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Running head: PLANNING, PREPARATION, INSTRUCTION

Planning, Preparation, Instruction, and Assessment

Nathan Montgomery

Regent University
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Running head: PLANNING, PREPARATION, INSTRUCTION

Introduction

Many would argue that that a large portion of teaching comes from preparation and lesson

planning. Without this key part, school days would not be as productive as they are. Teachers

have the opportunity to meet students where they are and make the most productive instruction

and give the best assessments so that time in not wasted. Preparation is more than just having a

plan for whole group instruction. “The best teaching comes about from having not only a good

lesson plan for each individual section but also a view of the big picture, a sense of how

individual sections fit into the grand scheme of things” (Yale). Having a quality vision of a how a

school day flows is crucial to the best success for both the teacher and the students.

Rationale for Selection of Artifacts

The first artifact I would like to present is an assessment in the form of an exit ticket. We

were covering the ideas of making predictions based off of a text. Throughout the lesson students

made predictions and revised them based on what had already happened in the story. At the end

of the book, students could determine whether or not their predictions came true. The exit ticket

asked students what their predictions are for what is the most likely scenario to happen after the

ending of the story. Students have a multiple-choice question to help them decide what might

happen based on the text.

This exit ticket allows for me to know where each individual is in understanding the concept

of predictions. All the answers are somewhat possible, so students need to use critical thinking

skills to show that they understand the concept. Those that pick the wrong answer are either

showing little effort or misunderstanding the concept.

The second artifact is a partially pre-filled chart on the Promethean board to help model

inferring things about characters. While reading the book, “The Paper Bag Princess” Robert
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Running head: PLANNING, PREPARATION, INSTRUCTION

Munsch, we paused at different places to make inferences about the characters: traits, feelings, or

motivations. The left column of the chart held text evidence from different pages. The right

column was blank to infer things about the characters. The partially filled out chart made it easier

to help students infer based on the text. This preparation piece for instruction, allowed for the

lesson to flow better as I modeled how to find text evidence to infer about the characters. Have

the text evidence saved time and management so that students would not get distracted from me

writing it down.

Theory to Practice

In a theoretical world, teachers can make lesson plans and management plans to guide the day

for students and they would not have to change them year after year. However, every class and

every student are different. Therefore, as teachers prepare for their specific class, their plans

provide a practical flow for the class to follow. These strategies only make sense when

implementing them in the classroom will be the best fit.

Assessments are also an important piece to making the classroom more effective, including

exit tickets. Implementing exit tickets can give direction as to how the teacher can plan future

lessons. “The exit ticket is a great in class assessment tool that can also help plan instruction.

Teachers gain understanding of who knows what and if certain topics need additional instruction

time — something that can be lost when one or two consistent hand-raisers suggest learning

proficiency for the entire classroom” (Dyer). After looking over the exit ticket assessments I am

able to know where each individual student is at in understanding a concept instead of thinking I

know, when one student answers a question on behalf of the whole class.

Preparing quality materials are also an important part of making instruction effective. “A key

feature of effective teaching is the selection of instructional materials that meet the needs of
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Running head: PLANNING, PREPARATION, INSTRUCTION

students and fit the constraints of the teaching and learning environment” (NAP). having

instructional materials prepared for students are crucial for effective whole group instruction.

Between building an exit ticket and have a partial filled out chart, I am able to practically use

effective instructional strategies to help students grow and learn. These artifacts point to real

world learning that takes place in classrooms every day. I will continue to learn practical

strategies that meet students where they are and bring them to new heights.
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Running head: PLANNING, PREPARATION, INSTRUCTION

References

Dyer, K., Dyer, K., Nwea, & Nwea. (2016, November 23). Formative Assessment - Revisiting the

Exit Ticket. Retrieved from https://www.nwea.org/blog/2013/formative-assessment-revisiting-

exit-ticket/

Preparing for Class: Poorvu Center for Teaching and Learning. (1970, January 5). Retrieved from

https://poorvucenter.yale.edu/teaching/teaching-how/chapter-2-teaching-successful-

section/preparing-class

National Academy Press. (1997). Science teaching reconsidered a handbook. Washington, D.C.