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Final Report
I have learned that assessment strongly drives instruction. Being in the teachers shoes
actually conducting and grading the assessments, and then teaching according to them, has shown
me that I know what and how to teach based on how the students do in their assessment. It shows
me exactly what their needs on and what I need to focus on more or do better as a teacher as I
teach.
I administered the Spelling Inventory formally to my students, and also had an informal
assessment at the end of almost every lesson so I could evaluate as the teacher how much the
students comprehended and remembered form the lesson. These informal assessments included
having the students giving me a prefix or suffix as they walked out the door and writing short
3. What did each of those assessments tell you? (What was the purpose?)
Each of the assessments I administered I felt was very beneficial because by looking at
each of them, it broke it down for me as the teacher exactly which level of learning the student
was in. It was especially nice with the spelling inventory because it had specific stages showing
where the student was it depending on how they scored, which was nice for me as the teacher, to
4. What instructional methods did you see that you thought were effective?
The most important lesson I learned is that doing an activity, and more than worksheets,
seemed to be the most effective. I noticed that the more the students were involved in doing
something in the lesson rather than just listening to me talk, the better behaved the students
seemed to be, and the more excited about learning they were. Also, doing more switching what
we were doing throughout the lesson at least one or two times seemed to be effective as the
students didnt have time to get bored or wonder what was coming next.
5. Tell about the progress of the students during your time. Was there progress? Why or why not?
Although I didnt have the students in my group very long (we switched groups a couple
times through the block), I did notice there was progress! Some was more significant than others,
and some showed it on their spelling inventory while I could discern others more while I was
teaching. I think that where students are concerning grade level is where they will stay until they
feel motivated and excited to learn. I saw progress of just being excited about coming to class and
learning that I feel is very critical as it is the first step in learning. I can how a teacher plays an
important role in the students lives though, as the teacher should notice progress not only in the
students formal assessments, but just in class as they teach that student.
6. What did you learn about assessments and their relationship to instruction? How do you plan to
Assessments should drive instruction! If a teacher can visibly a students mistakes and correct
answers according to a formal inventory, then the teacher will know EXACTLY what to teach.
What teacher wouldnt want this? As a teacher, I like having a focus, and being able to know
where the students are in their level of learning, and assessments provide this. Thus, I want to
continue to use both formal and informal assessments in the future as I teach.
7. Explain the student learning you saw happening (ah ha moments, the light bulb came on).
I saw the most student-learning during activities when I asked the students to ponder and
think. I could see them all wondering in their minds, and then as they answered, I would have
them record their answers, hopefully connecting the knowledge they had learned or gained in
their brain. I believe the students also felt smart and happy when I allowed them to think and then
answer, because it was about their ideas, and what they found that matched or answered what we
I would most definitely say that I have improved as a teacher because of this experience!
It has allowed me to consistently teach the same students, using assessments to drive my constant
instruction, and also learn the importance of classroom management with establishing and then
re-establishing my expectations as the teacher. I feel that I am a better classroom manager, better
at writing lesson plans, and better at implementing them. I also feel that I have learned to use
effective tools and activities to teach, and not just worksheets, but engaging things that involve
them each.
9. Do you feel your cooperative teacher(s) was an effective mentor? Do you have any concerns or
I do feel that both of my cooperating teachers were effective mentors (Brother Whittier
and Sister Clark)! They were very supportive, and good at communicating with us about our
lessons, how we were doing, and any concerns we had. Sister Clark gave great feedback from
both of my observations, and Brother Whittier always made me feel good about the lessons I was
teaching as he talked to me about what I was doing. I dont have any concerns or suggestions at
this time.