Guided Field Experience on Teaching

Guided Field Experience on Teaching

Site Demographics

1. Type of school

Wass Elementary school is a public primary school

2. School diversity

The school is one of the intensely diversified learning institutions in terms of the student population. It is composed of students from various races. For example, the dominating demographic is the White students contributing up to 63% of the student population. Other specialized student populations served in the school include; Asians, African-American, Hispanic, Pacific Islanders, Alaska Natives as well as students from Two or more races.

3. Title I school

Wass Elementary School is a Title 1 school because of the accommodation of learners from low-income families.

4. Content area, grade level, and state standards

The content area that will be addressed in this case in learning the English language. The grade level in mind is Grade 8. The state standards of the school are individualizing lessons to achieve the expectations of every learner as well as building morals in them, focusing on the peculiar abilities of every child, helping the learners make informed choices as well as understanding both the emotional as well as educational needs of the learners.

5. Student diversity in class

The class has a diverse population in terms of education. For example, some learners are in need of special education because of their disability. This group constitutes 5% of the population. In as much as the school has been posting the best performance, some students have been displaying poor performance because of poverty; thus, they lack needed support. These students are subjected to remedial education. There are also students that are learning the English language like Asians. The class is also culturally as it constituted of students from various cultural or ethical backgrounds like Asia, Alaska, Hawaii, and Hispania.

6. Grouping strategy based on student data

Given the data on class diversity, the students are grouped differently to ensure equal learning opportunities for all. For instance, the students that show poor performance and those who did not understand content delivery during the regular lesson are grouped together, and an additional lesson was given to them. This assists them to catch up with other students. The learners with special needs education are also grouped together based on their disability and a special lesson given to them. Both the English language learning lessons and the culture-based lessons are done together for the students to learn the culture of their fellows.

7. Influence of site demographics on the teaching approach

The student is above-average performers. Besides, the demography is comprised of both high and low performers, Special needs students as well as students from various cultural backgrounds. This will mean that different teaching and learning approaches will be required to benefit all of them. For example, learner-centered and inquiry-based approaches can be used to teach the above-average students, while a teacher-centered approach can be used to teach the below-average students.

Lesson Plan Template

Part 1: Pre-Assessment and Data Analysis (Domain 1)

The chosen field is the administration of a teacher-prepared pre-assessment.

2. Assessment used

The assessment that was used in this case is a teacher-prepared pre-assessment. This assessment is normally administered before a unit, or a topic is taught. It is meant to give the teacher the appropriate approach to use in teaching the topic.

This assessment approach was chosen because it enables the teacher to determine whether the learners require additional instruction on the content the learners already have. Similarly, it facilitates timesaving since the teacher will plan and allocate more time in the areas that the students do not understand.

This assessment aligns with the standards of the content area by ensuring that the academic needs are met fully as well as focusing on the individual expectation of every learner, especially based on learning the English language. It also helps in acquiring knowledge about speaking the English language as one of the goals and objectives of lesson learning.

3. Scoring the assessment

The assessment was automatically scored through the  Teacher Lab-Aids account. The automatic scoring was used on questions with True or False and multiple-choice responses. For the questions that demanded short answers, the scoring was done manually.

4. The message of the obtained data on the performance
   1. Key areas of opportunities and strengths

The learners have displayed great skills and strength in writing skills. The learners have the capability of developing a story when writing composition. Similarly, they have the opportunity of maximizing the use of vocabularies and proper punctuations in the writing process if teacher reinforcement is applied.

1. Information about the obtained data on future instruction

The obtained enables the teacher to allocate time appropriately in the future instruction based on how the learners have performed in the pre-assessment. For example, the teacher can allocate extra time to use appropriate teaching and learning approaches during instructions in class. It helps in determining whether the learners have mastered the content provided in the topic so that teacher can skip it in the next instruction for timesaving.

1. Graphic representation of the results

The graph below shows the performance of the learners in the pre-assessment on the topic of Writing skills.

Part 2: Instructional Planning and Lesson Delivery (Domains 2 and 3)

1. A lesson to teach

Based on the analysis of the students’ performance on the pre-assessment, a lesson can be created. The following information displays how the lesson should be.

2. Considerations in the lesson plan
3. Creation of a positive and respectful classroom environment

The environment can be created by creating an order in the classroom. This involves the following;

• Providing learners with academic prospects every time a lesson begins. This also includes arranging the class in rows with the learners facing their front.
• Acknowledging learners who have displayed positive attributes like kindness, thoughtfulness, and respect.
• Provision of individual feedback to the learners other than reprimanding them at the ear of the whole class
• Modeling positive characteristics in the learners through a constant demonstration of such characteristics to the learners in the class. For instance, being kind.
• For the specific modifications and adjustments, I would provide equal opportunity for the learners to take part in the learning process as well as class responsibilities.

1. Expectations of the student engagement for the lesson

It is expected that the students to participate in the learning process. The participation will include asking and answering questions asked in the learning process.  Similarly, the learners are also expected to be lively in class during the lesson. They should also be focused when instructions and explanations are given, especially concerning the content being taught as well as an assignment on further learning. Lastly, they should collaborate in class to give the appropriate response whenever a question that requires participation has been asked.

1. Routines to implement to facilitate lesson delivery

In order to facilitate delivery of lesson, the following procedure is necessary;

1. Helping the learners in connecting and understanding the relationship between the content and the objectives. This is done at the introductory part of the lesson.
2. Beginning the topic with fundamental information. This is mostly done by starting from what the learners know to what the do not know.

• In addition, the basic data will be followed by building upon what the learners already know by adding complex details.

1. Providing the learners with the tools with which they can link up the contents. For instance, through giving examples and use of visualization.
2. Lastly, the lesson can be concluded by mentioning the major points discussed during the lesson and giving further assignment.
3. Instructional objectives

Instructional strategies to be used in teaching the objectives are as follows;

1. Visualization
2. Inquiry-based strategy

• Cooperative learning strategy

3. Completion of lesson plan

Part 3: Post-Assessment and Data Analysis (Domain 1)

1. Administration of post-assessment
2. Assessment used

The assessment that was used was a summative assessment. This assessment was chosen because it is the only way through which the success of the of the learners in understanding the topic can be measured for appropriate action. The assessment was scored manually because it was based on a writing exercise.

3. Information from the performance
4. Key areas of strengths and opportunities

The learners have the strength in using various forms of punctuation in writing their essay. The also have the opportunity in using new vocabularies in bringing up new ideas in their essay.

1. Performance of the learners in post-assessment

The learners performed highly in the post-assessment as opposed to the pre-assessment. This is because the learners had acquired more knowledge on the topic.

1. Information of the post-assessment data in future instruction.

The post assessment will assist in deciding whether the learners require additional lessons on the topic for clarity on the areas that the learners did not understand. In addition, it will also determine the new approach and the appropriate instructional strategy to be used in the future instructions.

1. Graphic representation of the post-assessment performance

Part 4: Reflection (Domain 4)

1. Analysis of the results
2. Mastery of the lesson objectives by the learners

Based on the high performance of the learners in the post-assessment that was administered, it is clear that the learners  mastered the learning objectives. This is because the learners understood the content, writing skills. This means that the objectives of the lesson were met. However not all learners gave maximum performance.

1. Explanation to account for the results

The performance resulted from the motivation that the learners got throughout the learning period. This explanation can be supported by the theory of motivation where the learners were motivated extrinsically. For example, the learners received constant appraisals, recognition as well as awards in class participation and overall performance, hence they got motivated in learning the new content.

2. Reflective practice
3. Opportunities missed

I missed the opportunity of engaging the learners in a  regular practice of the newly learnt content. For example, giving them topics regularly to write about for the mastery of the skills. I also missed integration of the instructional accroaches in the delivery of the lesson content to the learners. Most of the learning was teacher-centered and this denied the learners a chance to explore the content maximumly.

1. Different approach

In the coming instruction, the teaching approaches will be integrated such that teacher-centered approach will be limited. The learners will be given much time to explore the content through the strategies like inquiry-based approach, Learner-centered approach well as use of visualizations of the content to appeal to the learners’ sense of mastery.

3. Educator dispositions
4. Reflections on planning and lesson delivery and the dispositions of effective educators

In as much as there were areas that I missed in the process of delivering the content in class, there are some content areas that I did well and require reinforcement.

For example, the learners were actively engaged in the learning process. This included open participation to all learners in contributing their ideas in relation to the content during the lesson. Similarly, the planning of the lesson was effective as it enabled satisfactory delivery of the  intended content. This included adequate allocation of time as appropriate resources for the progress of the lesson. In order to ensure that the good effort has been continued, proper planning of the lessons was done prior before the lessons.

• Professional competence and responsibility

The competence was also another area of expertise that I performed well. This was enhanced through adequate research on the content to be taught so that adequate knowledge is imparted on the learners. This also facilitated identification of approaches to respond to the questions asked by learners in class. This field can be maintained through constant and adequate research on the topics as well as eloquence.

• Professional and collaborative relationships

The appropriate rapport was effectively created with the learners as well as other members of the staff. The same effort was reinforced among the learners through the establishment of discussion groups where members group themselves to handle class tasks. Similarly, respect was paramount with the students as well as amongst themselves. The virtues like respect were reinforced through rewards as well as leading as a role model to the learners.

• Critical thinking and reflection

The critical thinking was appropriately made in use. For example, after the administration of the pre-assessment and the analysis of the students performance, the critical thinking was necessary to find the best approach to teach the learner so that they improve on areas of poor performance as well as perfect on the areas of their strength. This also called for flexibility in accepting results. This can be reinforced through seeking new information after making observations and making appropriate decisions. This step facilitates the setting new standards for the improvements.

References

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