Explain how you will use this process in your future professional practice.

For this field experience, you will assess students, provide them feedback, and reflect on the summative assessment implementation.

Part 1: Assessment

In the previous field experience, you designed and implemented a lesson that provided additional learning support to a selected group of students. In the final part of the assessment process, you will conduct a summative assessment for the same group of students.

Your summative assessment should be designed to determine mastery of identified standards. Prior to completing the assessment, review the pre-assessment to ensure appropriate concepts are measured in the final assessment. Once your summative assessment is complete, ask your mentor teacher to review it for approval.

Administer the assessment to the group of students. You may provide multiple assessment methods (oral, written, technology driven, etc.), and differentiate assessment based on the needs of the students.

Part 2: Provide Feedback

Individually review each student’s assessment results with him or her. During each conference, ask the following questions to engage the student:

• How do you feel about the lesson?
• What was most difficult?
• What was easy?

During this time, begin with a positive strength of each student. Provide effective, descriptive feedback by identifying instructional goals for the student to continue working on. End on a positive note that shows compassion, justice, and concern.

Use any remaining field experience hours to speak with your mentor teacher and, provided permission, seek out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.

Part 3: Reflection

Submit a 250-500 word reflection of your experience creating a summative assessment, administering it, and providing feedback. Did the data you collected in the pre-assessment help you prepare an applicable summative assessment? What challenges did you run into during the summative assessment and how did you deal with them?

Explain how you will use this process in your future professional practice.

Submit a description or copy of your assessment, along with a 250-500 word reflection on giving instructional feedback to the students, as one deliverable.

Running head: SCIENCE AND HEALTH MINI-LESSON PLAN 1

 

SCIENCE AND HEALTH MINI-LESSON PLAN 6

 

 

 

 

 

 

Clinical Field Experience C: Science and Health Mini-Lesson Plan

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Institutional Affiliation

 

 

 

 

 

 

 

 

 

 

 

Clinical Field Experience C: Science and Health Mini-Lesson Plan

Part 1: Science and Health Mini-Lesson Plan

Science and health standard: P-LS1-2. Planning and investigating the manner in which common animals and/ or plants use parts of their bodies to survive in their habitats (New York State Education Department, 2019). Aspects of emphasis include: correlations between living and physical environment, and how people interact with the physical environment to increase survivorship. Grade level: 2

1-2 learning objectives: · To identify and name different body parts of common plants and animals, and how the body parts are used to support the survival and life processes of identified plants and animals. · To understand different ways through which plants and animals especially humans relate with their physical environment to increase survivorship and care for the environment.

Instructional strategy: Description of different body parts of plants and animals using text, paper charts, and videos. Introduction and explanation of relevant vocabulary that relate to the physical environment and the plants and animals under study. The teacher will ask and answer questions. Students will be grouped and given an opportunity to discuss and tell stories of the body parts and functions that they are familiar with.

Description of the learning activity that successfully integrates science and health (100-150 words): The learning activities that integrate science and health is the use of charts and audiovisual devices to illustrate to students the names of different body parts of plants and animals. By observing different activities that people engage in such as planting of trees, and the functions of parts of trees such as leaves and roots, students will be able to relate positive environmental outcomes associated with planting of trees. It will then be easy for them to understand why engaging in appropriate environmental and hygienic activities contribute to good health and high survivorship of humans and other animals. Students will also be placed in groups and allowed to demonstrate activities that contribute to good health and hygienic environment among themselves. Students will also narrate stories about their day-to-day activities on the environment and how such activities contribute to good health.

Formative assessment: Verbal questions, group work, written questions, drawing assignments, and think-pair-share in which the teacher asks questions, students write down the answers and allowed to discuss their answers in groups.

 

Part 3: Reflection

How Students’ Data Supports Instructional Strategies and Learning Needs

Data on students’ performance, competencies, and demographics supports the developed instruction since the data serves as a reference material that guides instructional strategies applied by teachers. The curriculum and state education standards have guidelines that offer examples of teaching strategies that can be applied in a variety of settings. With an elaborate knowledge of students’ data, teachers can be able to choose the right instructional strategies and resources that suits students with diverse needs (Afriana, Permanasari & Fitriani, 2016). From the data, teachers can select, differentiate, and apply suitable learning strategies and equipment so that each selected strategy will appropriately suit each student’s social, physical, and mental abilities thereby increasing the effectiveness of knowledge-transfer processes.

Modifications that Supported the Learning Outcomes

Students have different mental and physical abilities so that not all learning strategies and resources are suitable for them. As such, modification of instructional strategies and equipment was necessary. For students with poor visibility and slow readers, audio-enabled electronic versions of the books were made available in each computer for each group. The texts and parts of objects were highlighted as they were read out to help struggling students not to get lost and to improve their reading skills. Furthermore, the classroom had to be rearranged during group discussion sessions so that each group consisted of students with varying levels of academic competencies to ensure that there was a competent student in each group who would offer help and guidance to struggling students in the groups (Westwood, 2018). Demonstrations of how trees are planted was done in bucket models of the ground in the classroom due to time limitation while sweeping and moping was avoided due to possible allergic reactions hence were demonstrated in videos.

Ethical Considerations

The main ethical consideration that needs to be observed is privacy and confidentiality of students’ learning and personal data. The teacher is supposed to handle and use students’ personal information discreetly by not sharing with the information with fellow teachers and other third parties unless if doing so would benefit the students or their families. Keeping private students’ information helps avoid humiliation and embarrassments that students can experience in the class or out of the school settings, which can induce emotional, psychological, and social inefficiency and ineffectiveness (Westwood, 2018). Furthermore, the teacher is not supposed to use students’ data to give examples to the class or to mention such information when punishing and awarding unruly and hardworking students respectively as this may lower the dignity of the students’ and their family members. This can cause social problems and low motivation on the part of the student, which can destroy students’ motivation for learning and respect to the teacher.

 

 

 

 

 

 

References

Afriana, J., Permanasari, A., & Fitriani, A. (2016). Project based learning integrated to stem to enhance elementary school’s students scientific literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 261-267.

New York State Education Department. (2019). New York state P-12 science learning standards. NYSED. Retrieved from http://www.nysed.gov/common/nysed/files/programs /curriculum-instruction/p-12-science-learning-standards.pdf

Westwood, P. (2018). Inclusive and adaptive teaching: Meeting the challenge of diversity in the classroom (2nd ed.). New York: Routledge.