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    Unit Assignment 7

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    The self-evaluation discusses a lesson on Response to Intervention (RTI) tiers that the educator delivered. [1] The activities and assessments used in the lesson went well according to the educator, though the pacing of content delivery could have been slower. [2] Issues that came up included providing differentiation information before an activity requiring that knowledge. [3] The lesson was effective at moving students through Bloom's taxonomy levels and ensuring they understood RTI principles and applications.

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    Unit Assignment 7

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    120 views2 pages
    The self-evaluation discusses a lesson on Response to Intervention (RTI) tiers that the educator delivered. [1] The activities and assessments used in the lesson went well according to the educator, though the pacing of content delivery could have been slower. [2] Issues that came up included providing differentiation information before an activity requiring that knowledge. [3] The lesson was effective at moving students through Bloom's taxonomy levels and ensuring they understood RTI principles and applications.

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    The self-evaluation discusses a lesson on Response to Intervention (RTI) tiers that the educator delivered. [1] The activities and assessments used in the lesson went well according to the educator, though the pacing of content delivery could have been slower. [2] Issues that came up included providing differentiation information before an activity requiring that knowledge. [3] The lesson was effective at moving students through Bloom's taxonomy levels and ensuring they understood RTI principles and applications.

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    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    120 views2 pages

    Unit Assignment 7

    Uploaded by

    api-506793712
    The self-evaluation discusses a lesson on Response to Intervention (RTI) tiers that the educator delivered. [1] The activities and assessments used in the lesson went well according to the educator, though the pacing of content delivery could have been slower. [2] Issues that came up included providing differentiation information before an activity requiring that knowledge. [3] The lesson was effective at moving students through Bloom's taxonomy levels and ensuring they understood RTI principles and applications.

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    Mariah Leach Unit Assignment 7 -Self Evaluation/Reflection Table Tool

    What went Well The activities in the lesson went very well. I
    thought we used appropriate sets to start and
    finish our lesson with the assess prior
    knowledge puzzle activity and the exit ticket.I
    liked our creativity and use of group work
    within the lesson. We used great assessment
    techniques and really tried to hit all 3 domains
    of learning while following the correct steps in
    each domain.

    What Problems occured We had the differentiation slide activity


    before giving them the breakdown areas of
    differentiation so they had the knowledge to
    reference. Double checking your slides and
    practicing presentation multiple times can
    catch these small errors that you have to roll
    with during your lessons. We made it as
    another prior knowledge assessment to
    differentiation before teaching all the ways
    they could have differentiated their intrusion.

    Written effectively/ efficiently/ to meet Yes, we made sure that they got the chance
    outcomes to build their way up the learning levels with
    the correct steps in blooms verbs. First we
    had the students categorize the tiers
    definitions based on prior knowledge.We had
    the students identify the steps of the tiers
    through activity, answer analysis, and lecture.
    We had them demonstrate their knowledge
    by placing the students in the correct tiers.
    We then, as a class, Compare and Contrast
    the advantages and disadvantages of
    RTI.Finally we had the students value the
    principle of RTI and its use in their future
    classrooms by making sure that they got the
    importance of individualized student
    placement and differentiation.

    Student centered-How We had the activities and learning be hands


    on and physically learning and doing. We had
    them work collaboratively within their PLCS.
    We made it relevant to their own content area
    during the differentiation . We also showed
    demonstrations of how we could have
    individualized our activity for students who
    need larger text , support on labeling
    correctly, and color coded indicators
    Clear and well paced We were clear and great paced for the
    activities but we could have slowed down on
    the delivery on the content. I think the big
    difference in pace comes from
    communicating with the want for
    understanding from who you are speaking
    to... With being a college kid comes being
    nervous to deliver high level content to peers
    and professors. Slowing down and having
    confidence in your ability to deliver content
    can help with that pace. That is one strategy,
    but also studying more than enough of that
    topic so that you can free verse parts of your
    lecture and be able to conversate about the
    topic and make it understandable/relevant/
    clear.

    Accurate methods of assessment We used correct prior-knowledge assessment


    with the labeling of the RTI Tiers puzzle. We
    then used the smiley face sticks for quick
    checks for understanding. We used
    application checks by letting them apply their
    knowledge to the student placement activity
    while we circulated the room evaluating
    application.

    Done differently I would make sure that each person was able
    to be there on the day we do a practice walk
    through of the lesson. I would have made the
    lesson more of a class discussion about RTI
    then a powerpoint presentation on the topic.

    Learned for future I learned that when you are conducting a


    lesson it helps to keep students engaged and
    understanding by asking questions after
    delivering content. This brings the topic back
    up, helps them understand in relevance, and
    helps the educator assess understanding.I
    learned that I prefer to create lesson plans by
    myself because sometimes my expectations
    for what content of a topic should be
    presented can be left out or misrepresented
    by someone else.

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