Two Assignments due tomorrow (Wednesday) before 11:59 pm mountain time
Clinical Field Experience C: Implementing Formative Assessment
Allocate at least 4 hours in the field to support this field experience.
As you learned in Topic 2, formative assessments are an integral part of teaching and learning Teachers must continuously assess student learning at the beginning of lessons, during lessons, and at the end of lessons in order to guide, modify, and adjust instruction.
Part 1: Mini-Lesson Plan Implementation
Following your observations and collaboration with your mentor teacher in your previous field experiences, select a standard that is applicable to the unit your mentor class is currently learning. Complete the “Mini-Lesson Plan Template,” which includes a description of a learning activity, instructional strategy, pre- and formative assessment questions, and a formative assessment following instruction.
If possible, administer your mini-lesson or another lesson, provided by your mentor teacher, to your mentor class as whole group instruction or to a small group of students chosen by your mentor teacher.
Use any remaining field experience time to speak with your mentor teacher and, provided permission, seek out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.
Part 2: Reflection
In 250-500 words, summarize and reflect on creating and implementing formative assessments. Analyze the data gained through the formative assessments. How did you collect and organize the data? Discuss how you would use the data to inform future instruction on the same topic. Why is continuous formative assessment important for student learning? How does your learning activity and assessments align to your learning objective?
Explain how you will implement your findings in your future professional practice.
Support your findings with a minimum of two scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is/is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center
Strategies for Reaching All Students
Each student enters the classroom with a different set of factors that affect learning, all students learn differently. Consider GCU’s Statement on the Integration of Faith and Work that states, “Therefore, we are confident that the work we do is a part of God’s calling on our lives and a means by which we can glorify God as we meet others’ needs,” as you research and make decisions on how you will differentiate for instruction, activities, and assessments in order to reach all students.
Teachers differentiate instruction based on readiness, interest, and individual learning goals and determine appropriate instructional strategies based on assessment data.
Using the student data in the “Class Profile,” create a differentiation plan and present it as a digital presentation for the content area and grade level of your choice that will be used as a professional development to inform new teachers about how to implement differentiation in the classroom.
Research differentiation strategies and create an 8-10 slide digital presentation to showcase your differentiation plan.
Your digital presentation should include:
- State or National Standard: Identify a state or national standard that was hypothetically assessed on a recent assessment.
- Readiness: Describe how you will group students based on testing results from the “Class Profile.” Identify the students below level, at level, and above level in your description.
- Interest: Explain how you will determine students’ interest in the content. Include a specific strategy you will use to determine their interest level and how you plan to engage students who show low interest.
- Differentiating: Explain how you will differentiate instruction based on the state or national standard and results of the recent assessment. Provide an example of appropriate differentiation for the grade level.
- Technology: Identify one method for using technology to differentiate instruction. Be specific in which tool, software, website, etc. you plan to use, and explain how this tool provides a technology-rich learning experience.
- Progress Goals: Explain how progress goals for each student are determined. Goals should be realistic and reasonable for the subject matter, grade level, individual strengths, and need for growth.
- Learning Preferences: Describe how your everyday instruction includes considerations for all learning preferences.
- Summary and Goal Setting: Summarize how data informs instructional decisions. Discuss potential outcomes when data is not used to make instructional decisions. Identify at least one goal for yourself in the areas of using data for instructional decision-making, differentiating instruction, determining student interest, and using technology to differentiate instruction.
Include a title slide, a references slide, and presenter’s notes within your presentation.
Support your findings with a minimum of three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is/is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Mini-Lesson Plan Template
Part 1: Implementing Formative Assessments
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Class/Subject |
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Grade level |
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Standard |
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Learning objective |
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Description of learning activity |
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Instructional sStrategy |
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2Two pre-assessment question(s) that assess students’ prior knowledge |
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Two2 formative assessment question(s) that assess students’ progress: |
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Formative assessment to assess students’ understanding at the end of the lesson |
Part 2: Reflection
© 20176. Grand Canyon University. All Rights Reserved.
Class Profile
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Student Name |
English Language Learner |
Socio-economic Status |
Ethnicity |
Gender |
IEP/504 |
Other |
Age |
Reading Performance Level |
Math Performance Level |
Parental Involvement |
Internet Available at Home |
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Arturo |
Yes |
Low SES |
Hispanic |
Male |
No |
Tier 2 RTI for Reading |
Grade level |
One year below grade level |
At grade level |
Med |
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Bertie |
Asian |
Female |
None |
One year above grade level |
Low | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Beryl |
Mid SES |
White |
NOTE: School does not have gifted program |
Two years above grade level |
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Brandie |
Tier 2 RTI for Math |
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Dessie |
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Diana |
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Donnie |
African American |
Hearing Aids |
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Eduardo |
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Emma |
Low | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Enrique |
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Fatma |
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Frances |
Diabetic |
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Francesca |
High |
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Fredrick |
Learning Disabled |
Tier 3 RTI for Reading and Math |
Two years below grade level |
Very High |
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Ines |
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Jade |
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Kent |
High SES |
Emotion-ally Disabled |
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Lolita |
Native American/ Pacific Islander |
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Maria |
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Mason |
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Nick |
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Noah |
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Sharlene |
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Sophia |
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Stuart |
Allergic to peanuts |
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Terrence |
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Wade |
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Wayne |
Tier 3 RTI for Math |
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Wendell |
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Yung |
© 2017. Grand Canyon University. All Rights Reserved.
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||||||||||||||
| ELM-555 | ELM-555-O500 | Strategies for Reaching All Students | 100.0 | |||||||||||||||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned | ||||||||||||
| Content | 100.0% | |||||||||||||||||||
| Differentiating Based on Readiness | 10.0% | Not addressed. | Differentiation presentation is unfocused in identifying student readiness and is not based on data from the Class Profile. Students are grouped insufficiently or inaccurately. | Differentiation presentation minimally identifies student readiness or is not based on data from the Class Profile. Student groupings are partially complete or groupings are partially accurate. | Differentiation presentation adequately identifies student readiness based on data from the Class Profile. Students are sufficiently grouped. | Differentiation presentation thoroughly identifies student readiness and is based on data from the Class Profile. Students grouped are thoughtfully and accurately. | ||||||||||||||
| Differentiating Based on Interest | Description of how to determine student interest is irrelevant. Strategy for capturing low interest level is inadequate. | Description of how to determine student interest is basic. Strategy for capturing low interest level is on the cusp of adequacy. | Description of how to determine student interest is sufficient and reasonable. Strategy for capturing low interest level is adequate. | Description of how to determine student interest is thoughtful. Insightful strategy for capturing low interest level is realistic and creative. | ||||||||||||||||
| Differentiating Instruction | Instructional strategies are not considerate of learning preferences. Strategies are inconsistent with the qualitative data. Differentiation is insufficiently explained. | Instructional strategies are included with limited consideration of learning preferences. Strategies are somewhat based on qualitative data. Differentiation is inadequately explained. | Instructional strategies are included with consideration of some learning preferences. Strategies are based on qualitative data. Differentiation is realistic and accurately explained. | Instructional strategies are mindful of learning preferences and based on qualitative data. Differentiation is realistic and thoughtfully explained. | ||||||||||||||||
| Differentiating with Technology Integration | Technology tool chosen does not consider different students and is a weak example for creating technology-rich learning experiences. | Technology tool is included, but is a weak example for creating technology-rich learning experiences. | Technology tool chosen considers different students and is a reasonable example for creating technology-rich learning experiences. | Technology tool chosen thoughtfully considers different students and is an outstanding example for creating technology-rich learning experiences. | ||||||||||||||||
| Progress Goals | Differentiation plan incompletely explains how progress goals are formed and does not include progress goals for each student. | Differentiation plan demonstrates some understanding of how progress goals are formed, but does not include progress goals for each student, or the goals are not realistic, reasonable, or highlight students’ strength. | Differentiation plan explains how progress goals are formed, including progress goals for each student that are realistic, reasonable, and highlight students’ strengths. | Differentiation plan thoroughly and proficiently explains how thoughtful progress goals are formed for each student that are realistic, reasonable, and highlight students’ strengths. | ||||||||||||||||
| Learning Preferences | Description of how learning preferences are intentionally considered in instruction is inadequate. | Description of how learning preferences are intentionally considered in instruction is minimal. | Description of how learning preferences are intentionally considered in instruction is realistic and appropriate. | Description of how learning preferences are intentionally considered in instruction is thoughtful and persuasive. | ||||||||||||||||
| Summary and Goal Setting | Summary vaguely explains how data informs instruction, and insufficiently identifies goals in the areas of using data for instructional decision-making, differentiating instruction, determining student interest, and using technology to differentiate instruction. | Summary minimally explains how data informs instruction and moderately identifies goals in the areas of using data for instructional decision-making, differentiating instruction, determining student interest, and using technology to differentiate instruction. | Summary is fluid in explaining how data informs instruction, with identified goals in the areas of using data for instructional decision-making, differentiating instruction, determining student interest, and using technology to differentiate instruction. | Summary is insightful and comprehensive in explaining how data informs instruction, with thoughtful and reasonable goals set in the areas of using data for instructional decision-making, differentiating instruction, determining student interest, and using technology to differentiate instruction. | ||||||||||||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 15.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. | Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. | |||||||||||||||
| Research Citations and Format | Many citations are missing where needed; or many of the sources are inappropriate for the submission; or APA is attempted where required, but many aspects are missing or mistaken. | Some citations may be missing where needed; or some of the sources do not support the submission; or APA is attempted where required, but some aspects are missing or mistaken. | All sources are credible, adequate, and support the submission. All required aspects of APA format are correct within the submission. | All sources are credible, appropriate, and strongly support the submission. All required aspects of APA format are correct within the submission. | ||||||||||||||||
| Total Weightage | 100% |
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||||
| ELM-555 | ELM-555-O500 | Clinical Field Experience C: Implementing Formative Assessment | 25.0 | |||||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned | ||
| Content | 100.0% | |||||||||
| Mini-Lesson Plan: Learning Activity and Instructional Strategy | 25.0% | Not addressed. | Mini-lesson plan template includes poor and irrelevant details related to content area, grade level, standard, learning objective, and unrealistic formative assessments before, during, and after instruction, with weak focus to practicum classroom. | Mini-lesson plan template includes vague and surface-level details related to content area, grade level, standard, learning objective, and partially proficient description of a learning activity and instructional strategy. | Mini-lesson plan template includes accurate details related to content area, grade level, standard, learning objective, and a detailed description of a learning activity and relevant instructional strategy. | Mini-lesson plan template is comprehensive and thorough with content area, grade level, standard, learning objective, and a well-developed description of a learning activity and insightful instructional strategy. | ||||
| Mini-Lesson Plan: Assessments | 15.0% | Mini-lesson plan includes unrelated and ineffective pre- and formative assessment questions. The formative assessment inadequately assesses understanding at the end of the lesson. | Mini-lesson plan includes basic pre- and formative assessment questions that are missing key details. The formative assessment vaguely assesses understanding at the end of the lesson. | Mini-lesson plan template is complete with adequate and relevant pre- and formative assessment questions, with a realistic formative assessment to assess understanding at the end of the lesson. | Mini-lesson plan template is complete with in-depth and well developed pre- and formative assessment questions, with a proficient formative assessment to assess understanding at the end of the lesson. | |||||
| Clinical Field Experience Reflection | Reflection includes an unfocused and irrelevant summary of the process of creating and implementing formative assessments, along with an explanation that is vague with limited details of the value of collecting and utilizing data for future instruction. | Reflection includes an overly simplistic and basic summary of the process of creating and implementing formative assessments, along with an explanation that is lacking details of the value of collecting and utilizing data for future instruction. | Reflection includes a clear and direct summary of the process of creating and implementing formative assessments, along with a realistic explanation of the value of collecting and utilizing data for future instruction. | Reflection includes a comprehensive and extensive summary of the process of creating and implementing formative assessments, along with a compelling explanation of the value of collecting and utilizing data for future instruction. | ||||||
| Clinical Field Experience Reflection: Future Professional Practice Application | Responses on applying conclusions to practice is inappropriate and do not reflect growth and development as a professional. | Conclusions and applications to future practice are broad in detail and reflect minimal professional growth. | Conclusions and applications to future practice are thoughtful, taking into consideration needs of the students, and reflect professional growth. | Conclusions and applications to future practice are insightful, taking into consideration needs of the students, and clearly reflect growth and development as a professional. | ||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 30.0% | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but 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. | |||||
| Total Weightage | 100% |