Allocate At Least 3 Hours In The Field To Support ✓ Solved

Allocate At Least 3 Hours In The Field To Support This Field Experienc

Allocate at least 3 hours in the field to support this field experience. Part 1: Pre-assessment and Implementation Follow these steps for this week’s field experience: Discuss with your mentor teacher your expectations for identifying, selecting, and working with a small group of students. From your previous observation in your field experience classroom, identify students in the classroom environment that would benefit from additional learning support. Share this information with your mentor teacher to determine 3-5 students, above, at, or below standard achievement, to work with on standards specific to the social studies content area for this classroom. Develop a pre-assessment in the social studies content area that aligns to the standards and unit that your mentor teacher shared with you during Clinical Field Experience A. This pre-assessment can be oral, written, or completed through technology. The pre-assessment should identify how well selected students know the concept and provide data that would allow you to determine learning gaps and needs in order to develop an appropriate lesson to support learning needs. Share the pre-assessment with your mentor teacher and ask for his or her feedback. Implement the pre-assessment that you created with the selected group of students and use the data to prepare for Clinical Field Experience C. Part 2: Reflection In words, summarize and reflect on your field experience including the steps you took to identify students for the pre-assessment and their pre-assessment results. Additionally consider: How did the pre-assessment provide data to determine the learning gaps and needs of students? What challenges did you face when developing and delivering the pre-assessment? Explain how you will use your findings in your future professional practice. Submit your reflection and the pre-assessment as one deliverable. APA format is not required, but solid academic writing is expected.

Sample Paper For Above instruction

During my recent field experience in a social studies classroom, I dedicated over three hours to developing and implementing a targeted formative assessment designed to identify the learning gaps of students. This process involved initial consultation with my mentor teacher, careful observation of the students' engagement and performance, and strategic planning to select a small group requiring additional support. The goal was to tailor instruction to meet individual learning needs and enhance understanding of the social studies standards aligned with the current unit.

To begin, I discussed with my mentor teacher the criteria for selecting students who might benefit from supplementary instruction. Based on prior observations, I identified five students whose performance ranged from at or above standard achievement to below standard. These students exhibited varying degrees of understanding of the concepts covered in the unit. Together, we agreed on the students who would participate in the pre-assessment to gather comprehensive data for instructional planning.

The pre-assessment I developed was designed to evaluate students' knowledge of key social studies concepts, including geography, civics, and historical analysis. It was a written quiz consisting of multiple-choice, short-answer, and visual interpretation questions to accommodate different learning styles. Prior to administering the assessment, I shared it with my mentor teacher for feedback. She suggested adding an open-ended question to foster critical thinking and ensure we captured a broad spectrum of understanding.

Implementation of the pre-assessment with the selected students revealed significant insights. For instance, some students demonstrated a strong grasp of geographic features but struggled with applying civics concepts to real-world scenarios. Others had basic factual knowledge but lacked the analytical skills to interpret historical events. The data pinpointed specific gaps—such as the inability to connect historical causes and effects—which would be critical in planning targeted instruction.

Developing and delivering the pre-assessment presented certain challenges. Ensuring the questions were aligned to the standards and appropriately challenging for different levels required multiple revisions. Additionally, creating an engaging format that would motivate students to perform their best was a concern I sought to address by incorporating visual elements and interactive components. During administration, some students experienced hesitation or anxiety, which affected their performance. I learned the importance of creating a supportive environment and clarifying instructions thoroughly.

Analyzing the assessment results informed my instructional planning significantly. I designed subsequent lessons to address identified gaps, such as small group discussions focusing on civics and role-playing activities to reinforce historical understanding. In my future practice, I will continue to use pre-assessment data to differentiate instruction and monitor student progress regularly. Moreover, I aim to refine my assessment strategies to improve engagement and accuracy in measuring student understanding.

Overall, this experience underscored the importance of intentional assessment in supporting diverse learners. It highlighted the necessity of collaborative planning with mentor teachers, designing aligned assessments, and being adaptable based on student responses. Moving forward, I am committed to integrating formative assessments into my teaching repertoire to foster an environment of responsive and personalized learning.

References

• Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
• Harlen, W., & James, M. (1997). Assessment and learning: differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy & Practice, 4(3), 365-379.
• Popham, W. J. (2008). Classroom assessment: What teachers need to know. Pearson Education.
• Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87(4), 324-328.
• Alonzo, D., & Steedle, J. (2009). Reasoning about evidence and its role in scientific argumentation. Journal of Research in Science Teaching, 46(9), 995-1013.
• Heritage, M. (2010). Formative assessment and next-generation assessment systems. Washington, DC: Council of Chief State School Officers.
• Andrade, H., & Cizek, G. (2010). Handbook of formative assessment. Routledge.
• Wiggins, G. & McTighe, J. (2005). Understanding by Design. ASCD.
• Moore, R., & Abdulrahman, S. (2021). Using formative assessment to enhance student learning. Journal of Educational Practice, 12(3), 45-60.
• Black, P., & Wiliam, D. (2018). Developing the theory of formative assessment. Educational Measurement: Issues and Practice, 37(1), 5-17.