Self-Assessments
Self-assessments are crucial in helping students to monitor their own academic progress and helping guide ownership of learning. As students are working through their self-assessments, the teacher can continuously engage students in their own progress and then adjust instruction in response to meet their learning needs. Along with the self-assessment, students need to know how they will be graded and how to monitor their progress, which is done through a rubric. A rubric is an assessment tool that provides student’s with clear expectations for their deliverable. The rubric scaffolds to show a clear distinction between categories in order to achieve the target learning goals for the student’s assignment deliverable.
Review the “Learning Plan Template” to complete this assignment.
Complete Part 3: Assessment Plan.
Part 1: Assessment Plan
After researching different assessment methods, build on your completed assignment from Topic 3 by completing “Part 3: Assessment Plan”. Use the learning objective and educational goal created in the previous topic and create a formative and summative assessment and aligning rubric for one student you have been working with in your field experience. The assessment and rubric should be grade-level appropriate and allow the student to self-assess his or her work and monitor the progress toward his or her long-term educational goal. The rubric should demonstrate expectations for the assessment deliverable. In addition, include any necessary modifications to show how you plan to differentiate your assessment to meet diverse learning needs.
This assessment will be implemented in Clinical Field Experience C in Topic 5.
Part 2: Reflection
In 250-500 words, write a reflection regarding the process of self-assessing.
Address the following questions:
- How does this monitoring process help in tracking progress, assessing data, and identifying patterns and gaps in learning?
- How does the process of sharing the rubric help to establish guidelines and routines with students for them to monitor and assess their own learning?
- What other progress monitoring methods can be used to track data?
- How do you prepare instruction for diverse learning needs and make accommodations to meet exceptional needs and learning language needs?
- When addressing individual student needs, how is a private setting for instruction that considers student data confidentiality maintained?
- How do you determine your approach to collaborate with colleagues in a proper and ethical manner?
Support your findings with a minimum of three scholarly resources.
Submit the “Learning Plan Template” with your reflection as one deliverable.
ATTACHED FILE(S)
Name: Chere’ Dove
Course: ELM 535 Strategies for Student Engagement
Date: 12/19/18
Instructor: Dr. Robbins
Learning Plan Template
Contents
2
Part 1: Fostering Ownership of Learning
3
Part 2: Learning Objectives Plan
4
Part 3: Learning Objectives versus Educational Goals
6
Part 4: Assessment Plan
7
Part 5: Questioning and Feedback
Part 1: Fostering Ownership of Learning
Grade Level: Five
Math or ELA State Standard: Math Standard
Types of Instruction
Strategy Engaging Students in Learning
Strategy Guiding Students to Take Ownership of Their Learning
Strategy Tracking Data of Student Performance
References/Resources
Direct Instruction
Asking general questions during learning
Picking students randomly to answer the questions asked and helping each learner to correct mistakes
It is not necessary for you to track data during direct instruction. You will not have to track student performance during this part of instruction.
Learners’ textbook
Teacher’s guide
Guided Practice
Grouping the learners and giving them group work
Helping and guiding learners in their respective groups
Answering the group questions effectively
Learners textbook
Chats
Teacher’s guide
Independent Practice
Giving the learner a homework assignment
Assessing how the learner answered the questions
Marking the homework assignment questions and giving feedback
Learners’ textbook
Teacher’s guide
Part 2: Learning Objectives Plan
Grade Level: Five
Math or English Language Arts Standard: Math Standard
Learning Objective:
Solve different mathematical problems and make correct calculations using various math formula
Strategies to Communicate the Learning Objective (Collaborative Learning)
1. Listing various math formula on the board
2. Writing on the board some mathematical problems
3. Explaining methods of solving mathematical problems
Strategies to Check for Understanding (Self-Directed Learning)
1. Asking the learner to write any mathematical formula
2. Giving some mathematical questions to the learner
Strategies Summary
The strategies chosen can establish an environment of learning in different ways. Directly involving the learner during the discussion fosters a good learning by bringing close the attention of the learner. The learner would not divert his/her attention. This would establish a good teacher-learner relationship. Giving tasks and assignments helps to establish a favorable learning environment. The learner would be eager to learn different ways of answering a particular question. In this way, a leaning environment is established. (Jonassen & Land, 2012) highlights different ways in which a teacher can establish not just a learning environment but a favorable learning environment for a learner to be in a position to understand what he/she is being taught.
The process of sharing objectives with students can help to create a culture of self-directed learning. When a student gets to understand the objectives, he/she is able to set for himself/herself personal goals. The learner will ensure that he achieves the set objectives. In the process of achieving the objectives, the learner will be able to develop a culture of self-directed learning. During the process of sharing the objectives, the learners will get to understand what is expected of them. The learner will do more personal research studies on a particular concept. The learner will also be in a position to formulate personal questions which can help him/her to understand the objective outlined. All these activities cultivate the culture of self-directed learning. (Hauer & Quill, 2011) outlines importance of sharing learning objectives and outcomes with the learners.
The collaborative culture of sharing learning objectives helps the students to make personal connections to their learning experiences in many ways. First, the student is able to identify his/her strengths during learning. The student will assess himself/herself and identify the weaknesses in a particular area of learning. In this particular way he/she is able to make personal connection to the learning experience. The students will come up with way of improving on the weaknesses identified.
The instructional strategy engages students in their learning in various ways. When a student is instructed to answer a particular question, he/she will attempt to answer that particular question in terms of how he/she understood the concept taught. In this way that particular student is engaged in his/her learning. When a teacher instructs a learner to write a certain math formula on the board, all attention of other learners will be on him/her as he/she undertakes that task to know whether he/she has done it correctly. (CITE) supports the use of instructional strategy in learning.
I will use the findings in my future professional practice in some ways. I will be in a position to identify the best strategies to be used when teaching. The findings on creation of a suitable learning environment are also significant in my future practice and it will be applicable. I will also be in a position to communicate the expected learning objectives to the learners. The findings on how to check for learners’ understanding of a particular concept is also useful in my future practice.
Works Cited
Hauer, J., & Quill, T. (2011) Educational needs assessment, development of learning objectives, and choosing a teaching approach. Journal of palliative medicine, 14(4), 503-508
Jonassen, D., & Land, S. (Eds.) (2012) Theoretical foundations of learning environments: Routledge
Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance Learning, 9(3)
Part 3: Learning Objectives versus Educational Goals
Grade Level: Click here to enter text.
Academic State Standards: Click here to enter text.
Learning Objectives (Short-Term)
Your learning objectives should be based on the long-term educational goal. These are short-term, understandable goals for the students to follow.
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Personal Educational Goal
(Long-Term Goal)
Provide a long-term, educational goal that meets the appropriate standard for the grade level of the student.
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Formative and Summative Assessments
Develop one formative assessment and one description of a summative assessment to show how you will assess the personal educational goal. Assessment can happen before, during, and/or after instruction.
Formative: Click here to enter text.
Summative: Click here to enter text.
Differentiation
How will you adjust instruction based on assessment results to meet the learning needs of your students?
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Reflection
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Part 4: Assessment Plan
Student Identified: Click here to enter text.
Student Grade Level: Click here to enter text.
Long-Term Educational Goal (from assignment in Topic 3)
Learning Objective (from assignment in Topic 3)
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1 Formative Assessment: Click here to enter text.
1 Summative Assessment: Click here to enter text.
Summative assessment rubric: Click here to enter t
Describe the modifications necessary for summative assessment/rubric: Click here to enter text.
Part 5: Questioning and Feedback
Two strategies to promote higher-order questioning during instruction:
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How do these strategies engage students and foster student independence?
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Two strategies for providing timely effective feedback to students regarding their ongoing progress:
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How will you use these strategies in your future classroom?
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Two examples of digital tools and resources to promote innovation, problem-solving, and creativity:
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How do these strategies promote innovation, problem solving, and creativity with the goal of increasing student engagement?
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Reflection
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