Running Head: PLANNING, PREPARATION, INSTRUCTION, AND ASSESSMENT 1

Planning, Preparation, Instruction, and Assessment

Hannah Hopper

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2017

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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

needed in order to meet the students needs.

Rationale for Selection of Artifacts

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

wrote in advance to incorporate more manipulative and non-linguistic representations to better

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.
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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

participation and effort from both the students and me.

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

where I could professionally develop for the next unit.

Reflection on Theory and Practice

In Classroom Instruction that Works: Research-Based Strategies for Increasing Student

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.
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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.

Another large part to assessing a student is to provide a range of assessment techniques

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

through my experience it is important to provide different methods of assessment, nonetheless, to

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.

Lastly, Rutherford (2008) shares a wealth of knowledge concerning effective instruction

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
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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.
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References

Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom Instruction that Works:

Research-Based Strategies for Increasing Student Achievement. McRel.

Radford, C. P. (2013). Strategies for Successful Student Teaching: A Guide to Student Teaching,

the Job Search, and Your First Classroom. Boston: Pearson.

Rutherford, P. (2008). Instruction for All Students. Alexandria, VA: Just ASK.