Guidelines for developing Post-Observation Reflection are found on page 10 of the KTIP

Handbook
Post-Observation Reflection
Name:Rachael Seals Cycle:1
Guidelines for developing this Source of Evidence are found on page 10 of the KTIP Handbook.
This Source of Evidence must be completed within two days after each observed lesson.

1. Use the formative assessment data for each lesson objective/learning target to sort the students performance into three categories:

Objective / Learning Target 1 Objective / Learning Target 2

a) Below criteria 2 # of students # of students

b) Meets criteria 24 # of students # of students

c) Exceeds criteria 3 # of students # of students

Attach a copy of the formative assessment with the criteria or rubric used to determine the students performance on each of
the lessons learning targets/objectives.

2. Based on the formative assessment data, how successful was the lesson? What commonalities did you identify from this data? Did
the students achieve the learning target(s)? What will you do for those students who did not achieve the learning target criteria? For
those students who exceeded the criteria? (4A)
Based on data collected from the sorting activity, I feel as though the lesson was very successful. Breaking into differentitated groups
was also helpful in creating success for students on the formative assessment in the end of class. The data that I gathered from the
high group showed that 2 students were unable to independently identify logical appeal.
From this data I recognized that some students struggled with one statement in particular. They were leaving it out as not logical when
it was. The statement required higher level inferencing and analyzing. The logic was not easy to find such as a statistic or quote
from an expert might be.
I will review this statement with them and talk to them about why it is logical, even though it is not obvious. This review will be in the
next lesson introduction/review.
For the students that exceeded the criteria, they will have an opportunity to apply their skills by finding and including logical appeal
techniques within a writing assignment within the unit.

3. In addition to the student work witnessed by the observer, identify any other student work samples, evidence or artifacts that
assisted you in making your determination regarding student achievement. (4A)
I also looked at the google classroom pre-writing activity as a guage for which students may be ahead in this unit or behind when
starting out. This data helps me in creating differentitated groups based on lesson targets. If the students were able or unable to create
their own logical data and support an opinion before the lesson, then I will watch their performance for the remainder of the lesson's
units and may decide to move them into a higher or lower group.

4. To what extent did classroom procedures, student conduct, and/or physical space contribute to or hinder student learning? (4A)
Once normal morning classroom procedures were taken care of, students were ready to begin the class as usual. Students always start
the class with a flashback. In this class period however, the plan was changed and students were able to participate in a pre-writing
activity as an anticipatory set for the lesson following the flashback. This activity allowed students to ease into the lesson and also for
me to guage student knowledge of logical evidence before starting the lesson.
Splitting into small groups in separate rooms at the end of the lesson also allowed students with a more differentiated and comfortable
environment for perform their newly learned skills. Each group had different amounts of control and guidance, so students were
receiving the instruction that they needed.

5. Did you depart from your plan? If so, how and why? (3E)
The exit slip activity was cut a little short due to time, so some students were unable to complete the sorting activity. However, because
 Guidelines for developing Post-Observation Reflection are found on page 10 of the KTIP
Handbook
there was teacher guidance in each group, the students were able to show proficient understanding through interaction and participation
with the small group teacher.

6. What changes would you make if you were to teach this lesson again? What evidence informed the changes? (4A)
I would try to move through the nearpod a little faster through more classroom control. Sometimes I explain and give too many
examples and that can take up some needed time for the closure of the lesson.

7. What do you see as the next step(s) in your professional growth for addressing the needs you have identified through personal
reflection? (4A) (4E)
I would like to come up with a better student selection tool so I do not waste extra time waiting for student volunteers to read or for me
to choose students to read.