Reflection Summary

1.

Math Results

ELA Results

Missed 0 Missed 2 to 4 Missed 5 or more

Made 5 or more mistakes Made 3 to 4 mistakes

Made 2 or less mistakes

Science Math Results Social Studies Results

Made predictions and adjustments

Made predictions and adjustments
Made adjustments Bought/sold a good and servie Bought/sold a good and servie

Made no adjustments or predictions Bought/sold a service

 I was really surprised by the results of my students’ formative assessments. The

concepts were mostly new for the students, and I have many students on IEPs for a

variety of disabilities. My mentor teacher and I thought the students would struggle a lot

more, but all the students did very well. For math, I would make sure students are using

their touch points. Many of the students did not use their touch points when completing

the problems. According to Cihak & Foust (2008), “Teaching math using visual,

auditory, and tactile components it allows a multi-sensory approach. The child uses the

touch points and counts aloud to provide this type of approach in math. This is useful for

students who have trouble with instant recall of math facts” (p. 132). The touch points

would really improve the student’s addition with 3-digit problems which is why I would

use this and remind students to use this in the next lesson.

For ELA, I would use the ARMS and CUPS acronym. This will cover the editing

and revising part of the writing process which is something I have noticed the students

in my class really struggled with. According to Robbins (2011), “The typical short-term

memory of most learners only allows for 4-5 “chunks” of information at a time. However,

acronyms allow you to pack an exponentially greater amount of material into each

chunk. These 4-letter acronyms can help learners remember the key ideas behind an

extensive volume of content” (p. 44). These acronyms can really help students

remember important information that will be useful to them for years. The writing

process is something they will see for years to come and by memorizing these

acronyms, the editing and revising part will become much easier for students. That is

why I think it will be extremely useful for students to work with them.
 For science, the students tended to struggle with predictions. I think next time I

would have the students do a review activity on predictions as a mini lesson. Mini

lessons are very beneficial to the students because they get right to the point and

review with students before they continue onto the activity or independent work.

According to Manning (1998), “The main benefit of mini lessons are that they are short,

to the point, and help your students focus solely on one particular skill without being

distracted or confused by other skills” (p.80). This mini lesson will focus on prediction

which is very clear the students need to work on. I would complete a mini lesson for the

students and then to extend the practice on predictions, I would have the students give

scenarios where they make predictions.

For social studies, the students really struggled with the money part of this

assessment. The students learned money a few months ago, so I did not think this

would be an issue. Unfortunately, it was. In future planning, I would complete a mini

lesson with the students about money. We would review the coins, and the dollar bills. I

would also remind students that the value of the money is printed on the bills. I would

remind them to use those numbers to count their touch points. This would help them to

understand how much money they have. This would make future lessons go much more

smoothly.
 References

Cihak, D. F., & Foust, J. L. (2008). Comparing Number Lines and Touch Points to

Teach Addition Facts to Students With Autism. Focus on Autism & Other

Developmental Disabilities, 23(3), 131–137.https://doiorg.eps.cc.ysu.ed

u/10.1177/1088357608318950. Received on 30 March 2022.

Robbins, J. K. (2011). Problem Solving, Reasoning, and Analytical Thinking in a

Classroom Environment. Behavior Analyst Today, 12(1), 40–47. https://doi-

org.eps.cc.ysu.edu/10.1037/h0100710. Received on 30 March 2022.

Manning, M. (1998). Mini-lesson madness. Teaching Pre K-8, 28(7), 81. Received on

30 March 2022.
2. I do believe my feedback provided the students with insight into their learning. I

really took my time to write verbal feedback to students and made sure that the

feedback I wrote was in student friendly terms that they would understand. For

the students I would meet with, including my 2 students, I think it was much more

efficient. I think the students I met with may have much more insight in their

learning than the students I did not meet with individually. Next time, I want to

plan for more individual students to provide feedback to the students.

3. During the follow up lessons, I will provide a mini lesson on areas they struggled

with, like money or predictions. Most times during the follow up lessons, I will

remind students to use the post it note, notecard, anchor chart or poster.

Students should use these concrete items to refresh their memories when

completing assessments for the follow up activities.

4. I have learned that during teaching, things do not go as planned. The students

really make things very unpredictable when the students are so young. I have

learned that I can not plan for things to go perfect, and it is okay that things do

not turn out perfectly. In the end all my lessons went great, even if they did not go

as planned. As for formative assessments, I have really understood how

important they are. The students may seem like they were doing good on

something, but the formative assessments state otherwise. According to Crişan

(2017), “Formative assessment is a great way to measure a student’s

performance during instruction, and usually occurs regularly throughout the

instruction process. When we assess student learning for formative purposes,

there may be no final mark on a student’s paper.” The formative assessments, if

 broken down correctly, can really show where students are struggling. This helps

me see where the students may need a mini lesson or extra practice in a specific

area.

Crişan, A. N. (2017). Case study on the importance of formative assessment in

stimulating student motivation for learning and increasing the efficiency of

the educational process. Journal of Educational Sciences & Psychology,

7(1), 20–25. Accessed on 30 March 2022

5. One thing I would have done differently during lesson week was review more

with the students. I assumed they had learned the basic components of many

standards during 1st grade and the reviews I had planned would refresh their

memory. That was not always the case. We had to review much more than I had

anticipated. Another thing that I would have done was made more

accommodations for the students that are considered gifted. I think I was so

worried about making sure the rest of the class and the struggling students would

understand the lesson that I did not make enough accommodations for the gifted

students. These students finished quite early, so to keep those students from

causing disruptions while rest of the class worked, we had discussions about

what content we were learning during the lesson. If I would have provided better

accommodations for these students, this would not have been an issue.