W5A
For this field experience, you will assess students, provide them feedback, and reflect on the summative assessment implementation.
Part 1: Assessment
In the previous field experience, you designed and implemented a lesson that provided additional learning support to the selected group of students. In the final part of the assessment process, you will conduct a summative assessment for the same group of students.
Your summative assessment should be designed to determine mastery of identified standards. Prior to completing the assessment, review the pre-assessment to ensure appropriate concepts are measured in the final assessment. Once your summative assessment is complete, ask your mentor teacher to review it for approval.
Administer the assessment to the group of students. You may provide multiple assessment methods (oral, written, technology driven, etc.), and differentiate assessment based on the needs of the students.
Part 2: Provide Feedback
Individually review each student’s assessment results with him or her. During each conference, ask the following questions to engage the student:
- How do you feel about the lesson?
- What was most difficult?
- What was easy?
During this time, provide effective, descriptive feedback that starts with a positive strength of each student and ends with identifying instructional goals for the student to continue working on.
Part 3: Reflection
Submit a 250-500 word reflection of your experience creating a summative assessment, implementing it, and providing feedback. Did the data you collected in the pre-assessment help you prepare an applicable summative assessment? What challenges did you run into during the summative assessment and how did you deal with them? Explain how you will use this process in your future professional practice.
Submit a description or copy of your assessment, along with a 250-500 word reflection on giving instructional feedback to the students, 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.
Rubic_Print_
Format
| Course Code | Class Code | Assignment Title | Total Points | ||||||
| HCA-515 | HCA-515-O500 | Collaborative Team | 130.0 | ||||||
| Criteria | Percentage | 1: Unsatisfactory (0.00%) | 2: Less Than Satisfactory (74.00%) | 3: Satisfactory (79.00%) | 4: Good (87.00%) | 5: Excellent (100.00%) | Comments | Points Earned | |
| Content | 70.0% | ||||||||
| Patient Case | 5.0% | A description of the patient case is not present. | N/A | A description of the patient case is present. | |||||
| 15.0% | A description of the collaborative team that would deliver care, including individual roles, credentialing, licensing, and regulation, is incomplete. | A description of the collaborative team that would deliver care, including individual roles, credentialing, licensing, and regulation, is incomplete or incorrect. | A description of the collaborative team that would deliver care, including individual roles, credentialing, licensing, and regulation, is complete. | A description of the collaborative team that would deliver care, including individual roles, credentialing, licensing, and regulation, is complete and includes supporting details. | A description of the collaborative team that would deliver care, including individual roles, credentialing, licensing, and regulation, is extremely thorough and includes substantial supporting details. | ||||
| Indicators and Determinants of Health | 10.0% | A description of indicators and determinants of health that influence the case is incomplete. | A description of indicators and determinants of health that influence the case is incomplete or incorrect. | A description of indicators and determinants of health that influence the case is complete but lacks supporting details. | An explanation of A description of indicators and determinants of health that influence the case is complete and includes supporting details. | A description of indicators and determinants of health that influence the case is extremely thorough and includes substantial supporting details. | |||
| Management and Line Staff | A description of the impact of the collaborative team approach on management and line staff is incomplete. | A description of the impact of the collaborative team approach on management and line staff is incomplete or incorrect. | A description of the impact of the collaborative team approach on management and line staff is complete but lacks supporting details. | A description of the impact of the collaborative team approach on management and line staff is complete and includes supporting details. | A description of the impact of the collaborative team approach on management and line staff is extremely thorough and includes substantial supporting details. | ||||
| Financial and Resource Challenges | An explanation of the key financial and resource challenges, including the effect these have on the team, is incomplete. | An explanation of the key financial and resource challenges, including the effect these have on the team, is incomplete or incorrect. | An explanation of the key financial and resource challenges, including the effect these have on the team, is complete but lacks supporting details. | An explanation of the key financial and resource challenges, including the effect these have on the team, is complete and includes supporting details. | An explanation of the key financial and resource challenges, including the effect these have on the team, is extremely thorough and includes substantial supporting details. | ||||
| Advantages | A description of the advantages of using the collaborative team-based approach is incomplete. | A description of the advantages of using the collaborative team-based approach is incomplete or incorrect. | A description of the advantages of using the collaborative team-based approach is complete but lacks supporting details. | A description of the advantages of using the collaborative team-based approach is complete and includes supporting details. | A description of the advantages of using the collaborative team-based approach is extremely thorough and includes substantial supporting details. | ||||
| Organization and Effectiveness | 20.0% | ||||||||
| Thesis Development and Purpose | 7.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | |||
| Argument Logic and Construction | 8.0% | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | |||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | ||||
| Paper Format (use of appropriate style for the major and assignment) | Template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. | ||||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | ||||
| Total Weightage | 100% |
Clinical Field Experience C: Social Studies Mini-Lesson Plan
Part 1: Social Studies Mini-Lesson Plan
Social studies standard: National Curriculum Standards for Social Studies (NCSS Standards)
Arts standard: American Arts Alliance Standards
Grade level: 5
Learning objective: To improve students’ societal understanding, critical thinking, and civic competence.
1-2 learning objectives:
1. To educate students on citizenship
2. To enlighten students on moral and civic virtues
3. To teach students about American history and enable them to understand how the society has evolved.
Instructional strategy: The main instructional strategies that will be used to impart social studies knowledge on students will include: classroom lectures, direct instructions, as well as audiovisual presentations. Direct instructions and lectures will primarily utilize scripts and anticipate the students’ responses and questions. These instructional strategies will be premised on the task analyses and mastery learning. Direct instructions and lectures will allow the students to master specific knowledge and skills that have been determined to be important. Technological tools and applications such as videos and PowerPoint presentations will facilitate audiovisual learning.
Description of the learning activity that successfully integrates social studies and the arts (100-150 words):
There are various sets of activities that will be implemented to complete social studies lessons to the target audiences. Examples of such activities will include: establishing good citizenship posters, writing class books about their communities, designing a chart about US government branches and respective responsibilities and powers, as well as exploring ancient kingdoms and writings. As soon as students will complete their reading, they will be required to engage in discussions within their groups by asking questions such as how they can become good American citizens. Furthermore, students will explore their respective communities, including cultural practices and traditions. Morality and ethical values will also form part of the lesson.
Formative assessment:
Formative assessment will be carried out to determine the student’s understanding and knowledge of each topic and sub-topics that they will learn. Examples of formative assessment procedures that will be implemented include: continuous assessment tests, homework assignments, quizzes, as well as mid-term examinations.
Part 3: Reflection
Part Two: Implementation
The implementation of mini-lesson plan will start by integrating the lesson into the whole classroom. Students will be provided with concise statement of goals, which will include what is expected of them and the learning outcomes. Thereafter, students’ previous knowledge and understanding will be assessed. Prior knowledge is important since it is necessary for the day’s lessons (Larson & Keiper, 2011). Students will also be presented with new information in small amounts, which will give them the opportunity to practice frequently with the new experiences that they will gain. The instructor will clearly explain and describe new skills and information to improve learners’ level of mastery of concepts. In this respect, the students will be given the opportunities to practice new knowledge, ask questions and seek clarifications. Furthermore, students will be guided before and after the initial practice, including feedback that incorporates praises and corrections on their skills and understanding.
Independent learning is critical to students’ mastery of social studies concepts. As such, the instructor will provide independent practices through specific activities and seatwork exercises, as well as continue the practice until the skills or contents have been mastered. For every lecture or lesson that will be presented, the teachers will develop a topic outline. The outlines will enable the instructor to explore the potential sequences through which contents should be presented, as well as the levels of details that each learner requires (Larson & Keiper, 2011). For instance, if students are learning about the history of certain communities in the United States, then the topic may be organized into subtopics such as: settling in the New World, Mass Migration, cultural assimilation, as well as the Hart-Celler Act. The lesson plan will also contain lecture notes, opportunities for student interactions, as well as key questions that will be asked during the lecture in order to explore student learning and performance.
Part 3: Reflection
There are various ways in which data was used to develop instructional plan and strategies. For instance, demographic data was used to understand the degree to which students are different. By understanding demographic class composition, it was possible to design instructional approaches that meet students’ differentiated learning needs (Gentry, Sallie & Sanders, 2013). Additionally, student performance data was significant in enlightening me on the different learning problems and gaps among each of the students. In so doing, I was able to identify the number of students who need more support and learning to catch up with the rest.
Other accommodations that would have supported the learning process included provision of self-directed learning programs. Indeed, self-directed learning is a crucial practice in problem-based learning, including the student-centered learning (Silén & Uhlin, 2008). There are various factors that are essential to the development of self-directed learning. One such factor is the student’s feeling of being in charge and having a genuine effect on the learning circumstances. These learning parameters are essential for their need to take control and responsibility of accumulating knowledge. Additionally, the learner should feel connected and in control insofar as understanding of the demands of the learning context is concerned, including managing and receiving feedback (Silén & Uhlin, 2008). Therefore, students need challenges, support, and feedback in their struggles to become self-directed learners.
Both the long- and short-term instructional planning were taken into account by ensuring that the lesson plan provided a scope for correlation of knowledge and skills drawn from different subjects. The instructional planning process was grouped into long- and short-term planning. Long term planning included preparations according to the calendar while short-term planning included units and lesson planning. Long-term planning includes preparation of general outlines of what will be done within a specified period of session. Short-term planning includes implementing calendar through small workable areas known as units and daily plans. In my future practice, these findings will be used to guide me in organizing objectives, contents and learning experiences based on modern research theories. Additionally, the results will strengthen my future practice in terms of identifying appropriate evaluation approaches.
References
Gentry, R., Sallie, A. P., & Sanders, C. A. (2013). Differentiated Instructional Strategies to
Accommodate Students with Varying Needs and Learning Styles. Online Submission.
Larson, B. E., & Keiper, T. A. (2011). Instructional strategies for middle and secondary social
studies: Methods, assessment, and classroom management. Routledge.
Silén, C., & Uhlin, L. (2008). Self-directed learning–a learning issue for students and
faculty!. Teaching in Higher Education, 13(4), 461-475.