Targeted Learning Activity Davielle Vinsonece 52092023 Evide

targeted Learning Activitydavielle Vinsonece 52092023evidence From

From evidence of pre-assessment helps educators tailor lessons to each student. Modifications or newly created lessons can be developed based on the pre-assessment outcomes to provide students with more training and review. Pre-assessments measure students' comprehension and performance on skills and objectives. J.D.'s results may reveal that he has trouble focusing, that he has trouble addressing certain types of problems, and that he has a keen interest in certain areas. These results from pre-assessments are utilized to inform, plan, and direct the targeted teaching activity.

It is possible to adapt the classroom to be more conducive to learning, with fewer distractions and more material of interest to the individual student. Teachers use formative assessments to check for student comprehension and performance during the learning process. Instructional changes are made based on results of formative evaluations. There are various options for formative assessments of J.D's learning as it occurs throughout an activity. These include the thumbs-up method, peer engagement, and self-evaluation.

The children may use their thumbs at any time during the activity to show that they follow along. A student's thumbs up means they understand the concept, whereas a thumbs down indicates they need additional guidance or practice. Allowing J.D. to reflect on his work and offer constructive criticism can help him identify his areas for improvement. The learning objective is connected with the pre-assessment, which measures J.D.'s motivation, problem-solving skills, and involvement. The evidence provided by the pre-assessment is used to effectively match instruction to the student's requirements.

The student's interests were considered during the development of the pre-assessment and the targeted instructional activity by means of interest alignment. J.D.'s enthusiasm and engagement will increase as a result of this. To put what I learned into practice, I plan to do pre-assessments more frequently to ensure my students' expectations are met. I am also capable of creating lesson plans that are skill-specific to maximize student learning. Davielle Vinson Grand Canyon University ECE-520 Today I observed a first-grade teacher, Ms. Vickers, delivering a math lesson. I used this lesson to observe a student who I offer accommodation to. Just to use confidentiality I will call this student J.D. While observing this lesson I noticed a few things. I will first point out motivations, J.D was extremely motivated when he was given positive reinforcement and feedback.

Another motivation was being able to write equations on the board or solve them. His engagement level was very high at points until distractions arose. For example, he was easily distracted when the teacher asked open-ended questions to the class. J.D would try to take over when other students attempted to try and answer questions. There were a few times when he would call out answers out of turn and then get upset and disengaged if he was ignored or if other students were the focus.

Another distraction was the use of manipulatives such as cubes and fake coins to solve number sentences. After school I met with Ms. Vickers and discussed with her my finding during the observation of the math lesson. I was proud to know that she felt the same way that I did, and she also praised my observation saying, “You have the eye of teacher.†We sat down and came together to discuss the TEKS Standards of Grade 1 Math. During our discussion we decided for the targeted lesson plan for J.D to consist of Mathematical Process Standard 1.1(E); Create and use representations to organize, record and communicate mathematical ideas.

We also decided to use Readiness standard 1.3(B); Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2+4=_ and 3+_=7. Connected with Readiness standard 1.3(B) we decided to implement supporting standards 1.3(c); Compose 10 with two or more addends with and without concrete objects. We decided on that based on J. D’s distractions with the items used in class. The first-grade class is currently working on three objectives in math right now first being I can take two to three addends to create the number 10, second, I can use context clues to make a pictorial number sentence and the third objective is I can create word problems using context clues.

I decided for my lesson I will be putting J.D in small group activities. The reason being in a small group we are hoping he will be learning to take turns in engagement and still be able to participate in the lesson. This will help give him the maximum learning experience while the other students also be able to participate and learn. The first activity I will be using mini dry erase boards and showing the group how to quantify using the dot method. For example, I will show 5+6=_ I will create 5 dots and then 5 dots and then I will count them all together as an example and then give them opportunities to create 10 themselves using the same method.

This way the small group learns how to make 10 and they also get a taste of how pictorials work. J.D will have less distractions in his work but also be able to engage in the math work efficiently due to the absence of manipulatives. Doing this activity, we will be able to tailor J.D from calling out of turn because the group will be a group of 4 instead of asking open-ended questions to the entire class. After telling Ms. Vickers about my idea for the lesson, she approved of it and expressed that she liked how not only did I target J.D but putting the activity in small group style allows for other students to be involved and J.D not to be singled out.

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The use of targeted assessments and differentiated instructional strategies is vital in meeting the diverse needs of students like J.D., who require tailored approaches to enhance engagement and learning outcomes. Pre-assessment results provide educators with critical insights into students’ current understanding, focus areas, and interests, enabling the development of personalized lesson plans that align with both academic standards and individual student needs. In the case of J.D., pre-assessment outcomes revealed difficulties in maintaining focus, responding to open-ended questions, and managing distractions such as manipulatives, alongside areas of particular interest. Incorporating these insights allows teachers to make effective modifications to instruction, such as reducing classroom distractions and designing activities that leverage student interests.

Formative assessments play a crucial role during instruction by providing ongoing feedback on student comprehension and engagement. Techniques such as the thumbs-up/thumbs-down method allow teachers to quickly gauge understanding and adjust teaching strategies accordingly. This approach encourages active participation and self-regulation, especially when students reflect on their work and identify areas needing improvement. For J.D., self-reflection and peer engagement serve as important tools to foster motivation and awareness of learning progress.

Aligning instruction with specific standards is essential for targeted intervention. In this scenario, the TEKS standards for Grade 1 Math, specifically Standard 1.1(E) and Standard 1.3(B), provided a framework for developing activities tailored to J.D.'s needs. For example, Standard 1.3(B) focuses on using objects and pictorial models for solving addition problems within 20, emphasizing the importance of visual representations that support foundational understanding. The decision to incorporate activities such as creating number sentences with dots and small group work enables J.D. to avoid distractions caused by manipulatives and allows for more individualized attention.

Implementing small group instruction offers a safe and controlled environment where J.D. can practice taking turns, participate meaningfully, and develop confidence in problem-solving skills. Strategies like using mini dry-erase boards to demonstrate the "dot method" for addition help build conceptual understanding while minimizing distractions. These activities are also designed to meet the current grade-level objectives, encompassing the creation of number sentences, understanding the composition of 10, and developing word problems from context clues. Teachers' collaboration, as exemplified by discussions between the observer and Ms. Vickers, enhances the effectiveness of tailored instruction by combining professional insights and standard-aligned strategies.

Overall, integrating pre-assessments, formative assessments, and targeted activities based on specific standards fosters an inclusive classroom environment that recognizes individual differences. Such approaches are essential for promoting engagement, mastery of mathematical concepts, and the development of positive learning attitudes among young students. Future practices should include regular pre-assessments and continuous assessment strategies to adapt instruction dynamically, ensuring all students are supported in their academic growth.

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