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Ued 495-496 Hopper Hannah Planning Preparation Instruction Assessment Rationale and Reflection Paper
Ued 495-496 Hopper Hannah Planning Preparation Instruction Assessment Rationale and Reflection Paper
Hannah Hopper
Regent University
Introduction
An educator must fulfill multiple roles and have an exceptional vision for the end goal
when planning and implementing instruction. In order to produce achievement and academic
growth in the classroom, a teacher should begin with planning and preparation. Instruction will
only be as effective as the time and effort spent preparing lessons that are aligned with the given
objectives. Once planning has been completed, a large amount of time is spent preparing and
gathering resources and materials to allow each lesson to come to life. This aspect can become
time consuming; however, the students always benefit from the effort sown into a unit. The last
two aspects are the delivery and assessment to evaluate if the students developed an authentic
understanding on a subject. This requires an educator to reflect on a daily basis and adjust as
I selected multiple lesson plans to represent the planning and preparation for a unit I
taught on numeric patterns. This artifact demonstrates how I introduced the new unit and how I
concluded the unit. This was a particular unit where the students took a longer time to understand
and grasp the concept I was teaching. Because of this, I found myself reflecting on a daily basis
and editing plans to meet the necessities of my students. I had to reevaluate the lesson plans I
reach the students who were struggling with numeric patterns. I quickly learned I had to integrate
different strategies for students depending on their development. This required me to adjust my
plans and differentiate through exit questions, direct instruction techniques, and through
questioning.
PLANNING, PREPARATION, INSTRUCTION, AND ASSESSMENT 3
The next artifact I chose was a collection of assessments I used while instructing. I gave
each student a pre-assessment at the beginning of the unit to assess their prior knowledge on
patterns and determine where I should head with my instruction. This pre-assessment really
aided my planning and acted as a guide for instruction. It allowed me to see what was commonly
understood as a whole and acted as a strong starting point to introduce my unit. It was important
to give a pre-assessment to gauge the students understanding before wasting time covering
aspects that did not need as much time allocated. It also acted as a way to build on prior
knowledge and understand where each student stood before direct instruction. I also used several
independent tasks and exit questions as formative assessments throughout the unit. I used these
in both small group settings and as independent tasks. By assigning independent tasks, I was able
to identify which students could transfer the knowledge they had learned in the small group
setting to then working independently. Collecting as many formative assessments throughout the
unit helped drive my instruction and allowed me to zone in on who needed more assistance
during small group instruction. I was able to modify my instruction based on these formative
assessments by having struggling students sit next to me and trying out different strategies until
one fit best. Administering and analyzing formative and summative assessments involved the
The last artifact I chose was a data table I created to organize and analyze student
progress for numeric patterns. This table was a way to document student progress and an easy
visual to see who was developing and who was staying stagnant. Throughout my student
teaching experience I realized how important it was to not only assess the students on a daily
basis but also document progress. This documentation served as a piece to use with my
cooperating teacher to communicate areas of growth and areas that needed more attention to help
PLANNING, PREPARATION, INSTRUCTION, AND ASSESSMENT 4
students develop enduring understandings. This type of data also served as a document for me to
assess myself as an instructor and see if my planning and delivery was effective overall and
Achievement (Dean, Hubbell, Pitler, and Stone, 2012) it states, The first question teachers
should ask themselves is What should students know, understand, and be able to do by the end
of this unit or lesson? (p.153). This type of mindset is vital when approaching the planning and
preparation for a unit. During my student teaching experience, I would begin planning by
thoroughly looking over the state objectives and requirements that the students needed to master
when learning. I would take these standards and curriculum to formulate and develop the
enduring understandings for a unit. Next, I would break it down even more to decide what I
wanted the students to be able to know at the end of a lesson. In order for the students to
demonstrate their understanding and acquired knowledge, I would need some type of assessment
tool.
During my courses at Regent University, a large emphasis was put on how to assess and
determine if authentic learning is occurring in the classroom. Some would say if a student
correctly answers all the questions on a test then they have mastered a particular standard.
Personally, I believe true understanding and authentic learning must be determined by multiple
formative assessments that allow the student an opportunity to transfer knowledge learned in a
whole group setting to then an independent setting. I also believe students should be able to
explain their understanding in their own words and be able to create the concept on their own.
PLANNING, PREPARATION, INSTRUCTION, AND ASSESSMENT 5
True understanding is not the ability to regurgitate knowledge; yet, it is the ability to discover
concepts and transfer them into real-life situations where the learner can cultivate a connection.
and tools. Radford (2013) wrote, The purpose of assessment and evaluation is to increase
student learning and understanding of a subject or skill (p.126). Because all students are
different and learn in alternative ways, assessments should cater to all learning types. Some
options for assessing students could be by observing students explain, interpret, apply, persuade,
create, design, defend, critique, correct, [and] summarize (Radford, 2013). I have learned
always explain and communicate expectations with the students. If I had decided to assess my
students using a particular method, I would always communicate how I planned to assess them in
order to prepare and allow them an opportunity to ask questions. By clearly explaining
expectations and aligning instruction strategies with assessment methods, the students will feel
well prepared and familiar when it comes time for a summative assessment.
in her book, Instruction for All Students. Throughout this book, she provides practical examples
on how to teach to the needs of every student by using creative and engaging strategies. One
important aspect that is discussed is how to design lessons. She asks ten questions to spark
provoking thought and one state, What do I need to do to scaffold instruction so that the
learning experiences are productive for all students? (Rutherford, p.36). I had to ask this
question frequently during my unit on numeric patterns because the students were progressing at
different rates. When planning and implementing lessons, a teacher cannot hold the mindset of
checking off a box in a curriculum. It must extend much further and involve each individual
PLANNING, PREPARATION, INSTRUCTION, AND ASSESSMENT 6
student having access to a learning strategy that works best for him or her. It requires moments of
remediation to take instruction back a few steps for some and requires extension questions and
activities that will enrich others. It is truly a balance of altering instruction on the day to day, so
that when the time comes for a final summative assessment, each student will have a fair chance
to succeed.
PLANNING, PREPARATION, INSTRUCTION, AND ASSESSMENT 7
References
Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom Instruction that Works:
Radford, C. P. (2013). Strategies for Successful Student Teaching: A Guide to Student Teaching,
Rutherford, P. (2008). Instruction for All Students. Alexandria, VA: Just ASK.