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Kristin Foster

Reflection week 9
This week I realized that I have been using self biased assessments. This is due to the
fact that most of my assessments have been based off of observation. So many of the
assessments havent been independent, verbal scaffolds or prompts were given during the
assessment. It would be one thing if they were given appropriate scaffolds during the
assessment. Then if the skill was mastered with the scaffold, I would reduce the scaffold, teach
the skill with the extra step and assess again.
Task analysis is a very important skill to have as a teacher. Task analysis allows a
teacher to understand each tiny step that is compiled to create one academic skill. This week I
learned that each of my lessons may need to be broken down into tinier tasks than originally
planned. I also need to do a written independent assessment after teaching one step in the task.
If the students have mastered the first step I can then move on to the next step the next day, but
if they havent it is important to reteach the first step. This way I am helping the students work
towards independent mastery of the academic skill.
For example, if I am teaching the skill of identifying the main idea and details in a
passage. I need to first teach what text features are because they will use them to identify what
the main idea is. Then, I will teach how to identify text features in a passage. Next, which text
features identify the main idea. Following with what ext features signal a supporting detail. The
next skill is transferring them to a graphic organizer. Throughout the process students should be
checking their work, and understanding which is a whole other skill.
For a while I have been trying to teach students how to do all of these steps in one
lesson. This has resulted in a whirl of information and unmastered skills. The skill of identifying
the main idea has been extremely prompted and therefore not mastered and not independent.

Surface Reflection: Examples: How did students respond to my lesson?


Did I effectively assess their understanding of the concept I was trying to
teach? How do I know? Did I spend too much time on group work today or
was it just right? Is there anything I'll do differently tomorrow?

Pedagogical Reflection: Examples: How can I improve learning and


understanding for my students? What else can I do to help students make
connections to prior learning? Am I giving students the opportunity to show
or talk about their learning beyond pencil and paper activities?

Critical Reflection: Examples: Do the students I work with have daily


opportunities to be successful? If not, why not and how can I change it?
Who is being included and who is being excluded in this classroom
practice? Is there anything I need to consider differently? Do I have high
yet attainable expectations for the students I work with? If a student has a
short attention span and has difficulty staying on task, what can I do to
help the student stay engaged for longer periods of time? What scaffolded
supports can I put in place to structure a positive experience for the
student?
5/5
Thanks. Great you are able to analyze student learning and growth and make the appropriate
adjustments.

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