Feap 1
- squinon2
- Mar 5, 2016
- 2 min read
Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:
a. Aligns instruction with state-adopted standards at the appropriate level of rigor;
This artifact represents Feap 1a, as it combines several reading and writing standards. The students show demonstrate reading comprehension, writing skills, as well as use of phonics with sight words.
b. Sequences lessons and concepts to ensure coherence and required prior knowledge;
This artifact is representative of Feap 1b because the story "Kitten's First Full Moon" requires students to understand exactly what a full moon is and what it looks like. By discussing what a full moon and talking about what it reminds us of, I was able to assess whether all students understood the term "full moon."
c. Designs instruction for students to achieve mastery;
d. Selects appropriate formative assessments to monitor learning;
f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies
This artifact is representative of Feaps 1 c, d, and f because students were required to demonstrate the ability to retell parts of the story "Kitten's Full Moon." Students were given a rubric so that they could monitor their own progress and self-assess their work. Students were told that a 100% required 2-3 creative sentences (a non-example would be "I see the kitten.") and 2-3 sight words from the current week. This assignment combined several standards pertaining to reading comprehension (retelling), writing conventions, drawing/depicting, and phonics. My CT and I were able to use this assignment as a data point in the gradebook to determine who was capable of retaining information read in a story and retell the story with details. It also helped us learn which students were able to use their sight words in context.
e. uses variety of data, independently and in collaboration with colleagues, to evaluate student learning outcomes, adjust planning and continuously improve the effectiveness of lessons.
This semester I have combined several data points to measure students' learning gains (particularly in reading), such as Easy CBM assessment, DRAs, formative assessment (i.e. literature responses), and games (sight word bingo). My CT and I use this information to drive lesson planning, and address students' needs.
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