Assessment Description After analyzing assessment data to understand patterns and gaps in learning, the next step in instructional planning is to develop lessons that integrate the information to crea

Assessment Description After analyzing assessment data to understand patterns and gaps in learning, the next step in instructional planning is to develop lessons that integrate the information to crea
GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: Who is the audience What action verb will be measured during instruction/assessment What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: I will use a visual of the planet Earth and ask students to describe what Earth looks like. I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located. Time Needed Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: English language learners (ELL): Students with special needs: Students with gifted abilities: Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. I will model one example of solving a number sentence on the white board before having students search for the matching card. I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: English language learners (ELL): Students with special needs: Students with gifted abilities: Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain if you will differentiate assessments for each of the following groups: English language learners (ELL): Students with special needs: Students with gifted abilities: Early finishers (those students who finish early and may need additional resources/support): Time Needed Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. Time Needed Rationale/Reflection After writing your complete lesson plan, explain three instructional strategies you included in your lesson and why. How do these strategies promote collaboration, communication, critical thinking, and creativity? Bold the name of the strategy. For example: . Think-Pair-Share promotes engagement, communication, and collaboration because all students get a chance to share their ideas or answers. This is beneficial to students because they get to put their ideas into words, and hear and discuss the perspectives of others. © 2018. Grand Canyon University. All Rights Reserved.
Assessment Description After analyzing assessment data to understand patterns and gaps in learning, the next step in instructional planning is to develop lessons that integrate the information to crea
Assessment Analysis Action Plan Name Institutional Affiliation Assessment Analysis Action Plan Data is defined as a set of collected facts and statistics that can be used as reference material for analysis. This is a crucial component in the teaching environment as it provides information about the teaching progress and reflects on the areas the instruction should focus on. It enables students to differentiate and use adaptive approaches to help them understand concepts better. Understanding performance data analysis is the first step in closing the gaps that might exist in the classroom (Kumar, 2020). This paper will use the sample assessment analysis to identify the learning gaps that exist among the students, focusing on one geometry state standard. State Standard State geometry core standard: CCSS.Math.Content.HSG-SRT.B – Prove theorems involving similarity Identified Patterns and Gaps According to the sample analysis, 48% of the students are minimally proficient in proving similarity theorems, and an additional 32% are partially professional. In the same topic area, only 8% of the students are highly proficient and 12% moderately proficient, showing an excellent learning gap that needs to be assessed. Supplementary Resources For the students to understand the concepts better, supplementary resources other than the traditional teaching materials come in handy to make the students understand better. This can be possible by, for instance, using 3D models to prove the theoretical concepts of the topic. Typically, activities involved in establishing the theorems of similarity in geometry utilize pen and paper, where the students solve equations to show similarity. Using 3D models and drawings will create a more realistic approach to proving the theorems. These can be used to prove the Pythagoras theorem and join lines at different angles to make triangles (Evans, 2019). Another resource that can be used is by making use of video tutorials to teach the students. This makes the student more eager to learn and, in the process, improve their proficiency in the topic. This is possible through various certified websites that provide efficient teaching materials for the students. Topic Areas The teacher must address key ideas before digging deep into the concept. Firstly, the teacher should use direct proofing of theorems by introducing easy and obvious theorems to which the students relate. Then, there’s a need to introduce proofing by contradiction, enabling the student to identify where a statement theorem in the related topic is false or true (Takahashi, 2019). The last topic that can be integrated is proofing through induction, which is a broader method that generalizes an equation to serve infinite possibilities. Assessment Ideas, Providing Feedback and Collaborating with Other Content Teachers The instructor must use different assessment ideas to assess the progress of closing the learning gaps involved. This is possible by giving out quizzes through group discussions and continuous assessment tests. These assessments’ results will help determine whether the teaching methods employed are effective. It is also crucial that the instructor collaboratively works with other teachers in other concepts area to complement the teachings. This is especially crucial in science-related subjects, especially where proving theorems are involved. Here, the students can apply the same knowledge in geometry, making them relate more efficiently. When providing feedback to the students, the instructor must do their best to appreciate the students’ efforts in learning the concept. The teacher should be accommodating to the students’ answers and acknowledge their contribution in class and assessments. Where the students are wrong, they should not be dismissed but encouraged to correct themselves and do better. In so doing, the students will gain confidence and boost their proficiency in learning the concept. References Evans, C. (2019). Trigonometry and geometry. Engineering Mathematics, 75-113. https://doi.org/10.1201/9780203757376-3 Kumar, B. (2020). Study skills for students with SLCN. https://doi.org/10.4324/9780429426346 Takahashi, T. (2019). Proving in mathematics education – On the proof using ATP. Theory and Practice: An Interface or A Great Divide?, 558-563. https://doi.org/10.37626/ga9783959871129.0.105