LESSON REFLECTION

Section 1: What were the formative assessment results each day in each of the content lessons that
you taught? DESIGN electronic TABLE GRAPHS to identify the results for each content. How would
you use the results the next day in your planning and why: Be very specific and correlate your
reasoning with sound research/readings from what you know about young children and learning. It is
expected that you have 3 citations. Did you expect these results? Why or Why not?

Langauge Arts
Name of Students identified at Students identified at least Students participated Additional Comments
Student least 1 character trait that 1 character trait they in class discussion
the character possesses. possess.

1. ✔️ ✔️ ✔️
Jamhal

2. ✖️ ✔️ ✔️ The student is an identified

struggling learner that is in the

R’Moni process of getting on an IEP.

R’Moni struggles with reading

so the text was read aloud to

the students. She also

struggles with communication

so the student was provided

idea starters for her response

in the discussion.

3. ✔️ ✔️ ✔️
Da’von

4. ✖️ ✔️ ✔️
Kyla

5. ✔️ ✔️ ✔️
Caruso

6. ✖️ ✖️ ✖️ The student is a selective

mute and will long speak one

Langston on one with the teacher and

not in a group setting. The

student did follow along with

reading the story but did not

 respond to the anchor chart

or class discussion.

7. ✔️ ✔️ ✔️
Jayce

8. ✔️ ✔️ ✔️
Kinsley

9. ✖️ ✖️ ✔️
King Ra’

10. ✖️ ✖️ ✔️ Student is a struggling learner.

The student struggles with

Gracie
reading so the text was read

aloud to the students.

11. ✖️ ✔️ ✔️
Kyrie

12. ✖️ ✔️ ✔️
Kathrynn

13. ✖️ ✔️ ✔️ Student is an identified

struggling learning. She

Aubrey
struggles with reading as well

as attention skills. The student

was given redirections during

the discussion as well as

having the text read aloud to

them.
 14. ✖️ ✔️ ✔️
Alania

15. ✔️ ✔️ ✔️
Da’riaha

16. ✔️ ✔️ ✔️
Jan

How I would use these results:

I would use these results to inform my lessons and planning for the next day by looking
to see which students did not score well for the discussion. Through this data I can see that
out of the 16 students 9 of the students struggled with being able to identify a character trait
that the character from the story possessed, 3 out of the 16 students struggled with
identifying what trait they possessed, and one 1 of the students did not participate at all
during the discussion. I can use this data to help me plan for tomorrows planning, because I
now know that some of the students may need to spend extra time reviewing what a
character trait is.

Another way that I could use this data to plan for the next lesson could be to pull the
students who struggled with the identification of character traits into a small group to
reteach the lesson to the students. According to Richard L. Wilson, “reteaching helps
teachers and students address learning gaps. Students often enter a new grade or course
with varying levels of understanding. Reteaching provides an opportunity to identify and
address learning gaps” (Wilson 2024, pg. 1). I could have them practice by giving them
examples of different character traits and having them read a different story and match the
provided character traits to what they think would match the character. This will help them
be able to see different examples of what character traits are and be able connect them to
the character in the new story.

I can also use this data for the students that got 100% for all areas of the assessment. It
is clear that these students are able to correctly identify character traits for the character as
well as themselves. For these students on the next lesson they could receive a more
challenging activity that will further extend the students knowledge on the topic. According
to Daniel Williams, “The richer the knowledge base, the more smoothly and effectively these
cognitive processes — the very ones that teachers target — operate. So, the more knowledge
students accumulate, the smarter they become” (Williams 2024, pg. 2). The students could
work in partners to help identify traits of other student and how that student could use those
traits do different things.

Did I expect the results:

I expected most of these results that I collected from my formative assessments. I have
been working with these students for multiple weeks on different assessments that my
mentor teacher has provided to the students. After reviewing and talking with my mentor
teacher, I have noticed that the students that struggled with this formative assessment
seemed to be struggling overall. This is due to the students having certain areas of struggle
such as reading or writing. I did expect the students that did very well on this assessment I
did except them to be a bit more confident on the overall topic of character traits. Although,
they seemed comfortable with topic I feel they could have been a little stronger with their
overall knowledge.

Social Studies

Series 1
7
6
5
4
3
2
1
0
0 points 1 point 3 points
How I would use these results:

I would use these results to identify which students were able to correctly understand
income from working, by looking to see which student were able to correctly spend their
budget on things that could help them as well as different wants that the students may have.
If the students were successfully able to spend the right amount that they were given or less
and included all four of the different types of incomes, then the students were successful in
understanding how money that they earned is used. It did not matter if the students spent
less money than they earned, but if they spent too much then they were not successful in
understanding income.

For the next lesson, I work work with the students who were not successful in their
budget in a small group to figure out were the confused. By working in a small group I will be
able to identify exactly were each student was struggling in a certain area. According to
UNSW, “Teaching and learning in small groups provides opportunities for students to be more
interactive than in settings such as large-group lectures” (UNSW 2023, pg. 1). If will benefit the
students by working directly with me to understand were mistakes were made and how they
effectively fix these mistakes.

For the students who were able to successfully complete their budget they will continue
their skills by working on fixing a budget that is given to them. The budget example could
contain over spent funds, categories that they did not pay, or not enough funds to cover a
certain category of purchases that need to be paid. The students would complete this activity
as group to provide feedback, help, or different suggestions to other students within their
group. According to UNSW, “Research shows that group work: allows students to become
active participants in their learning. helps students develop skills valued by employers (such
as problem-solving, negotiation, conflict resolution, leadership, critical thinking and time
management) exposes students to diverse ideas and approaches” (UNSW 2023, pg. 2). This
will allow students to get different insight to ways that they could correct the budgets they
are given.

Did I expect these results:

I expected most of the students to be able to correctly spend their budgets in the correct
amount and not go over the amount they were given. I did except some of my students that
struggle with addition and subtraction to struggle with this assessment. If they are not able to
add or subtract correctly than this assessment would be difficult for the to complete. They
need to be able to subtract from the amount they were given to see how much they have left
to use in the other categories. I also excepted most of the student to miss the different
categories of purchases. We did cover this topic, but due to the fact that their was 4 of them, I
expected multiple to students to forget to included some of them.

Math:
 0 points
2

3 points
6 1 point
3

2 points
5

How will I use this data:

I will use this data to see which students struggled with completing the different arrays at
each station. If the students received a 0, 1, or 2 on their rubric, that would mean that
struggled with being able to add the rectangular array. I would these results to inform my
planning for the next lesson by looking to see which students did struggle with arrays.
Through this data I can see that 2 students got none of the questions correct, 3 got 1-2
questions correct, 5 students got 3-4 questions correct, and 5 students got 5-all of the
questions correct. The students received either a 0 or 1 were the students that I considered
struggling with the topic.

For the next lesson, the students that were considered struggling will be pulled to work in
a small group with me on different array examples. This will help me see exactly were each
student was struggling. Whether it was adding the array, or being able to identify what the
equation would be for the specific array.

I can also use this data to plan my next day’s lesson by looking to see which student
scored a 2 or a 3 which would be proficient. I can see from this assessment that these
students are ready to move to a more challenging skill, such as solving the arrays by
multiplying. According to OECD, “Classroom assessment supports learning by regularly
monitoring learning and progress; providing teachers with information to understand
students’ learning needs and guide instruction; and helping students understand the next
steps in their learning through the feedback their teachers provide” (OECD 2019, pg. 3).
Did I expect these results:

I did expect for the students who do well in math to successful complete these stations.
There is are a few of students that are above grade level in math, so I knew they would
succeeded in this assessment. I did not expect students to not be able to add the equations
for some of the arrays. The students have been working on addition and subtraction since the
beginning of the year, so I expect the stations with the equation provided for the students to
be answered correctly.

Science

0
1 point 2 points 3 points

How will I use these results:

I will use the students observation logs from their experiment to see how well the
students understood the topic of pollution. This scoring guide was student based so the
students will fill out the log themselves based on how well they think they did on the
assessment. According to UFL, “Self-assessment and reflection activities help promote self-
directed learning throughout the course. Before a lesson, self-assessment and reflection help
students activate prior knowledge. During a lesson, these activities help students
contextualize and identify deeper connections to the content” (UFL 2023, pg. 1). Due to this
being a web-based assessment the students will be able to see which answers they missed
and what the correct answer of the question was. This will help the students see how well
they actually know the topic immediately. I can see from their scoring guide how they feel on
the topic and split them into groups on which level they rated themselves. By having the
students work in groups with peers that feel that they are same level as them, they can work
together to gain more knowledge on the topic in a small group.
 For the next day’s lesson students that rated themselves as a 1, would work in a group
together on a sort where they would identify if an object would in fact pollute the water. For
example, they would be given a picture of grass and a picture of a plastic water bottle. They
would have to move the picture to the side that said pollution or not pollution. For the
student students that rated themselves as a 2, they would do a chart where they will write
what learned from the lesson and what they want to learn more about. They can use their
Chromebooks to research more about the topic. This will give the student the opportunity to
identify what they learned from the lesson and continue their knowledge by stating what they
want to know more about for the topic as well providing research. The students that rated
themselves a 3, could create a poster to help make people aware about the seriousness of
water pollution. They would have to include a slogan and draw a picture that get people
interested in the topic of water pollution.

Did I except these results:

I did except this assessment to go a little smooth. For the lesson we did a powerpoint that
showed the students different content about water pollution. I feel like I was very descriptive
about the subject and went into great detail about it. I asked the students critical thinking
questions and got good answers from them. They were asking questions and participating in
different discussions we had about the topic. Seeing that most of the students gave
themselves a 1, makes me wonder what I could change in my lesson to get the content to the
students in a better way.

Section 2. When reflecting on the feedback you provided for the 2 students and the whole class
(students you taught), do you feel this effectively provided them with insight into their learning
about the content? Why?

In regards to the whole class I feel that all of the feedback the students received was very
helpful. I made sure to provide extensive feedback for every content for each student. As I
gave back their scoring guides I talked with each student about what score they received and
ways they can work to improve their score for next time. By doing, this I was able to show the
students exactly where mistakes were made and how they can fix those mistakes. With the
self-reflection scoring guide, it gave the students the opportunity to keep themselves
responsible for their own learning. This is a useful skill for students because it can help them
become independent and self-regulating learners.

In regards to child 1 and 2 I feel that I took their needs in to great consideration when
providing them with their feedback. With the feedback I made sure to take into account more
whether they completed the activity to the best of their ability rather than basing it off of
how it should be completed. They did sit down with me to discuss the feedback to make sure
that they understood what they did well on the assessment and what they could work on in
the future.
Section 3: How did you or will you help students use this feedback? You will want to discuss
the concrete ways you will use to remind them of the feedback and the teaching strategies
you will incorporate to have them use the feedback in a follow-up lesson.

I helped the students use their feedback by talking individually with the students to
ensure they understood the feedback they were provided. This helped them understand
completely what mistakes were made and ways they can fix it in the future. I used this
feedback to help me with my planning for the next day’s lessons. I also looked at how well the
students took their feedback to see if the way I do feedback could be changed in the future to
better their understanding feedback in the future.

Section 4: Describe what you learned about teaching and learning related to assessment
and feedback? Please be specific and use some concrete professional citations in your
answer.

What I learned about teaching in regards to assessments is that assessments do not need to
be paper and pencil all of the time. Assessments can be fun, engaging, and hands on for the
students. I learned that there is many different ways to score these types of assessments as
well. I learned that when students are engaged and having fun in the assessments, they tend
to do better on them as well. According to the University of Washington, “Engaging students
in the learning process increases their attention and focus and moves them to more critical
thinking. Instructors who adopt a student-centered approach to instruction increase
opportunities for student engagement, which then helps everyone more successfully achieve
the course’s learning objectives (2024, pg. 1). This article provide a resource as to why keeping
students engaged can be extremely beneficial for the students.

Section 5: What would you have done differently during this lesson week? Why? Be specific!

During this lesson week, I would have differentiated more for some of the students. I feel that
I tried very hard to differentiate for the students that knew had some struggles, but the ways I
did it could have been better. For example, in my ELA lesson the students had to do a
discussion about character traits. Some of the students really struggle with getting their
point across when speaking verbally in front of a group. I think that a different activity could
have been used rather than the discussion to help the students that struggle succeed. I could
have done a writing activity where the students who do not struggle with write could write
about their traits, and the ones that do struggle with writing could draw a picture and explain
it. The discussion asked them to state what they wanted to be when they grow up and a trait
they possess that will help them achieve that goal. Some of the students struggled with what
they wanted to do so the discussion did not progress easily. By having them write or draw, the
students could work at their own pace rather than waiting for other students to finish their
discussion.