Select a math or ELA standard and grade level. Share the standard and create a learning objective that aligns with the standard. Review your fellow classmates’ learning objectives and provide feedback.
DQ1 Select a math or ELA standard and grade level. Share the standard and create a learning objective that aligns with the standard. Review your fellow classmates’ learning objectives and provide feedback.
DQ2 What is the purpose of introducing the learning objective to students? Provide two examples of ways to communicate learning objectives. Why is it important to introduce the learning objectives prior to beginning a lesson?
ELM555 Instructional Planning and Assessment for Elementary Teacher Candidates
Week 2 Discussion
DQ1 Explain the difference between summative assessment and formative assessment. When and how should teachers use each type of assessment? Provide two specific examples.
DQ2 Teachers can perform quick formative assessments during a lesson and the students’ feedback can determine what they do not understand, what to modify, and what can lead to follow-up questions. How would you use feedback from students during pre- and formative assessments to inform instructional decisions?
ELM555 Instructional Planning and Assessment for Elementary Teacher Candidates
Week 3 Discussion
DQ1 Why is it important to create engagement at the beginning of a lesson? What strategies can you use to create engagement with students at the beginning of a lesson? Provide three examples.
DQ2 You are teaching a second grade literacy lesson and you are introducing a new literacy concept during direct instruction. Before you begin your lesson, you ask your students some pre-assessment questions for understanding, but you are not getting the responses that you wanted from your students. It seems as though students are not prepared to begin this next literacy lesson.
As the teacher, how would you respond to this scenario, keeping in mind that assessment drives instruction?
ELM555 Instructional Planning and Assessment for Elementary Teacher Candidates
Week 4 Discussion
DQ1 Consider GCU’s Statement on the Integration of Faith and Work that states, “Therefore, we are convinced that the Christian life must involve compassion and care, not only for the spiritual needs of mankind, but also for basic physical needs that stem from poverty, oppression, and injustice,” when responding to the following discussion question:
The access to resources in schools will differ depending on the access to funds, SES, etc., for students and families. Discuss options available to students who may not have access to resources because of low SES.
DQ2 Differentiation is not just for one specific population. Differentiation is meant to meet the diverse needs of all students.
Considering this information, how does differentiation benefit the needs of all students? Explain how you would differentiate for students during instruction to support individual students’ development, acquisition of knowledge, and motivation.
ELM555 Instructional Planning and Assessment for Elementary Teacher Candidates
Week 5 Discussion
DQ1 Data is used daily in the classroom environment. Provide two examples of how teachers use data to support instruction. How do these examples model the ethical use of data?
DQ2 How can teachers ensure that all lesson components and assessment items are aligned to standards and learning objectives?
ELM555 Instructional Planning and Assessment for Elementary Teacher Candidates
Week 6 Discussion
DQ1 What are the benefits of guiding students to monitor their own progress? Provide an example of how you will have your future students monitor their progress on their work.
DQ2 Provide an example of an alternative assessment. Why is it beneficial to use alternative assessments? How does using multiple forms of assessment guide students to learn in various ways?
ELM555 Instructional Planning and Assessment for Elementary Teacher Candidates
Week 1 Assignment
Learning Objectives and Lesson Alignment
Review the “Writing Objectives and Learning Goals” template and the topic materials for samples of measureable learning objectives. Teachers must align all lessons and assessments to content standards. Typically, each standard is broad and should be broken down into teacher-written learning objectives in order to plan lessons. Teachers write learning targets that are aligned to standards for each specific lesson in order to narrow the focus of the lesson.
For this assignment, you will write learning objectives and analyze lesson plans for their alignment.
Part 1: Learning Objectives Using the “Learning Objective Table,” identify a grade level, select a math and English language arts (ELA) state standard, and write a learning objective for each content area standard you chose. The table clearly identifies what you want students to know and be able to do in an ELA lesson and in a math lesson.
Note that a learning objective is aligned to the standard and includes both a statement of what the student is to know and do because of instruction and the criteria for evaluating performance.
Part 2: Deconstruct Lesson Plan
Research and identify a lesson plan online that includes a standard and learning objective.
In 250-500 words, deconstruct and critique the alignment of the chosen lesson plan to the standard.
Your critique should answer the following questions:
Is the lesson aligned to a standard?
Does the learning objective state what students need to know and/or do because of instruction?
Is the content of the lesson aligned to the learning objective?
What changes or revisions might you make to this lesson plan to ensure its alignment to the standard and learning objective?
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
ELM555 Instructional Planning and Assessment for Elementary Teacher Candidates
Week 2 Assignment
Assessment Practices
There are various assessment strategies. One strategy, questioning, gives insight into students’ understandings and misconceptions and adjusts instruction accordingly. Assessing students before, during, and after instruction guides the teacher in how to modify and adjust instruction to meet the various learning needs of students. Teachers should use a variety of assessment strategies.
Part 1: Assessment Table
Using the math and ELA standards and learning objectives that you created in Topic 1, you will complete the “Assessment Table” graphic organizer that identifies two pre-assessment questions (assessing students’ prior knowledge), two formative assessment questions (assessing students’ progress), and an example of a summative assessment that can aligns to the selected content standard.
Part 2: Reflection
In 250-500 words, summarize and explain your reasoning for choosing the formative assessments, questions, and summative assessment. Include responses to the following:
How do the assessments align to the learning objectives and standards?
Discuss the importance and purpose of multiple forms of assessments, and how the assessments inform instruction.
Explain how you will use your findings in your future professional practice.
Support your findings with a minimum of three scholarly sources.
Submit the “Assessment Table” and reflection as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
ELM555 Instructional Planning and Assessment for Elementary Teacher Candidates
Week 2 Assignment
Clinical Field Experience A: Instructional Strategies Observation
Allocate at least 2 hours in the field to support this field experience.
Part 1: Observation
Observe a Grade K-8 teacher and take note of the instructional strategies he or she uses to teach a certain concept or skill. During your observation, complete the “Observation Form.”
After the observation, discuss the lesson you observed with your mentor teacher and allow the mentor teacher to explain the instructional strategies used.
Speak with your mentor teacher and, provided permission, use any remaining field experience time to seek out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.
Part 2: Reflection
Write a 250-500 word summary and reflection of the instructional strategies observed and discussed. Include any technology used in the lesson and strategies that could have been implemented to make the lesson more effective and create student engagement.
Explain how you will use your findings in your future professional practice.
Support your findings with a minimum of two scholarly resources.
Submit your “Observation Form” and reflection as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is/is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
ELM555 Instructional Planning and Assessment for Elementary Teacher Candidates
Week 3 Assignment
Instructional Strategies
Various forms of instructional strategies can be implemented in the classroom to inform instruction and create student engagement in the classroom. Instructional strategies can include direct instruction from the teacher, guided and whole group practice to make sure students understand content, and independent practice of content. These instructional strategies can be utilized across content areas.
Part 1: Instructional Strategies Chart
Select a K-8 grade level, an English language arts reading standard, and a math standard. Complete the “Instructional Strategies Chart,” providing an overview of three instructional strategies for creating learning activities in reading and math.
Write a learning objective for each standard and plan activities for each instructional strategy. Ensure the activities are aligned to the chosen ELA reading standard, math standard, and learning objectives.
Instructional strategies must include:
Anticipatory Set: How you will set the stage for the learning activity and create student engagement.
Teacher-Centered Approach: Direct Instruction (Modeling).
Student-Centered Approach: Inquiry-Based Learning (Guided/Whole group practice).
Student-Centered Approach: Cooperative Learning (Independent/Individual learning).
Part 2: Reflection
Write a 250-500 word reflection on the instructional strategies in the chart. Include responses to the following:
1. How do these strategies lend themselves to creating student engagement and promote learning in the classroom?
2. How the instructional strategies are appropriate for achieving established learning goals?
3. How you will use your findings in your future professional practice.
Support your findings with a minimum of two scholarly resources.
Submit the “Instructional Strategies Chart” and reflection as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
ELM555 Instructional Planning and Assessment for Elementary Teacher Candidates
Week 3 Assignment
Clinical Field Experience B: Classroom Assessments and Instructional Planning Observation and Collaboration
Allocate at least 4 hours in the field to support this field experience.
Assessment is a crucial part of the educational process. Since you have had the opportunity to observe various instructional strategies in an elementary classroom.
Observe and collaborate with a teacher in a Grade K-8 classroom about the assessment practices and instructional planning implemented in his or her classroom. If already completed, share your “Instructional Strategies Chart” that you created during Topic 3 and ask for feedback from your mentor teacher.
Part 1: Teacher Collaboration
Below is a list of questions to address during collaboration with your mentor teacher:
What assessments do you use in the classroom and what are their purposes?
Do you use data from assessments to plan lessons? How do you organize and analyze assessment data?
What steps do you take in creating and implementing assessments? What are some tips you have for a new teacher learning how to create, implement, and analyze assessments?
When you were a new teacher, how much time did you allocate to lesson planning? Typically, how long did it take to write a lesson plan?
What resources do you use to supplement your instruction and/or help you plan for student-centered instruction?
What advice can you give me in terms of creating engaging lesson plans that involve students in the learning process?
Ask three additional questions of your own.
Use any remaining field experience time to speak with your mentor teacher and, provided permission, seek out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.
Part 2: Reflection
In 250-500 words, summarize and reflect on your observation and collaboration and how different forms of assessment and instructional planning are implemented in the classroom. Explain how you will use your findings in your future professional practice.
With additional hours, speak with your mentor teacher and, provided permission, seek out opportunities observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.
Speak with your mentor teacher about implementing a mini-lesson during Clinical Field Experience C, either to the whole class or to a small group chosen by the mentor teacher.
Submit the teacher collaboration and reflection as one deliverable.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form
Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
ELM555 Instructional Planning and Assessment for Elementary Teacher Candidates
Week 4 Assignment
Strategies for Reaching All Students
Each student enters the classroom with a different set of factors that affect learning, all students learn differently. Consider GCU’s Statement on the Integration of Faith and Work that states, “Therefore, we are confident that the work we do is a part of God’s calling on our lives and a means by which we can glorify God as we meet others’ needs,” as you research and make decisions on how you will differentiate for instruction, activities, and assessments in order to reach all students.
Teachers differentiate instruction based on readiness, interest, and individual learning goals and determine appropriate instructional strategies based on assessment data.
Using the student data in the “Class Profile,” create a differentiation plan and present it as a digital presentation for the content area and grade level of your choice that will be used as a professional development to inform new teachers about how to implement differentiation in the classroom.
Research differentiation strategies and create an 8-10 slide digital presentation to showcase your differentiation plan.
Your digital presentation should include:
State or National Standard: Identify a state or national standard that was hypothetically assessed on a recent assessment.
Readiness: Describe how you will group students based on testing results from the “Class Profile.” Identify the students below level, at level, and above level in your description.
Interest: Explain how you will determine students’ interest in the content. Include a specific strategy you will use to determine their interest level and how you plan to engage students who show low interest.
Differentiating: Explain how you will differentiate instruction based on the state or national standard and results of the recent assessment. Provide an example of appropriate differentiation for the grade level.
Technology: Identify one method for using technology to differentiate instruction. Be specific in which tool, software, website, etc. you plan to use, and explain how this tool provides a technology-rich learning experience.
Progress Goals: Explain how progress goals for each student are determined. Goals should be realistic and reasonable for the subject matter, grade level, individual strengths, and need for growth.
Learning Preferences: Describe how your everyday instruction includes considerations for all learning preferences.
Summary and Goal Setting: Summarize how data informs instructional decisions. Discuss potential outcomes when data is not used to make instructional decisions. Identify at least one goal for yourself in the areas of using data for instructional decision-making, differentiating instruction, determining student interest, and using technology to differentiate instruction.
Include a title slide, a references slide, and presenter’s notes within your presentation.
Support your findings with a minimum of three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is/is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
ELM555 Instructional Planning and Assessment for Elementary Teacher Candidates
Week 4 Assignment
Clinical Field Experience C: Implementing Formative Assessment
Allocate at least 4 hours in the field to support this field experience.
As you learned in Topic 2, formative assessments are an integral part of teaching and learning Teachers must continuously assess student learning at the beginning of lessons, during lessons, and at the end of lessons in order to guide, modify, and adjust instruction.
Part 1: Mini-Lesson Plan Implementation
Following your observations and collaboration with your mentor teacher in your previous field experiences, select a standard that is applicable to the unit your mentor class is currently learning. Complete the “Mini-Lesson Plan Template,” which includes a description of a learning activity, instructional strategy, pre- and formative assessment questions, and a formative assessment following instruction.
If possible, administer your mini-lesson or another lesson, provided by your mentor teacher, to your mentor class as whole group instruction or to a small group of students chosen by your mentor teacher.
Use any remaining field experience time to speak with your mentor teacher and, provided permission, seek out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.
Part 2: Reflection
In 250-500 words, summarize and reflect on creating and implementing formative assessments. Analyze the data gained through the formative assessments. How did you collect and organize the data? Discuss how you would use the data to inform future instruction on the same topic. Why is continuous formative assessment important for student learning? How does your learning activity and assessments align to your learning objective?
Explain how you will implement your findings in your future professional practice.
Support your findings with a minimum of two scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is/is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
ELM555 Instructional Planning and Assessment for Elementary Teacher Candidates
Week 5 Assignment
Benchmark – Comprehensive Lesson and Summative Assessment
As an educator, it is important to develop the skills to write lesson plans that include state standards, effective learning objectives, appropriate instructional strategies, and differentiate to meet the diverse needs of all students.
For this benchmark, you will create a lesson plan that integrates ELA and math standards, with an aligning summative assessment. You may use any prior assignments as applicable from this course to complete the benchmark, provided you incorporate feedback from your instructor. Use the “Class Profile” for background information on your students to plan the lesson plan and summative assessment. The lesson plan and summative assessment must be aligned to the chosen Grades K-8 state standards and learning objectives.
Part 1: Lesson Plan
Use the “COE Lesson Plan Template” for your lesson plan. The lesson must include a variety of instructional strategies that are best suited for the lesson and the needs of the students. Your lesson plan should focus on:
Math and ELA state standards.
Instructional strategies that can be adapted to meet the needs of diverse students.
Technology that supports assessment practices.
Formative assessment.
Differentiation activity for students identified as below grade-level.
Differentiated activity using critical thinking for students identified as above grade-level
Part 2: Summative Assessment
In connection with this lesson plan, you will create a summative assessment that is directly aligned to state standards and highlights how you will use assessment to modify and strengthen instruction to promote the continuous intellectual, social, emotional, and physical development of students.
Your summative assessment must be aligned to the standards in the lesson plan and include:
Description of a summative assessment, which includes specific directions for students.
Three short-answer response items.
10 multiple-choice questions.
One restricted response essay question that clearly identifies the task(s) to be performed.
How you will differentiate to meet the diverse needs of students.
Part 3: Rationale
In 250-500 words, write a rationale for the instructional strategies and assessment practices, both formative and summative, included in your lesson plan and summative assessment. How do your chosen assessments contribute to the development of students? How does your summative assessment work to meet the various learning needs of the students in the “Class Profile”?
Support your findings with a minimum of three scholarly sources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
This benchmark assignment assesses the following programmatic competencies [and professional standards]:
MA in Elementary Education
3.2: Candidates create instructional opportunities that are adapted to diverse students, based on an understanding of how elementary students differ in their development and approaches to learning. [ACEI 3.2; InTASC 7(b), 7(d), 7(j),7(q), 8(a), 8(j), 8(k), 8(p); ISTE 2c; 4d; MC1, MC5]
4.1: Candidates use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development for students’ individual needs and employ technological resources to engage students and support assessment practices. [ACEI 4.0; InTASC 6(a), 6(b), 6(e), 6(g), 6(i), 6(j), 6(k), 6(p), 6(u); ISTE 2d, 3d; MC5]
ELM555 Instructional Planning and Assessment for Elementary Teacher Candidates
Week 6 Assignment
Alternative Assessments
There are various ways to assess students besides the traditional summative assessment with various forms for multiple choice questions, short answer, essay, etc. Often times, teachers have to think outside the box and develop assessments that assess the same content and standard, but are done in an alternative way. Providing a choice in assessment options, assessment instruction supports differentiation to meet the learning preferences of diverse students in the learning environment.
For this assignment, you will develop an alternative assessment that is aligned with the set of standards chosen for your benchmark, and appropriate for the grade level and content area of your practicum placement.
Part 1: Assessment
From your chosen state standard in your benchmark, create a student-centered learning experience and alternative assessment for students to do something (project, presentation, brochure, etc.) with the content material.
Your alternative assessment should include:
Math and ELA state standards (from your benchmark).
Learning objective.
Formative questions to assess prior knowledge, probe for understanding, and promote independent learning prior to students beginning assessment during the instructional learning.
Complete description of instructions for learning experience.
Complete description of alternative assessment.
Part 2: Reflection
In 100-200 words, reflect and answer the following questions:
What are the ethical related issues related to using student progress data, from assessments, in order to promote growth and learning? How will you make sure you are being ethical in your use of data in your classroom?
Submit your alternative assessment and reflection as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
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