over it more in depth if they missed more than a couple points could be effective.

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

feedback? Please be specific and use some concrete professional citations in your answer.

- Assessment results will never be the same, not for the same student or in any context. I fell into

thinking this early. Because of seeing students’ assessment results in past weeks, I thought that

students will be able to do similar or better on these next ones. Assessments will always be

something that are varied from student to student and while some may be consistent some may
be different. Being able to offer effective feedback is that next step that can help turn that mid-

range grade into something higher, showing students where they could improve and walking

them through how to gain those extra points can really help boost their understanding moving

forward. Looking at teaching for assessments, this is easier said than done, being able to teach

more geared toward what is being assessed. Setting students up with questions or scenarios that

may mimic what is on that formative or summative assessment. Assessment feedback is essential

for all learners, whether they did very well or not so well. All learners can learn something about

their assessments no matter what. They can grow and learn and reflect on their strengths and

weaknesses.

What would you have done differently during this lesson week? Why? Be specific!

- One thing I would have done differently would have been to have small conferences for

students and present feedback, specifically in ELA. Since there was a writing activity and it had

a prompt, a student checklist, and a rubric. This would have been a good opportunity to talk

through their writing, review the rubric with them and talk about points that they did well and

points that they could have done better. This would also get an opportunity for them to show how

they can revise their writing to make it better than it was when they turned it in. Another thing

that I would have done differently was talk more about the rubrics for the assessments. I briefly

went over the ones for writing and science, but I left a lot on the table. This would have been

more effective if I went over each section point by point, so each student knew the criteria and

how to earn each of their points.

References
Haciosmanoglu, E. (2016). Elementary School Students' Attitude toward Science and Related Variables.

International Journal of Environmental and Science Education, 11(2), 35-52.

Javed, M., Juan, W. X., & Nazli, S. (2013). A study of students’ assessment in writing

skills of the English language. International Journal of Instruction, 6(2), 129–144.

https://files.eric.ed.gov/fulltext/ED544075.pdf

Kapka, D., & Oberman, D. A. (2001). Improving Student Writing Skills

through the Modeling of the Writing Process.

Bernero, J. (two thousand). Motivating Students in Math Using

Cooperative Learning.