For this field experience, create a pre-assessment activity to collect data on the identified students performance levels related to the objectives you created with your mentor teach
For this field experience, create a pre-assessment activity to collect data on the identified student’s performance levels related to the objectives you created with your mentor teacher in your previous field experience.
With the cooperation of your mentor teacher, implement the pre-assessment activity to identify learning needs that can be included in your targeted teaching activity. Following the pre-assessment, meet with your mentor teacher to discuss the results and refine the activity you developed in the previous field experience that could be used to support the identified student’s learning of at least one identified objective.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
In a 250-500 word summary, discuss the following:
How the results of the pre-assessment affect the revision of the targeted teaching activity.
How formative assessments of the identified student’s ongoing learning during an activity might be conducted.
How the pre-assessment and the learning objective are aligned.
How the student’s interests were considered when designing the pre-assessment and the targeted teaching activity.
How you plan to implement what you observed in your future teaching practice.
Davielle Vinson
Grand Canyon University
ECE-520
Today I observed a first-grade teacher, Ms. Vickers, delivering a math lesson. I used this lesson to observe a student who I offer accommodation to. Just to use confidentiality I will call this student J.D. While observing this lesson I noticed a few things. I will first point out motivations, J.D was extremely motivated when he was given positive reinforcement and feedback. Another motivation was being able to write equations on the board or solve them. His engagement level was very high at points until distractions arose. For example, he was easily distracted when the teacher asked open ended questions to the class. J.D would try to take over when other students attempted to try and answer questions. There were a few times when he would call out answers out of turn and then get upset and disengaged if he was ignored or if other students were the focus. Another distraction was the use of manipulatives such as cubes and fake coins to solve number sentences.
After school I met with Ms. Vickers and discussed with her my finding during the observation of the math lesson. I was proud to know that she felt the same way that I did, and she also praised my observation saying, “You have the eye of teacher.” We sat down and came together to discuss the TEKS Standards of Grade 1 Math. During our discussion we decided for the targeted lesson plan for J.D to consist of Mathematical Process Standard 1.1(E); Create and use representations to organize, record and communicate mathematical ideas. We also decided to use Readiness standard 1.3(B); Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2+4=_ and 3+_=7. Connected with Readiness standard 1.3(B) we decided to implement supporting standards 1.3(c); Compose 10 with two or more addends with and without concrete objects. We decided on that based on J. D’s distractions with the items used in class.
The first-grade class is currently working on three objectives in math right now first being I can take two to three addends to create the number 10, second, I can use context clues to make a pictorial number sentence and the third objective is I can create word problems using context clues. I decided for my lesson I will be putting J.D in small group activities. The reason being in a small group we are hoping he will be learning to take turns in engagement and still be able to participate in the lesson. This will help give him the maximum learning experience while the other students also be able to participate and learn. The first activity I will be using mini dry erase boards and showing the group how to quantify using the dot method. For example, I will show 5+6=_ I will create 5 dots and then 5 dots and then I will count them all together as an example and then give them opportunities to create 10 themselves using the same method. This way the small group learns how to make 10 and they also get a taste of how pictorials work. J.D will have less distractions in his work but also be able to engage in the math work efficiently due to the absence of manipulatives. Doing this activity, we will be able to tailor J.D from calling out of turn because the group will be a group of 4 instead of asking open-ended questions to the entire class. After telling Ms. Vickers about my idea for the lesson, she approved of it and expressed that she liked how not only did I target J.D but putting the activity in small group style allows for other students to be involved and J.D not to be singled out.
Collepals.com Plagiarism Free Papers
Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS
Why Hire Collepals.com writers to do your paper?
Quality- We are experienced and have access to ample research materials.
We write plagiarism Free Content
Confidential- We never share or sell your personal information to third parties.
Support-Chat with us today! We are always waiting to answer all your questions.
