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    Ued496 Ashley Speelman Lessonpreparationplanninginstructingandassessing

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    This document discusses the importance of lesson planning, preparation, instruction, and assessment for teachers. It states that teachers must assess students to understand their learning needs, and use that data to plan targeted instruction through techniques like tiered small group lessons. The document provides examples of assessments and lessons from a first grade classroom on subtraction. It reflects on the importance of using data from formative and summative assessments to create meaningful lesson plans according to models like Madeline Hunter's seven-step plan. Overall, the document advocates that good teachers assess students, organize resulting data, and plan lessons accordingly.

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    Ued496 Ashley Speelman Lessonpreparationplanninginstructingandassessing

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    52 views6 pages
    This document discusses the importance of lesson planning, preparation, instruction, and assessment for teachers. It states that teachers must assess students to understand their learning needs, and use that data to plan targeted instruction through techniques like tiered small group lessons. The document provides examples of assessments and lessons from a first grade classroom on subtraction. It reflects on the importance of using data from formative and summative assessments to create meaningful lesson plans according to models like Madeline Hunter's seven-step plan. Overall, the document advocates that good teachers assess students, organize resulting data, and plan lessons accordingly.

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    This document discusses the importance of lesson planning, preparation, instruction, and assessment for teachers. It states that teachers must assess students to understand their learning needs, and use that data to plan targeted instruction through techniques like tiered small group lessons. The document provides examples of assessments and lessons from a first grade classroom on subtraction. It reflects on the importance of using data from formative and summative assessments to create meaningful lesson plans according to models like Madeline Hunter's seven-step plan. Overall, the document advocates that good teachers assess students, organize resulting data, and plan lessons accordingly.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    52 views6 pages

    Ued496 Ashley Speelman Lessonpreparationplanninginstructingandassessing

    Uploaded by

    api-440291829
    This document discusses the importance of lesson planning, preparation, instruction, and assessment for teachers. It states that teachers must assess students to understand their learning needs, and use that data to plan targeted instruction through techniques like tiered small group lessons. The document provides examples of assessments and lessons from a first grade classroom on subtraction. It reflects on the importance of using data from formative and summative assessments to create meaningful lesson plans according to models like Madeline Hunter's seven-step plan. Overall, the document advocates that good teachers assess students, organize resulting data, and plan lessons accordingly.

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    of 6

    Running head: PLANNING, PREPARATION, INSTRUCTION, ASSESSMENT 1

    Lesson Planning, Preparation, Instruction, and Assessment

    Ashley Speelman

    Regent University
    PLANNING, PREPARATION, INSTRUCTION, ASSESSMENT 2

    Lesson Planning, Preparation, Instruction, and Assessment

    It is crucial for teachers to actively plan and prepare their lessons for students. Though

    planning may be time-consuming, it is vital to staying on-task and ensuring that learning

    objectives are covered. In order for teachers to properly plan for the instruction in the classroom,

    they must assess students. In assessing students, teachers realize the learning gaps and needs of

    their students which become the driving force of how they prepare and plan their instruction.

    Rationale for Artifacts

    The first artifact shown is a copy of the twenty-five-question subtraction assessment I

    passed out to my students. Because the majority of my students did so poorly on the pre-

    assessment, I was able to use the same assessment as the post-assessment. The majority of the

    first-graders in my class were not familiar with subtraction. Six out of the twenty-one assessed

    students got at least some of the answers correct. Fifteen of my students did not get any of the

    pre-assessment questions correct. Many students added the digits instead of subtracting them

    resulting in the incorrect answer each time. From, the pre-assessment scores, I sorted my

    students into three groups. Group A was my group already familiar with subtraction, Group B

    was my group that was familiar with addition but not subtraction, and Group C was the group

    who had no idea what was going on and put random numbers or left most blank and drew a

    picture on the back. The data from this assessment became the framework of how I built my

    guided math small-group lesson.

    The second artifact is a guided math small-group lesson. This lesson was created to be

    tiered for each group. The beginning review instruction was the same in all three groups. The

    groups would review the different strategies for subtraction. The activity was tiered for each

    group. Group A (the highest group) completed the activity with a verbally given subtraction
    PLANNING, PREPARATION, INSTRUCTION, ASSESSMENT 3

    problem up into the twenties. For example, the teacher would say, “what is 20-9”, and the

    students would complete the activity. Group B received a written instruction to look at. Group C

    (lowest group) received a written instruction as well as guidance throughout the activity. The

    lesson was engaging for all groups, and the students seemed to benefit from it. This lesson

    reflects the teacher’s competency to collect and assess data to formulate tiered lesson to meet the

    needs of the students in a class.

    The third artifact is the data collected from the pre-assessment and post-assessment. Due

    to some serious illnesses going around the classroom, four students were unable to complete the

    post-assessment. With exception of one student, those who did take the post-assessment seemed

    to increase their scores drastically. This is not uncommon in a lower grade such as first because

    everything is new to students. Many students had never heard of subtraction or even thought

    about it. I was impressed they were able to pick it up so easily. Students showed significant

    growth from pre-assessment to post-assessment.

    Reflection

    Assessing and instructing students is the true meat of a teacher’s job. The two main types

    of assessments given are formative and summative assessments (Cornelius,2014). Teachers can

    be constantly giving formative assessments by asking the class questions and assessing exit

    tickets. This data may be constantly changing and forming as students increase more and more in

    the understanding of a topic. Formative data can be used to group students based on their

    academic needs and gaps for small group instruction. Summative assessments are typically tests

    given at the end of a unit that assess a student’s comprehension after being instructed on all of

    the objectives of that unit. Both summative and formative assessments are necessary in the

    elementary classroom.
    PLANNING, PREPARATION, INSTRUCTION, ASSESSMENT 4

    Not only is it important that teachers assess their students, but teachers should use that

    data to create meaningful lesson plans. The seven-step lesson plan adopted by Madeline Hunter

    is a popular lesson plan template that many teachers choose to follow because it outlines the

    major portions a teacher should cover in a typical lesson (instruction, modeling, guided practice,

    independent practice, etc…) (Wolfe,1987). Lesson plans provide a space for teachers to

    contemplate the entirety of a lesson including the essential questions to be asked and activities

    students are to do. Weber (2005,09), in his article on lesson planning, discusses how lesson

    planning could be seen as planning for a television series. Weber’s article encouraged teachers to

    start planning your finale first in order to engage your students (Weber, 2005,09). Teachers may

    choose to plan differently, however, and may choose to plan their anticipatory set prior to the

    closure of the lesson. Teachers often have differing preferences on the organizational aspects of

    their lessons, however, those teachers who plan typically have stronger lessons than those who

    do not. In one of my student-teaching placements one of the teachers in the grade-level did not

    plan and their instruction was lackluster compared to those who did. Just like a good wedding,

    party, or event is evidence of good planning, a good lesson is evidenced by planning.

    Though the “how” behind assessing, preparing, and instructing may differ among

    teachers, good teachers assess, organize data, and prepare and plan their lessons accordingly. As

    a student-teacher, I have made many lesson plans and learned the importance of good

    preparation. I will continue to plan in my teaching career because it is a good professional habit

    for a teacher. I also plan to make notes on my lesson plans to better prepare for the future. As a

    teacher, I will have to make the choice to work extra hard in order for my students to receive the

    best possible instruction. This reminds me of Colossians 3:23 which says, “Whatever you do,

    work heartily, as for the Lord and not for men” (ESV). As Christian teachers, we are called not to
    PLANNING, PREPARATION, INSTRUCTION, ASSESSMENT 5

    be lazy, but to work heartily for the Lord. Teachers can work heartily for the Lord in their calling

    by taking the time to plan, prepare and assess students for appropriate instruction
    PLANNING, PREPARATION, INSTRUCTION, ASSESSMENT 6

    References

    Cornelius, K. E. (2014). Formative Assessment Made Easy: Templates for Collecting Daily Data

    in Inclusive Classrooms. Teaching Exceptional Children, 47(2), 112–118. https://doi-

    org.ezproxy.regent.edu/10.1177/0040059914553204

    Weber, C. (2005, 09). Ultimate lesson planning secrets. Catechist, 39, 65-68. Retrieved from

    http://eres.regent.edu:2048/login?url=https://search-proquest-

    com.ezproxy.regent.edu/docview/213774841?accountid=13479

    Wolfe, P. (1987). What the “Seven-Step Lesson Plan” Isn’t! Educational Leadership, 44(5), 70.

    Retrieved from

    http://search.ebscohost.com.ezproxy.regent.edu:2048/login.aspx?direct=true&db=ehh&A

    N=8718071&site=ehost-live

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