Improving Instruction

Erika Galewski
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standards 7 and 8
EDUW 693 Instructional Design and Assessment
Sara Heisler, Instructor
November 22, 2015

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Entry Introduction
This entry documents completion of a comprehensive learning process to improve skills
related to instructional design (WTS 7) and instructional assessment (WTS 8). Centered,
italicized headings added to APA headings organize the entry corresponding to the seven-step
process, which is summarized below:
A Brain-based Learning
Process for All Ages
1. Expand perspectives
(Learning assumes
moving beyond what we
already know/do.)

Applied to Improving Educator Effectiveness

as a Seven-step Professional Learning Process
1. Expand perspectives
(Standards for educators and education serve as a common starting
point, representing collected wisdom of the profession. Vanguard
ideas offer another option for proposed solutions for improving
educator effectiveness.)

2. Assess current abilities

from evidence
(Define: What to learn?)

2. Assess current professional knowledge/skills/attitudes

developmentally. (Determine areas to improve compared to
standards for educators and student learning. Assess three types of
evidence: (a) teaching practices based on educator standards,
(b) whole-class and lowest-median-highest student performance
based on academic standards that guide subject learning, and
literacy standards that guide tasks to prove learning, and (c) student
participation and learning environment evidence (observations,
ongoing student feedback, anonymous student surveys, etc.).
Reason inductively from assessment conclusions to define an
inquiry question that addresses areas most in need of improvement.)

3. Learn

3. Research/Learn from professional/credible sources for practical

answers/insights to improve targeted areas.

4. Plan
(connect learning to
perception of realities)
5. Try and gather evidence
(connect learning to world)
6. Post assess from
evidence. (Connect/define:
What learned well?
What remains to learn?)
7. Reflect
(Process/connect entire
learning experience for
more efficient and
effective recall in future)

4. Incorporate learning into a plan. (Teachers in the Master of

Education Program improve lesson plans.)
5. Implement plan and gather comparable a-b-c evidence.
6. Post-assess from evidence.
Valid, developmental assessment requires evidence that provides
direct comparisons of a-b-c evidence from multiple perspectives.
7. Reflect. Process the entire learning experience from the
personal perspective to strengthen brain connections for more
efficient and effective learning next time: What actions/attitudes
worked best/least to learn efficiently and effectively? What are my
next learning steps in this area?

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Learning Step 1: Expand Perspectives (Start with Standards for the Profession)
Learning Step 2: Assess Evidence Compared to Standards to Define Areas to Improve
Educator Standards
Targeted Descriptors from Wisconsin Standards for Teacher Development and Licensure
The descriptors listed for each Wisconsin Teacher Standard (WTS) on this page
originated from the Wisconsin Department of Public Instruction website.
Areas emphasized during EDUW 693 are preceded by a rather than a symbol.
Underlined text indicates two areas in each standard that emerged as most in need of
improvement after studying the descriptors and self-assessing current teacher performance.
Wisconsin Teacher Standard (WTS) 7: Teachers are able to plan different kinds of lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
Knowledge
The teacher understands learning theory, subject matter, curriculum development, and
student development and knows how to use this knowledge in planning instruction to meet
curriculum goals.
The teacher knows how to take contextual considerations (instructional materials,
individual student interests, needs and aptitudes, and community resources) into account in
planning instruction that creates an effective bridge between curriculum goals and students'
experiences.
The teacher knows when and how to adjust plans based on student responses and other
contingencies.
Dispositions
The teacher values both long-term and short-term planning.
The teacher believes that plans must always be open to adjustment and revision based
on student needs and changing circumstances.
The teacher values planning as a collegial activity.
Performances
As an individual and a member of a team, the teacher selects and creates learning
experiences that are appropriate for curriculum goals, relevant to learners, and based upon
principles of effective instruction (e. g. that activate students prior knowledge, anticipate
preconceptions, encourage exploration and problem-solving, and build new skills on those
previously acquired).
The teacher plans for learning opportunities that recognize and address variation in
learning styles, learning differences, and performance modes.
The teacher creates lessons and activities that operate at multiple levels to meet the
developmental and individual needs of diverse learners and help each progress.

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The teacher creates short-range and long-term plans that are linked to student needs and
performance, and adapts the plans to ensure and capitalize on student progress and motivation.
The teacher responds to unanticipated sources of input, evaluates plans in relation to
short- and long-range goals, and systematically adjusts plans to meet student needs and enhance
learning.
Wisconsin Teacher Standard (WTS) 8: Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical development of the learner.
Knowledge
The teacher understands the characteristics, uses, advantages, and limitations of
different types of assessments (e.g. criterion-referenced and norm-referenced instruments,
traditional standardized and performance-based tests, observation systems, and assessments of
student work) for evaluating how students learn, what they know and are able to do, and what
kinds of experiences will support their further growth and development.
The teacher knows how to select, construct, and use assessment strategies and
instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
The teacher understands measurement theory and assessment-related issues, such as
validity, reliability, bias, and scoring concerns.
Dispositions
The teacher values ongoing assessments as essential to the instructional process and
recognizes that many different assessment strategies, accurately and systematically used, are
necessary for monitoring and promoting student learning.
The teacher is committed to using assessment to identify student strengths and promote
student growth rather than to deny students access to learning opportunities.
Performances
The teacher appropriately uses a variety of formal and informal assessment techniques
(e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects,
student self-assessments, peer assessment, and standardized tests) to enhance her or his
knowledge of learners, evaluate students progress and performances, and modify teaching and
learning strategies.
The teacher solicits and uses information about students' experiences learning behavior,
needs, and progress from parents, other colleagues, and the students themselves.
The teacher uses assessment strategies to involve learners in self-assessment activities,
to help them become aware of their strengths and needs, and to encourage them to set personal
goals for learning.
The teacher evaluates the effect of class activities on both individuals and the class as a
whole, collecting information through observation of classroom interactions, questioning, and
analysis of student work.
The teacher monitors his or her own teaching strategies and behavior in relation to
student success, modifying plans and instructional approaches accordingly.
The teacher maintains useful records of student work and performance and can
communicate student progress knowledgeably and responsibly, based on appropriate indicators,
to students, parents, and other colleagues.

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Wisconsin Educator Effectiveness Expectations

The guiding source for defining expectations from pre- and post-assessment perspectives
was Danielsons Enhancing Professional Practice: A Framework for Teaching (2007). Eight
tables in Artifact A summarize teaching expectations related to instructional design and
assessment. Tables 2, 3, and 4 address instructional design elements related to outcomes,
learning process, and student engagement, respectively. Tables 4, 5, 6, and 7 address assessment
design for learning, teacher assessment practices, and student participation and practices related
to formative assessment. Each table shows pre- and post-assessment results.
Student Performance Standards
Artifact D, Tables 8 and 9 show pre- and post-assessments of student performance for the
targeted subject of instruction during the guided trial. These assessments were based on two sets
of standards: Wisconsin Academic Performance Standards for Mathematics guided content
expectations, and Wisconsin Common Core State Standards for Literacy in All Subjects guided
expectations for tasks that expressed learning.
Student Participation (Learning Environment) Expectations
See Artifact A, Tables 5, 6, and 7. Table 5 references Danielson Framework assessments
that included learning environment aspects for student participation. Tables 6 and 7 draw from
WTS 8 expectations related to self-assessment participation and practices.
Analysis Conclusion and Essential Question to Guide Research
The chart below summarizes findings in in light of the essential question guiding
professional growth for the EDUW 693: How do I improve instructional design and assessment
to achieve each students developmental capabilities through confident and independently

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competent learning? The visual below shows the analysis, interpretation, and conclusion steps
for reasoning inductively to a logical inquiry question best suited to my areas to improve:
Reasoning to a Valid Inquiry Question Based on Assessed Evidence
1. Analysis Step of Inductive Reasoning
Gathered Data for Analysis, Grouped by Type of Evidence:
Key Idea Representing
Next steps transferred from each pre-assessment at Artifact A.
Each Area to Improve
Instructional Design: underlined WTS 7 planning lessons descriptors (P. 3)
Differentiation
a. Knowledge-The teacher knows when and how to adjust plans based on
student responses and other contingencies.
b. Performance-The teacher plans for learning opportunities that recognize and
address variation in learning styles, learning differences, and performance
modes.
Instructional Design: next steps for Appropriate Outcomes (Table 1)
Formative Assessment
Area to Improve: Develop multiple forms of formative assessments throughout
the lesson.
Instructional Design: next steps for Optimal Learning Processes (T.2)
Student participation
Area to Improve: Facilitating opportunities for students to selecting
activities/materials.
Instructional Design: next steps for Designing Engaged Learning (T.3)
Student participation
Area to Improve: Engaging students to develop their own understanding of
content through adaptive activities or projects.
Assessment Design: underlined WTS 8 descriptors (Entry Pages 3-4)
a. Disposition-The teacher values ongoing assessments as essential to the
instructional process and recognizes that many different assessment strategies,
accurately and systematically used, are necessary for monitoring and
promoting student learning.
b. Performance - The teacher solicits and uses information about students'
experiences learning behavior, needs, and progress from parents, other
colleagues, and the students themselves.
Assessment Design: next steps for Designing Student Assessment (Table 5).
Area to Improve: Developing clear criteria for student assessment with
students and displaying criteria for students to refer back to.
Current Student Performance in Academic Subject (Table 8)
Area to improve: Represent and solve problems involving addition and
subtraction. Add and subtract within 20. Work with equal groups of objects to
gain foundations for multiplication.
Current Student Performance in Literacy Skills (Table 9)
Area to improve: Ask and answer questions about information from a speaker,
offering appropriate elaboration and detail.
Student Participation: next steps Related to Instructional (Formative)
Assessment (Table 5). Areas to improve: Developing clear criteria for student
assessment with students and displaying criteria for students to refer back to.
Student Participation (Danielson): next steps Related to Assessment Practices
(Table 6). Area to improve: Implementing additional independent formative
assessments and formative peer assessments within the classroom.
Student Participation (WTS 8) next steps Related to Assessment Practices
(Table 7). Area to improve: Providing feedback to students immediately.

Forms of assessment
Diverse learning styles

Assessment Criteria and

Student Understanding
Student solving math
problems

Student questioning

Assessment Criteria
Student Understanding
Formative Assessments

Feedback

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2. Interpretation Step of Inductive Reasoning. Group key idea words into one/two focus topics.
Learn how to implement various forms of formative assessments with immediate feedback.
Learn how to display/present assessment criteria to students.
3. Draw a Conclusion:

The general question guiding professional growth for this process: How do I improve
instructional design and assessment to facilitate independent competence in achieving each
students developmental capabilities?
The specific inquiry question that emerged from my pre-assessments: What types of math
formative assessments provide students with clear expectations to guide learning?

Learning Step 3: Research to Find Answers/Insights

Introduction
To help students achieve independent competence within their developmental capabilities,
students must be engaged in their own learning process. In order for students to succeed,
teachers must implement engaging instructional strategies, effective classroom management, and
multiple forms of assessment across the curriculum. The goal of this research was to develop a
collection of formative assessments that provide students with clear expectations and
opportunities to self-assess and reflect upon their work. Perhaps the most essential component to
enhancing student learning is providing clear expectations and opportunities for students to set
learning goals, track their progress, assess their own work, and reflect upon their learning to set
future goals. Information acquired through this research was applied to an elementary math
classroom in order to improve formative assessment methods and engage students in developing
self-assessment and reflection skills.
Research Summary
Weekly or monthly content review within the classroom is an essential element for
teachers to utilize when assessing student understanding, skills, or progress over time. Formative
assessments are key components for teachers to use across all content areas in order to

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effectively assess students and ensure instructional practices are meeting the needs of a diverse
group of learners. These types of ongoing assessments are varied and can be used to plan
effective instruction within the classroom by bridging the content discovered in previous lessons
with more advanced or new concepts. Tomlinson (2014) stated, I see formative assessment as
an ongoing exchange between a teacher and his or her students designed to help students grow as
vigorously as possible and to help teachers contribute to that growth as fully as possible (p. 10).
Formative assessments, when used consistently and in conjunction with timely student feedback,
can provide students with opportunities to demonstrate their knowledge in a variety of ways and
work in conjunction with their teacher or classmates to develop an action plan as to what their
goals need to be and how they can achieve them over time. One method teachers can employ to
help students review content learned and bridge their understanding with new concepts is to
complete a quick write or quick talk. After a math lesson, students can write and illustrate
their key mathematical understandings in a journal, or record their own thoughts about the
content using a software program and a digital file/folder. For example, while learning about
rounding numbers, students could write the rules of rounding and what method helps them round
numbers most successfully. After students document their thoughts, these journals can be used
as a weekly or monthly review of content. According to Dodge, Giving students two or three
minutes to reflect on and summarize their learning in writing allows them to make sense of what
they have been studying (2009, p.14). An additional method to be implemented with quick
write journals is the two stars and a wish peer feedback activity. Students may share their
quick write math journals with classmates. Classmates can review the math journals and share
two positive comments along with one suggestion for improvement. Students can self-assess and
reflect upon the feedback and make additions or changes to their journals. By comparing their

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work to that of their classmates, students are exposed to different ways of thinking, are
encouraged to review math content multiple times, and challenged to become a reflective
thinker. Peer feedback may be more effective than teacher feedback, because students are more
likely to act on feedback from their peers than they would on feedback from a teacher
(Appleby, 2015).
In the 2014 NWEA post by Kathy Dyer, Proof that Student Self-Assessment Moves
Learning Forward, she refers to two of the five core strategies of formative assessment outlined
by Dylan Wiliam in his book, Embedded Formative Assessment. According to Dyer, student
self-regulation and self-assessment are key elements in the learning process of students. Studentled discussion and small group interactions can enhance student learning. Enhanced student
performance can be attained through the daily use of self-regulation and self-assessment.
According to Dyer, Research on the self-regulation of learning, including self-assessment and
self-monitoring, indicates that students who engage in these activities are more likely to develop
internal attributions, a feeling of empowerment, and a sense of autonomy. For example, within
a third grade place value lesson, students could work in small groups to share how they use place
value and base ten blocks to add 3-digit numbers. Sharing their mathematical thinking processes
with one another can foster student monitoring of skills and reflective self-assessment.
Zdonek asserted that the ability of students to actively reflect on their personal
performance is of extreme importance in improving their skills and achieving progress and
success in any given subject. According to Zdonek, There are three important aspects of
reflection: examining the problem, analyzing the error, and learning how to perform the skill
correctly (2014). Zdonek implemented the use of a quiz reflection 3-column form for her math
students. The 3-column form was used for students to rewrite the problem, correctly solve the

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problem, and to identify what they did incorrectly. This method encouraged students to work
carefully through the problem by identifying mathematical concepts previously taught,
researching how to solve the problem by using resources, and correcting errors in procedure or
mathematical thinking. By working with their mathematical errors and self-assessing their
progress, students became more engaged in their learning process and the content became more
personally connected.
McMillan and Hearn define self-assessment as an essential element for student success.
Self-assessment is a process by which students (1) monitor and evaluate the quality of their
thinking and behavior when learning and (2) identify strategies that improve their understanding
and skills. Essentially, students identify their learning and performance strategies, provide
feedback to themselves based on well-understood standards and criteria, and determine the next
steps or plans to enhance their performance (2008, p. 41). McMillian and Hearn suggest that
teachers should provide students with clear models, samples, and proficiency rubrics in order for
students to understand what is expected. Students should be actively involved in their own goal
setting through goal setting conferences with a teacher or group of peers. When students are
provided with teacher or peer feedback they must be able to make adjustments to their work
prior to graded evaluation (p. 41). In addition, students benefit from being reflective learners.
McMillian and Hearn encouraged teachers to provide opportunities for students to discuss their
work by evaluating the quality of their ideas and process through reflective activities like
conferences, written self-reflections, small peer group sharing sessions, or checklists (p. 42). In
an elementary classroom during mathematics instruction, a reflective conference with a teacher
might begin with questions: Explain what mathematical steps you used solve the math challenge
of the day? What steps do you feel confident in? What challenges did you encounter?

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Marzano asserted that one helpful method for engaging students in self-assessment is to
integrate the use of progress charts where students can keep track of their own progress across
each subject (2006, p. 89). An additional method Marzano highlighted as an effective
assessment tool is the use of student scoring scales for students to assign points to their work
alongside teacher assigned points (2006, p. 92). Implementing this method encourages students
to reflect on their work and assign a grade they feel is appropriate. The teacher and student
interact and discuss any discrepancies between the assigned scores and work together to goal set
for the future. Student articulation of perceptions during learning is a final way Marzano
identified to encourage student self-assessment. In this method, students can self-reflect on their
own perceptions during learning by writing about what they learned, their level of confidence,
and questions they still have about the topic. One simple method teachers can use in the
classroom is to have classwork baskets identified with novice, apprentice, practitioner, and
expert (p. 94). When students turn in completed math assignments, they place the assignment
in the basket that describes their level of learning. If students really struggled with the
assignment and needed individualized instruction, they would place their work in the novice
basket. In contrast, if students felt confident in their skills and could teach the content to another
student, they would place their work in the expert basket. Another simple way to use a scoring
system on math papers is having the student write the score at the top of the paper, and the
teachers can simply circle that score to agree or write the alternative score next to the first one.
If the students are self-assessing during a formative assessment, the teacher can simply circle
agreement with a colored pen or pass by without circling as a sign for the student to recheck the
work.

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Research Conclusion
Confident and independently competent learning can be achieved through the
implementation of formative assessments that use effective teaching strategies. Clear
expectations that students can state and achieve are necessary. Opportunities for students to
immediately assess and correct work strengthen the connection to content and reinforce the
learning process. Time to reflect upon their work and develop goals for future learning gives
students a roadmap to where they need to go and what methods they can use to get there. Add a
safe learning environment to these practices, and the probability of success for every student is
high.
Research Implications for Implementation in Planning and Instruction
The essential question guiding professional growth for this process: How do I improve
instructional design and assessment to achieve each students developmental capabilities
through confident and independently competent learning? My specific inquiry question: What
formative assessments provide students with clear expectations to guide learning?
Answers/insights from research and course learning that I plan to apply in planning and
instruction for my targeted learning unit:
1. Identifying clear expectations that all students can refer to during lessons.
Expectations can be identified in writing on the board, visual aids, student proficiency rubrics
and sample student work.
2. Planning opportunities for student self-reflection responses after lessons. Selfreflection opportunities could include fist to five responses, written reflection, student checklists,
or exit slips.

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3. Allowing students to assess their own work and assign a grade using a simplified
rubric or grading scale.
4. Providing students with a form to assess their own work by correcting any errors,
solving the problem correctly through research/discussion, and explaining what error they made
in the first attempt.
5. Implementing the use of the Marzano scales of proficiency, by using reflection baskets
where students place their completed work in a basket that identifies their perception of their
learning during the task. Another option would be to have students place the corresponding
number on the top of their paper and circle it. Once students became comfortable with this
process, we could transition to the baskets if need be.

Basket 1(Number 1)-I need more help

Basket 2 (Number 2)- I need more practice
Basket 3 (Number 3)-I can do this independently
Basket 4 (Number 4)- I can teach this to someone

Learning Step 4: Plan, Incorporating Answers and Insights from Research

Artifact B-1 is a typical lesson plan before this learning process. Artifact B-2 is the
lesson plan that resulted from research and in-class learning.
Artifact C-1 shows typical assessment criteria/tool and practices before this learning
process. Artifact C-2 shows improvements associated with the assessment criteria/tool and
practices connected to the targeted lesson.
Artifact D shows selected developmental student performance assessments based on
standards that guided my independent process. The tables show before-after assessment of
targeted objectives that guided alignment of current student abilities to logical instructional
starting points and alignment of potential capabilities to summative objectives.

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Learning Step 5: Implement Plan and Gather Evidence

Artifact E has student work samples examples with comments that explain how new
instructional design and assessment practices affected student learning. Other evidence related
to instruction, student performance, and learning environment is in the post-assessment notes in
Artifact A.

Learning Step 6: Post Assess Evidence Compared to Pre-assessments and Standards

See Artifact A, which uses italicized type to distinguish post assessment information
from pre-assessment information.

Learning Step 7: Reflections

Learning Process Reflection
The learning process addressing WTS 7 and WTS 8 focused on improving standardsbased instructional design and assessment to achieve each students developmental capabilities
through confident and independently competent learning. My specific area of inquiry that
guided growth: What formative assessments provide students with clear expectations to guide
learning?
Post-assessments summarized my learning outcomes: instructional changes and what
worked and did not work for students. This reflection examines my growth as a learner through
a guided learning process and ending with independent learning. Within the steps of the sevenstep learning process, I summarized significant changes in actions and/or attitudes that achieved
more efficient and effective learning.

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My Seven-Step Learning Process:

1. Expand my perspectives based on educator and student standards:
Before: I was aware of educator standards, but I did not reference them consistently when
preparing lessons. I was aware of student content standards at the third grade level, but was not
fully aware of the progression of the content and literacy standards that I should be aware of for
the grades below third grade and those grades immediately following third grade.
After: I began referencing the educator standards and levels of progression in content and
literacy standards when developing and organizing lesson plans. The educator standards and
knowledge of content and literacy standards progression helped me organize lessons and
incorporate higher levels of thinking within lessons to better meet the needs of a diverse group of
learners. These standards and their progressions helped me focus on areas I needed to further
develop.
2. Assess my current effectiveness based on evidence compared to standards to define
areas to improve:
Before: I was aware of educator, content, and literacy standards, but did not consistently
consult them when planning instruction or reflecting on my instructional methods.
After: As I began referencing the educator standards and levels of progression in content
and literacy standards when developing and organizing math lesson plans, I became more fully
aware of where my students were coming from, where they were currently at, and where I
needed to guide them by the end of each unit. I also realized the importance of the literacy
standards and how low my students were actually performing. I realized I needed to support
their literacy in math and began providing additional opportunities for students to read and write
about math using the content and conventions standards as a guide.

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3. Research professional sources to find practical answers:

Before: I would rarely consult professional sources to assist in planning instruction. I
would research online blogs frequently, but professional research and peer-reviewed sources
were avenues I did not consistently reference.
After: I realized the importance of consulting a variety of professional resources in order
to effectively plan instruction and utilize methods that were proven to be effective in the
classroom. By referencing methods and strategies current educators found to be effective in the
classroom I could use their experiences/tools to make modifications in my classroom that would
benefit students. After reading an article on student self-assessment and reflection using the
Marzano scales of proficiency, I incorporated the scales in my classroom and I was able to better
monitor where students were at in terms of skill level and confidence level in math. From there,
I was able to better support students and discuss with them about specific math skills and
thinking.
4. Incorporate learning into a plan:
Before: I did not actively go through expanding my perspectives, assessing my
effectiveness through collection of evidence, or researching professional sources in order to
take that learning and implement it into an action plan. I did not consider all of these elements
when planning lessons, activities or assessments.
After: As I focused on expanding my educational perspectives and thinking patterns, it
was easier to assess my skill as a teacher by collecting multiple forms of evidence. I videotaped
my teaching, collected student responses and work samples, and organized collections of
professional resources and progressions of math and literacy standards to reference. With these

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three elements in mind, I was able to take lesson plans and modify them with supplemental
materials, instructional strategies, and assessments to make them well rounded in meeting the
needs of a diverse group of learners. In turn, I became a more reflective practitioner focused on
understanding the progression of my students and how I could better plan instruction and
assessments with varied methods and tools that would support their unique learning process
across the curriculum.
5. Implement plan and gather evidence:
Before: Using published math lesson plans, I would often modify the plans to best suit
the needs of my students by omitting and supplementing different earning activities. I would
implement instruction based upon the guidelines outlined in the math curriculum outlined by our
Diocese. Then, I would gather one or two formative assessments before a final summative
assessment. I did not frequently gather multiple forms of evidence from student work or my own
teaching.
After: I continued to use published math plans as a base for my math instruction, and I
continued to modify the plans, activities and assessments based on the needs of my students. A
major difference in implementation would be the increased frequency that I gathered evidence
when teaching. I collected a wide variety of formative assessments during each lesson,
including: exit slips, math journals, individual whiteboard responses, and center activities.
Collecting evidence more frequently and in a number of different ways allowed me to assess
student understanding and progress more accurately than in the past. It also provided me with
insight into which students needed intervention or differentiation much more quickly.
6. Assess evidence compared to pre-assessment results and standards:

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Before: I did not collect a variety of evidence or consider pre-assessments and standards
beyond third grade as a basis for instructional plans. I gave little consideration to the literacy or
educator standards when assessing students or my own teaching. I did not consistently use
assessment data to effectively group students or plan opportunities for differentiation. I rarely
assessed the evidence I collected beyond a student score and what skills needed to be revisited. I
did not look for patterns in the evidence that could guide instruction. I also rarely provided
immediate feedback to students after formative or summative assessments. I would grade the
work and allow for corrections to be made, but I would not support them through the process or
model how a reflective learner identifies the errors and makes corrections.
After: I collected a wide variety of evidence from math journals, formative assessments,
observations, summative assessments, and center activities. From this evidence, I was able to
compare pre-assessment data and better understand where students needed additional support. I
was then able to look back at the content level progressions in math and determine if I needed to
address lower grade level standards. I was also able to determine which students would benefit
from higher-level content. From there I could plan instructional activities and assessments for a
diverse group of learners based on the progression of content standards and educator standards. I
also devoted additional time to provided immediate feedback to students during individual work
time as well as after a formative or summative assessment. Students were in charge of looking
for errors in their math as I guided them through each problem. Any errors they identified would
be corrected by them immediately and they would chart their progress on a data sheet.
7. Reflect on my growth as a learner:
Before: I did not reflect on my own learning process to figure out how I could learn
faster and more efficiently.

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After: I started taking a wider view of my entire learning process. I looked at the
evidence I collected in student work more closely. I took the time to assess what skills needed
support and used that to form student groups for differentiation. I also took more time to reflect
on what instructional methods I used and how effective they were. By looking over my teaching
videos, I was able to see what strategies I was using effectively, and how I was engaging
students. I was able to be more reflective and understand where I could improve and how I
could reach all students during each lesson. Working from evidence has made me a more
effective learner, and my next goal is to learn how to complete the learning process more
efficiently in order for it to become innate when developing, delivering, and assessing a learning
unit.

My Next Steps for More Efficient and Effective Learning)

1. I need to consistently consult professional resources to add to my collection of
methods that are best practices. One way I could maintain this would be to subscribe to a
monthly education journal.
2. I need to collaborate with fellow colleagues from the grade levels below and above
third grade in order to ensure that essential skills in math and literacy are being addressed
consistently and in line with academic standards. I could approach administration and request a
time where we could organize PLCs within our school system.
Professional Practices Reflection
This reflection focuses on those practices that proved to be of greatest benefit in
answering the essential question that guided EDUW 693 learning: How do I improve
instructional design and assessment to achieve each students developmental capabilities
through confident and independently competent learning?

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Changed Teaching Practices Resulting in Most Benefit to Students, with Evidence

1. Incorporating literacy content and conventions standards into math lessons. By
incorporating the literacy content and conventions standards into math lessons, students were
more aware of how the curriculum connects across all subjects. I provided multiple
opportunities for students to write math challenges for one another. They used two acronyms to
help develop story problems focusing on math content as well as literacy content and
conventions. TIPS stands for steps in mathematical problem solving (T Think what operation
I Information, what numbers will I use P Plan what equation(s) would solve the problem S
Solution, what would the solution be). COPS stands for steps in checking for literary content
and conventions (C Capitalization O Order and Organization P Punctuation S
Spelling). As students utilized these tools more consistently, on average, three fourths of
students would write mathematical story problems with at least 50% accuracy in math and
literacy. When asked to write responses that would describe their own mathematical thinking or
steps in a process, students had much more difficulty with the literacy content and conventions
standards. I have addressed this issue below in the changed teaching practices resulting in the
least benefit to students.
2. Incorporating opportunities for immediate feedback, student self-assessment, and
reflection. After introducing a math concept, teacher modeling, and providing opportunities for
practice, students would complete a formative assessment. Formative assessments would
include exit slips, math journal responses, multiple choice questions, short answer, or individual
white board responses. Once complete, students would rate their confidence with the skill and
circle the appropriate number at the top of their paper. Students would use the 4,3,2,1 rating
scale outlined by Marzano. After rating their work, students would use a different color pen or

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pencil to highlight errors and make corrections as we went over the questions as a class using the
interactive white board. Students would earn points for having the correct answer and for
correcting their errors. This method provided instant feedback and allowed students to recognize
their errors and correct them immediately. After an online class survey, eighteen out of twentytwo students thought that checking their own work/assessments was beneficial to their
understanding of math and helped them to better prepare for future assignments/activities.
Changed Teaching Practices Resulting in Least Benefit to Students, with Evidence
1. Incorporating literacy content and conventions standards into math lessons. Only
10% of students were able to incorporate third grade level literacy content and conventions when
writing about mathematical concepts, procedures, and thinking. When I first started having
students respond in writing about math concepts or problems, their inclination was to use
sentence fragments and incomplete thoughts. It was a frustrating experience for the majority of
third graders to write about how they solved a math problem or how they thought through the
process. Twenty out of twenty-two students gave themselves a one rating on the Marzano
proficiency scale when responding to math in writing. This shows me that this is a skill that
students are frustrated with. There was little growth in this area, but it highlights the fact that
math and literacy need to be connected more frequently with this group of students in order for
them to develop these skills at a higher level.
2. Student self-assessment and reflection using the Marzano proficiency scales. The
proficiency scales that students use to self-assess and reflect on their understanding of
mathematical concepts proved to be a strategy that half of the class felt uncomfortable with.
50% of third graders expressed on an online survey that they did not like rating their work.
Some reasons students provided were: unsure of what the ratings meant, didnt want their

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neighbor to see their rating, didnt want the teacher/parent to know their rating, were
embarrassed by their rating, didnt want their rating to bring down their grade, and didnt know
how to rate their understanding/skill. I plan to continue using these scales for students to reflect
upon and assess their learning, however, in order for all students to feel comfortable using them I
need to address the issues they are having with the scales if it is going to be an effective tool. I
must continue to model how to assess and reflect, clearly reinforce what the ratings mean, and
provide positive reinforcement for all skill levels. I can begin with simple expectations at first,
and then progressively add more expectations.
My Next Steps for Improving Teaching Practices
1. I need to expand my perspectives in terms of how I teach students. I know that I am a
visual learner and I tend to teach in a visual way, but I must learn how to incorporate more
instructional strategies that appeal to multiple intelligences.
2. I need to develop strategies to strengthen differentiated learning experiences in my
classroom.

Independent Learning Process

The final step documented for WTS 7 and 8 is located in a separate document, WTS 7-8
Independent Learning Process and Evidence.

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References
Appleby, M. (2015, February). Practical ideas for classroom formative assessment. Retrieved
from Dylan William Center Learning Sciences at http://www.dylanwiliamcenter.
com/practical-ideas-for-classroom-formative-assessm
Danielson, C. (2007). Enhancing professional practice: A framework for teaching. (2nd ed.).
Alexandria, VA: Association for Supervision and Curriculum Development.
Dodge, J. (2009). 25 Quick formative assessments for a differentiated classroom. New York:
Scholastic. 4-14.
Dyer, K. (2014). Proof that student self-assessment moves learning forward. Retrieved from
NorthWest Evaluation Association (NWEA) at https://www.nwea.org/blog/2014/proofstudent-self-assessment-moves-learning-forward/#sthash.9Y9UC5A3.dpuf
Marzano, R.J. (2006). Classroom assessment & grading that work. Alexandria, VA: Assoc.
for Supervision and Curriculum Development. 89-98.
McMillan, J. and Hearn, J. (2008). Student self-assessment: the key to stronger student
motivation and higher achievement. Educational Horizons, 40-49.
Tomlinson, C. (2014). Using assessments thoughtfully. Retrieved from http://www.ascd.org/
publications/educational-leadership/mar14/vol71/num06/The-Bridge-Between-Today'sLesson-and-Tomorrow's.aspx
Zdonek, P. (2014). Helping students self-assess. Retrieved from http://smartblogs.com/
education/2014/01/27/helping-students-self-assess/

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Artifacts
To locate Artifacts A, B, C, D, and E, open the WTS 7-8 Artifacts for Guided Learning
Process document posted with this entry. Due to the need to reduce volume to post the entry
online, the two documents were separated.
To locate the Artifacts from the independent learning process, open the WTS 7-8
Independent Learning Process and Evidence document.