Summative Assessment: Guided Field Experience Reflection and Submission

Essay Instructions:

Exam Content This guided field experience has provided you with the opportunity to demonstrate your ability to positively impact student learning and practice the cycle of effective teaching in the process. Refer to the Guided Field Experience Instructions and confirm that you have completed each step of the following sections: Part 2: Pre-Assessment and Data Analysis Part 3: Instructional Planning and Lesson Delivery Part 4: Post-Assessment and Data Analysis Part 5: Reflective Practice Part 6: Performance Evaluation Note: You completed Part 1: Teacher Consultation of this experience in Week 2. Assignment Deliverable Write a minimum 1,050-word reflection in which you summarize Parts 2–5 of your guided field experience. Include the following: Part 2: Pre-Assessment and Data Analysis Write a minimum of 175 words in which you: Describe the pre-assessment, including why it was chosen and how it aligns with the content area standard(s) and the lesson’s learning goals/objectives. Explain how the pre-assessment was scored and what the data indicated. Describe the students’ strengths and key areas of opportunity based on the pre-assessment. Part 3: Instructional Planning and Lesson Delivery Write a minimum of 175 words in which you: Describe your level of comfortability with instructional planning and lesson delivery, including what you could do to become more comfortable. Explain the successes and challenges you experienced during the lesson’s delivery. Describe the supports you provided to students during your lesson delivery, including their impact on student learning. Part 4: Post-Assessment and Data Analysis Write a minimum of 175 words in which you: Describe the post-assessment, including why it was chosen and how it aligns with the content area standard(s) and learning goals/objectives. Explain how the post-assessment was scored and what the data indicated. Describe the students’ strengths and key areas of opportunity based on the post-assessment. Part 5: Reflective Practice Write a minimum of 525 words in which you address the following: Analysis of the Lesson’s Results Describe how the students performed on the post-assessment vs. the pre-assessment. Explain how the students did (or did not) master the lesson goals/objectives, including what you believe accounts for these results and how this may inform future instruction. Reflective Teaching Practice Describe what went well and what did not go well in your lesson delivery, including how the students responded to your instruction. Explain how you positively impacted student learning in this experience, including specific examples to support your explanation. Dispositions of Effective Educators Reflect on your planning and lesson delivery and consider your performance related to the following dispositions of an effective educator: Professional competence and responsibility Collaborative relationships Valuing diversity Critical thinking and reflection Describe how you demonstrated each of these dispositions, including examples to support your explanation. Explain how you will continue developing your disposition to be an effective educator.

Essay Sample Content Preview:

Summative Assessment- Guided Field Experience Name Institution Course Instructor Date Summative Assessment- Guided Field Experience Part 2: Pre-Assessment and Data Analysis The GFE pre-assessment at Pvt. Nicholas Minue Public School was conducted on May 17th at 10.30 am during a science period. An assessment already given by the teacher earlier in the year was selected. This decision was made to test students' prior knowledge to find out what they already know about the topic of balanced and unbalanced forces and to prepare them for the upcoming lesson on this topic, which is the content area standard. The assessment was chosen for its importance to the learning goals and objectives of the lesson, and hence, a focused approach to instructional planning was possible. The scoring of the pre-assessment was done following the established criteria, which included the students' knowledge of the effects of the balanced and unbalanced forces on the motion of an object. The data analysis showed a difference in the comprehension level of the students. Strengths may be the basic recognition of the force effects, while the areas of opportunity may be the deeper understanding of the force interactions and their impact on motion. In general, the pre-assessment was a diagnostic tool that helped to develop instructional strategies and to customize the lesson content to the needs of the students and their readiness to learn (Bukhari, 2018). Recognizing the strengths and weaknesses helps to make a unique way of teaching, which increases the student's interest and the learning results. Part 3: Instructional Planning and Lesson Delivery The lesson delivery was done on the same day after pre-assessment to ensure the students stayed within their teacher's lesson plans. My comfort level with instructional planning and lesson delivery is moderate, but it has the potential for improvement. I plan to get used to the situation by doing collaborative planning sessions with experienced teachers and asking for their feedback on my lesson plans and delivery techniques. Besides, I will continue searching for instructional resources and methods adapted to the different learning styles and needs, thus increasing my collection of teaching methods. The most important achievement of Lesson Delivery was student engagement, which was promoted through hands-on activities and active participation (Zhao & Ko, 2020). Nevertheless, problems came up in the case of answering student's questions individually while preserving the rhythm of the lesson. To tackle this issue, I will develop ways of handling the classroom discussions and giving the students help on time without disturbing the whole lesson plan. During the lesson, I used supports such as scaffolding instructions, giving explanations, and promoting peer cooperation. These aids clarified the concepts and created a cooperative learning environment, which, in turn, improved the student's understanding and his/her involvement in the learning process. In the future, I will improve these supports to meet the different needs of all learners, thus ensuring equal access to learning opportunities. Part 4: Post-Assessment and Data Analysis The post-assessment of the guided field experience (GFE) at Pvt. Nicholas Minue Sch...

Updated on August 5, 2024

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