edTPA Reflection Part 2

edTPA Reflection Part 2: Assessment Evaluation and Feedback

 Assessment 6.3 Designing Student Assessments to inform planning

Teacher plans to use assessment results to plan for future instructions for groups of students.

 Assessment 6.4 Using Assessment to Provide Feedback to Students

Teacher’s feedback to students is timely and consistently high quality.

 Part Two: Lesson implementation, evaluation of data and feedback

I really enjoyed teaching this lesson sequence. The step-by-step approach in which I planned my lesson sequence supported students learning the essential literacy strategy and related skills. The pre-assessment revealed that majority of the students had very little understanding about poetry language and elements of poetry. This was also reflected in student self-reflection documented in their lesson one poetry graphic organizers (see figure 1.1).

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Figure 1.1

The daily progression of lessons provided students multiple opportunities to build their understanding of the learning targets and make connections in what they were learning throughout the lesson sequence. At the end of each lesson I was able to evaluate each students growing understanding of poetry by how they participated (answer/ask questions) in class, how they filled in their notes and/or activity sheets and exit tickets. At the end of the lesson sequence I analyzed the data. Based on the post assessment students understanding of poetry language and how to identify the elements of poetry in order to understand a poems meaning (central focus) increased (Figure 1.2). The progress of overall student understanding was evident in both student work samples and exit tickets. Overall analysis of student work samples and self-reflection indicated that by lesson three students were able to demonstrate what elements of poetry were, how to identify them in poems and give examples. Based on exit-ticket reflection, many of the students revealed that they used the strategy to read stories more than once and/or work with a partner to identify elements of poetry.

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Figure 1.2

To gather vital verbal feedback (students voice) after each lesson, I individually met with each student at some point before the end of the day. Each conference followed the same format: positive feedback about their performance in class, review of the learning target, tasks/assessment and student reflection. I used student feedback to help navigate and further their learning related to the learning targets when the class transitioned into segment 2 of the poetry unit.

Based on what my students learned in segment one, what they demonstrated in activities and assessments (formative and summative) I believe my students needed a second sequence of lessons to reinforce and practice what they were learning about poetry. I predicted that my students would need this extra week of practice and had strategically built it into the unit. During segment two, lesson sequence I gave them the freedom to explore poetry researching poems that reflected something unique from the country they come from. Next, I had them narrow down their search to two poems. I asked them to identify elements in each of the two poems and then compare and contrast them (learning targets from segment one). Finally, they presented their work to the class.

I continued to support students throughout the unit in three ways. First, at the beginning of segment two, lesson one I met with each student and reminded them of the specific goal they had going into segment 2. I put post it notes on their learning target notes as a visual reminder of what their goal was. I encouraged them to review their poetry language notes and elements of poetry charts and reference them throughout the week if needed. Second, at the end of each lesson I continued to meet with each student in order to help them connect what they learned in segment 1 to what they are learning segment 2. I used the feedback (comments from activities and the conference notes) from segments 1 to make connections to the learning targets and learning tasks in segment 2. On going materials were kept in the student’s poetry project folder. Throughout learning segment 2 I continued to make personal notes to examine what areas they were improving in and/or gaps in content knowledge. Ways that activated student’s background knowledge during these meeting was to use phrases and questions such as, “Let’s look back at last weeks lessons. Do you remember what imagery is?” Can you give me an example? Remember when you pointed out that you preferred working with a partner? How could using a strategy like that be helpful with today learning target”? I noticed that asking them questions like this not only helped them track their learning achievements and support positive self efficacy, but also supported them in connecting each lesson as it built on the next. Third, I provided specific tools (computer) and activities (hands on materials) for the students depending on their needs in order to reinforce and practice what they learned in segment one. For example, I gave an English language learner and struggling reading student a set of academic language flashcards to practice with. I gave two second language learners poems with wordplay to identify and I provided two students with more challenging poetry activities that required them to write more, transitioning them into the third segment (writing a poem) of unit.

Part Two Conclusion

At the end of segment 2 I gave them a formal assessment. At this point in the unit, I believe my students will be ready to begin writing their own poem. Segment three consists of eight lessons. During this lesson sequence I will provide them with a poetry template, instruct, model, and guide them in how to write a poem using the writing strategies practiced in our class (prewriting, drafting, revising, proof reading and publishing).

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