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Reflection and Self-Evaluation
Analyzing the relationship between teacher instruction and the learning outcomes of the students is imperative to the successful implementation of any lesson. Throughout the process of this Teacher Work Sample, considerations were made in the following areas to maximize successful lesson plan development and execution: contextual factors, state standardized learning goals and objectives, assessment planning, design for instruction, and the analysis of learning results. Each of these considerations provided a cohesive approach to maximize achievement for learners involved in this lesson.
Educators today are challenged with the need for differentiated instruction. No longer does teaching from the book engage students in a manner that ignites interest. Demand for learning that can be applied to life outside of the classroom is at a heightened level for both learners and teachers creating lessons that promote student achievement. Understanding the student and how he or she learns is no longer conceptual, but necessary to reach each individual and maximize the successful implementation of a lesson. Knowing what influences learners as it pertains to their modality, socioeconomic status, home life, cultural diversity, and school environment is essential for instructional effectiveness. The following self-reflection of the student teaching experience in a third through fifth grade self-contained emotional behavioral development class will outline the success of student learning based instructional effectiveness through assessment, the alignment of goals and objectives, implications for future teaching, and implications for professional development.
Interpretation of Student Learning
The students within this class are bright individuals with creative insight and a desire to learn. There were five students; two girls and three boys. This was a nice size group for the implementation of a lesson that focused on functional goals relating to emotional self-awareness and self-management skills, the establishment of positive peer relationships through cue recognition, and ethical behavior in accordance to classroom rules. Working through this lesson together provided insight for the entire classroom, rather than working in small groups or on an individual basis. Functionally, the success of the lesson may not have been attainable and shown the continued results had this not been the case.
The goal of teacher instruction throughout this unit was the development of social and emotional skills through proper communication. Immediate feedback to students as they worked through social stories allowed them to assess alternatives to their response and opened up conversation relevant to the goals and objectives set forth in the lesson. Each student in this class showed progressive growth according to the data collected. Certain students showed more growth than others. One student in particular had poor communication skills because of a cognitive disability, resulting in a smaller deviation in learning than others; however, an increase in appropriate behavior did take place. From a qualitative perspective, each student has exemplified an increase in controlled response both in their social story responses and within peer conflict outside of the lesson. Quantitatively the class has shown a reduction in the infractions they have received, from 97 in September to 53 in November, resulting in a 47% drop in overall infractions.
This growth is directly related to each student’s ability to reflect on social situations that have been role played throughout the lesson, and his or her ability to recognize the use of appropriate communication. This type of self-regulation was not taking place prior to the lesson. Relating circumstances to those acted out in social stories provided each student with conditioning he or she could connect with.
Instructional Effectiveness through Assessment
Assessments provide the teacher with insight into student learning and the effectiveness of instructional implementation. Informal assessments took place during each lesson. Each morning the student teacher would have each student read his or her personal goal from his or her journal. The teacher would ensure that the student’s goals were attainable and aligned with the school-wide PBIS initiative of being safe, being responsible, or being respectful. This activity provided students with an opportunity to take ownership for his or her actions and prompted him or her to assist other classmates in achieving his or her goal.
Daily lesson implementations were assessed informally as the teacher walked throughout the room to review student work. In the first week, effective use of vocabulary was the focus of the lesson. On the first day it was apparent that not enough instruction had taken place. The teacher reviewed vocabulary words and his or her use within context; however, the teacher hadn’t provided the chance to confirm comprehension with each student. The entire class conveyed individual comprehension had taken place based on the direct instruction approach. Informal observation had proven otherwise and a more thorough introduction was then implemented. This caused for a delay in lesson plan execution based on the assumption that students would inherently been able to implement effectively the vocabulary within the context of their social stories. Once proper implementation of vocabulary had been achieved, the remaining aspects of the lesson had gone according to plan. Social story execution was reinforced through individual sharing during lesson time and once a week in group with the social worker.
Alignment with Goals and Objectives
The student teacher, in coordination with the classroom teacher, established the goals and objectives of this lesson in accordance with those set forth by the Illinois State Board of Education. Learning goals and objectives were significant, appropriate, challenging, and aligned to the student’s IEP goals and objectives. These standards were developed in accordance with Section 15(a) of Public Act 93-0495. Special education teachers must follow the common core curriculum standards along with the individualized social and emotional learning standards specific to the student’s IEP goals.
Special education teachers often base their primary focus on academic instruction and curricular achievement. Equally important, are the functional goals that have been established for each student as outlined in his or her IEP. The learning goals and objectives outlined in the teacher work sample correspond to the Illinois State Board of Education Stage C standards as they pertain to students with social and emotional learning needs. These goals span the entire school year. The special education teacher implemented ongoing strategies to assist in the recognition and success of these strategies throughout this lesson. Assessments were the basis for goal and objective updates.
Implications for Future Teaching
Designing this teacher work sample has provided the student teacher with an opportunity to take a holistic approach to lesson plan development. All aspects of lesson plan development must be analyzed rather than simply its individual components. The student teacher recognizes that the combination of contextual factors, applicable goals and objectives coordinated with the needs of each student, and a thorough assessment process must all work together in establishing an effective lesson. Without each of these components, student achievement would be difficult to attain.
When implementing a lesson plan, the student teacher has learned not to assume ability levels and comprehension based on other characteristics conveyed by each learner. During direct instruction a more deliberate approach to student comprehension needs to take place. Without confirmation of comprehension, valuable time is wasted on assumption and student success is compromised. In accordance, observation as an informal assessment has proven to be an effective tool in ensuring that students understand the expectation of the lesson.
The establishment of relationships with teachers throughout the school has contributed greatly to the success of the student teacher. Offering opportunity to ask questions to professionals has afforded the student teacher with an ability to gain insight into aspects of education that aren’t available in textbooks or the classroom. Continuing to establish relationships with the school will be an ongoing objective for the student teacher.
Implications for Professional Development
Professional development is critical for teachers. Educational initiatives continually develop, particularly in the realm of academics and technology. The student teacher understands the need for continued professional development as it pertains to academics and special education. School-wide initiatives for behavioral and academic interventions are particularly relevant to education, and found in many institutions. Gaining insight into the success of these programs and their implementation in schools will assist in creating safer student centered educational experiences. Continued awareness in technological advances, and the integral part of its role in education, will provide opportunity for implementation that excels learners with special needs.
Conclusion
This Teacher Work Sample has been developed in coordination with the student teachers cooperating teacher and faculty supervisor. The student teacher researched all pertinent information for the work sample, developed the instructional unit, and taught each section on social and emotional learning. The class was made up of two third graders and three fourth graders within a self-contained emotional and behavioral disorder classroom. Based on the behavioral information attained from the previous year and conversations with the cooperating teacher and support staff, the student teacher designed a lesson that would assist students in developing the necessary communication tools to establish effectively relationships with peers. In coordination with communication goals, students in this class were also given the tools to assess antecedents to his or her behavior based on reaction and to reflect on choices prompted by circumstance. The assessment process established a based for ongoing analysis and resulted in observable growth from a qualitative and quantitative perspective. Students continue to show growth through self-monitoring, consideration for others, and peer encouragement. The student teacher has gained valuable pedagogical development through this hands-on process. Realizing key elements into lesson plan development, school-wide communication, and ongoing professional development will result in continued success as a teacher and future mentor.
Analyzing the relationship between teacher instruction and the learning outcomes of the students is imperative to the successful implementation of any lesson. Throughout the process of this Teacher Work Sample, considerations were made in the following areas to maximize successful lesson plan development and execution: contextual factors, state standardized learning goals and objectives, assessment planning, design for instruction, and the analysis of learning results. Each of these considerations provided a cohesive approach to maximize achievement for learners involved in this lesson.
Educators today are challenged with the need for differentiated instruction. No longer does teaching from the book engage students in a manner that ignites interest. Demand for learning that can be applied to life outside of the classroom is at a heightened level for both learners and teachers creating lessons that promote student achievement. Understanding the student and how he or she learns is no longer conceptual, but necessary to reach each individual and maximize the successful implementation of a lesson. Knowing what influences learners as it pertains to their modality, socioeconomic status, home life, cultural diversity, and school environment is essential for instructional effectiveness. The following self-reflection of the student teaching experience in a third through fifth grade self-contained emotional behavioral development class will outline the success of student learning based instructional effectiveness through assessment, the alignment of goals and objectives, implications for future teaching, and implications for professional development.
Interpretation of Student Learning
The students within this class are bright individuals with creative insight and a desire to learn. There were five students; two girls and three boys. This was a nice size group for the implementation of a lesson that focused on functional goals relating to emotional self-awareness and self-management skills, the establishment of positive peer relationships through cue recognition, and ethical behavior in accordance to classroom rules. Working through this lesson together provided insight for the entire classroom, rather than working in small groups or on an individual basis. Functionally, the success of the lesson may not have been attainable and shown the continued results had this not been the case.
The goal of teacher instruction throughout this unit was the development of social and emotional skills through proper communication. Immediate feedback to students as they worked through social stories allowed them to assess alternatives to their response and opened up conversation relevant to the goals and objectives set forth in the lesson. Each student in this class showed progressive growth according to the data collected. Certain students showed more growth than others. One student in particular had poor communication skills because of a cognitive disability, resulting in a smaller deviation in learning than others; however, an increase in appropriate behavior did take place. From a qualitative perspective, each student has exemplified an increase in controlled response both in their social story responses and within peer conflict outside of the lesson. Quantitatively the class has shown a reduction in the infractions they have received, from 97 in September to 53 in November, resulting in a 47% drop in overall infractions.
This growth is directly related to each student’s ability to reflect on social situations that have been role played throughout the lesson, and his or her ability to recognize the use of appropriate communication. This type of self-regulation was not taking place prior to the lesson. Relating circumstances to those acted out in social stories provided each student with conditioning he or she could connect with.
Instructional Effectiveness through Assessment
Assessments provide the teacher with insight into student learning and the effectiveness of instructional implementation. Informal assessments took place during each lesson. Each morning the student teacher would have each student read his or her personal goal from his or her journal. The teacher would ensure that the student’s goals were attainable and aligned with the school-wide PBIS initiative of being safe, being responsible, or being respectful. This activity provided students with an opportunity to take ownership for his or her actions and prompted him or her to assist other classmates in achieving his or her goal.
Daily lesson implementations were assessed informally as the teacher walked throughout the room to review student work. In the first week, effective use of vocabulary was the focus of the lesson. On the first day it was apparent that not enough instruction had taken place. The teacher reviewed vocabulary words and his or her use within context; however, the teacher hadn’t provided the chance to confirm comprehension with each student. The entire class conveyed individual comprehension had taken place based on the direct instruction approach. Informal observation had proven otherwise and a more thorough introduction was then implemented. This caused for a delay in lesson plan execution based on the assumption that students would inherently been able to implement effectively the vocabulary within the context of their social stories. Once proper implementation of vocabulary had been achieved, the remaining aspects of the lesson had gone according to plan. Social story execution was reinforced through individual sharing during lesson time and once a week in group with the social worker.
Alignment with Goals and Objectives
The student teacher, in coordination with the classroom teacher, established the goals and objectives of this lesson in accordance with those set forth by the Illinois State Board of Education. Learning goals and objectives were significant, appropriate, challenging, and aligned to the student’s IEP goals and objectives. These standards were developed in accordance with Section 15(a) of Public Act 93-0495. Special education teachers must follow the common core curriculum standards along with the individualized social and emotional learning standards specific to the student’s IEP goals.
Special education teachers often base their primary focus on academic instruction and curricular achievement. Equally important, are the functional goals that have been established for each student as outlined in his or her IEP. The learning goals and objectives outlined in the teacher work sample correspond to the Illinois State Board of Education Stage C standards as they pertain to students with social and emotional learning needs. These goals span the entire school year. The special education teacher implemented ongoing strategies to assist in the recognition and success of these strategies throughout this lesson. Assessments were the basis for goal and objective updates.
Implications for Future Teaching
Designing this teacher work sample has provided the student teacher with an opportunity to take a holistic approach to lesson plan development. All aspects of lesson plan development must be analyzed rather than simply its individual components. The student teacher recognizes that the combination of contextual factors, applicable goals and objectives coordinated with the needs of each student, and a thorough assessment process must all work together in establishing an effective lesson. Without each of these components, student achievement would be difficult to attain.
When implementing a lesson plan, the student teacher has learned not to assume ability levels and comprehension based on other characteristics conveyed by each learner. During direct instruction a more deliberate approach to student comprehension needs to take place. Without confirmation of comprehension, valuable time is wasted on assumption and student success is compromised. In accordance, observation as an informal assessment has proven to be an effective tool in ensuring that students understand the expectation of the lesson.
The establishment of relationships with teachers throughout the school has contributed greatly to the success of the student teacher. Offering opportunity to ask questions to professionals has afforded the student teacher with an ability to gain insight into aspects of education that aren’t available in textbooks or the classroom. Continuing to establish relationships with the school will be an ongoing objective for the student teacher.
Implications for Professional Development
Professional development is critical for teachers. Educational initiatives continually develop, particularly in the realm of academics and technology. The student teacher understands the need for continued professional development as it pertains to academics and special education. School-wide initiatives for behavioral and academic interventions are particularly relevant to education, and found in many institutions. Gaining insight into the success of these programs and their implementation in schools will assist in creating safer student centered educational experiences. Continued awareness in technological advances, and the integral part of its role in education, will provide opportunity for implementation that excels learners with special needs.
Conclusion
This Teacher Work Sample has been developed in coordination with the student teachers cooperating teacher and faculty supervisor. The student teacher researched all pertinent information for the work sample, developed the instructional unit, and taught each section on social and emotional learning. The class was made up of two third graders and three fourth graders within a self-contained emotional and behavioral disorder classroom. Based on the behavioral information attained from the previous year and conversations with the cooperating teacher and support staff, the student teacher designed a lesson that would assist students in developing the necessary communication tools to establish effectively relationships with peers. In coordination with communication goals, students in this class were also given the tools to assess antecedents to his or her behavior based on reaction and to reflect on choices prompted by circumstance. The assessment process established a based for ongoing analysis and resulted in observable growth from a qualitative and quantitative perspective. Students continue to show growth through self-monitoring, consideration for others, and peer encouragement. The student teacher has gained valuable pedagogical development through this hands-on process. Realizing key elements into lesson plan development, school-wide communication, and ongoing professional development will result in continued success as a teacher and future mentor.