Student Learning and Reflection of Teacher Practices

Implementing an instructional unit requires analysis of student learning and reflection of teacher practices. To this point, pre-assessment data has been analyzed and a unit designed to address learning needs. The next step is to implement a unit and analyze data to determine learning outcomes.

Implement the unit you have designed. You have already implemented and analyzed the pre-assessment. In this topic, you will implement all lesson activities, correlating formative assessments, and the summative post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment to review and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.

Complete STEP Standard 5 by summarizing, in 500-750 words, your experience teaching your unit. Include the following:

Summary of Unit Implementation

Discuss each lesson activity and whether the execution of each lesson went exactly as planned.
Describe the engagement strategies used and if they helped foster the learning goals.
Summary of Student Learning

Describe your initial perception of the overall student learning.
Describe the results from your observations and each measurement of learning that supports your initial perception of student learning. (Note: This summary is intended to be brief. It does not need to include detailed data results on formal assessments, as you will be analyzing these more closely in the next topic.)
Describe one student’s learning or response that caused you to rethink your plans.
Describe how you responded to that student including why you thought this would improve student progress, and what effect, if any, it had on the student.
Reflection of Video Recording

Describe your perceptions of your teaching performance.
Identify one thing you would like to improve upon in your future teaching (be specific), and one thing you felt you did well and how you will build upon it.

Student Teaching Evaluation of Performance (STEP) Template
Table of Contents
Student Teaching Evaluation of Performance (STEP) Template 1 Table of Contents 2 STEP Standard 1 – Contextual Factors: Knowing Your School and Community 3 STEP Standard 2 – Writing Standards-Based Objectives and the Learning Goal 5 STEP Standard 3 – Assessment and Data Literacy 6 STEP Standard 4 – Unit and Lesson Planning 7 STEP Standard 5 – Implementation of Instructional Unit 10 STEP Standard 6 – Analysis of Student Learning 11 STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 13

STEP Standard 1 – Contextual Factors: Knowing Your School and Community
Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following link:

STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

STEP Standard 1 – Contextual Factors: Knowing Your School and Community

Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link:

STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

STEP Standard 2 – Writing Standards-Based Objectives and the Learning Goal
Unit Topic: Click here to enter text.

Unit Title: Click here to enter text.

National or State Academic Content Standards

Include both the standard code and the title. Be sure to only include standards you will provide instruction for and that will be assessed.

Learning Goal

Provide the overall learning goal for this unit. What do you want students to know and be able to do at the end of the unit?

Measurable Objectives

List the measurable objectives for this unit. Make sure the objectives are measureable and only include the objectives you plan to assess and you have evidence the students have met or not met the objectives.

STEP Standard 3 – Assessment and Data Literacy
Pre-Assessment – Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.

Copy and paste, or insert a picture of the pre-assessment.

Pre-Assessment Data: Whole Class – Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction.

Pre-Test: Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter “De Delete” or Insert.”” “

Number of Students

Highly Proficient (90%-100%)

#
Proficient

(80%-89%)

#
Partially Proficient

(70%-79%)

#
Minimally Proficient

(69% and below)

#
Pre-Assessment Analysis: Whole Class

Based on the data above, what changes, if any, will you make to your selection of national or state academic content standards, the learning goal, or measurable objectives?
Based on the data above, describe in 1-3 paragraphs the effect this data could have on the planning, delivery, and assessment of your unit.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.

Student Teaching Evaluation of Performance (STEP) Template
Table of Contents
Student Teaching Evaluation of Performance (STEP) Template 1 Table of Contents 2 STEP Standard 1 – Contextual Factors: Knowing Your School and Community 3 STEP Standard 2 – Writing Standards-Based Objectives and the Learning Goal 5 STEP Standard 3 – Assessment and Data Literacy 6 STEP Standard 4 – Unit and Lesson Planning 7 STEP Standard 5 – Implementation of Instructional Unit 10 STEP Standard 6 – Analysis of Student Learning 11 STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 13

STEP Standard 1 – Contextual Factors: Knowing Your School and Community
Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following link:

STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

STEP Standard 1 – Contextual Factors: Knowing Your School and Community

Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link:

STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

STEP Standard 2 – Writing Standards-Based Objectives and the Learning Goal
Unit Topic: Click here to enter text.

Unit Title: Click here to enter text.

National or State Academic Content Standards

Include both the standard code and the title. Be sure to only include standards you will provide instruction for and that will be assessed.

Learning Goal

Provide the overall learning goal for this unit. What do you want students to know and be able to do at the end of the unit?

Measurable Objectives

List the measurable objectives for this unit. Make sure the objectives are measureable and only include the objectives you plan to assess and you have evidence the students have met or not met the objectives.

STEP Standard 3 – Assessment and Data Literacy
Pre-Assessment – Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.

Copy and paste, or insert a picture of the pre-assessment.

Pre-Assessment Data: Whole Class – Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction.

Pre-Test: Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter “De Delete” or Insert.”” “

Number of Students

Highly Proficient (90%-100%)

#
Proficient

(80%-89%)

#
Partially Proficient

(70%-79%)

#
Minimally Proficient

(69% and below)

#
Pre-Assessment Analysis: Whole Class

Based on the data above, what changes, if any, will you make to your selection of national or state academic content standards, the learning goal, or measurable objectives?
Based on the data above, describe in 1-3 paragraphs the effect this data could have on the planning, delivery, and assessment of your unit.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.

View this related post: HCM520 Quality and Performance Improvement in Healthcare.

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