FEAP 1 Instructional Design and Lesson Planning:

A. Aligns Instruction with state-adopted standards at the appropriate

level of rigor;

Above is an excerpt from my latest observation with my university supervisor.

Prior to completing this section, I consult the district curriculum map and
planning support tools. After looking over the weeks content I decided on a
standard to focus a particular lesson on. In the above lesson, I was facilitating
a lesson where students use a variety of addition and subtraction strategies
to solve word problems.
B. Sequences lessons and concepts to ensure coherence and required
prior knowledge;

When planning this activity, I had to strategically place it towards the end of
the unit. Prior to this lesson we had spent a week learning various addition
strategies to solve multi-step 3-digit problems, as well as a week on different
subtraction strategies. Therefore, by the time this lesson took place, students
had a good foundation of several types of subtraction and addition strategies,
solving 3-digit problems and word problems. The previous day whole-group,
we decoded many types of word problems to discover if we needed to use a
subtraction or an addition strategy to solve the problem.
C. Designs instruction for students to achieve mastery;

The above artifact shows a section from my lesson plan, detailing the
procedure of our math activity. When designing this part of my lesson, I
decided that the students needed a place where they could self-monitor their
own knowledge and if they needed help. In prior similar lessons, I had given
the students the option to come (SCOOT) to the back table when they were
confused or needed help. However, throughout the lesson, not one student
took this opportunity. Therefore, I decided that is I created self-check stations,
they could see exactly when and where they were making mistakes. As an
assessment purpose, I could also see at the end if they had to edit their
solution. I decided to do this by instructing the students to check their work
using a colored pencil that I provide at the station. By doing this I was
assuring that each student master the content. The self-check stations
allowed students to see if they needed assistance from the teacher to better
understand the material.
D. Selects appropriate formative assessments to monitor learning;

The artifact above is a section from one of my lesson plans involving a math
SCOOT game. The object of the activity is that on each desk is a different
math problem. Students have an allotted time limit to solve the problem.
When I say SCOOT the students must stand up and move to the next desk

and begin working. The rotations continue until the students finish at the
desk they started. For this activity my formative evidence was the one-onone conversations I had with students while circulating and their answer
sheet. Students had a sheet where they were to solve each problem, at the
end I collected these. By doing this I can see exactly how the student solved
each problem and if they made an errors. This allows me to see if the student
mastered the concept or needs more support. Another formative assessment
was the conversation I had with students while circulating. For instance, while
monitoring students I found four students to be making many mistakes while
participating in the activity. Upon questing them on their solution and though
process, it seemed that they were very confused and were not sure when
they should be adding or subtracting. They also seemed to have a lot of
confusing when it came to regrouping. Therefore, the next day I decided to
place these four students into a small group to reinforce addition and
subtraction strategies.
E. Uses a variety of data, independently and in collaborating with
colleagues, to evaluate student learning outcomes, adjust planning
and improve the effectiveness of lessons;
Based on my observation of student work and checking for understanding, I
determine if a student requires more individualized instruction. If the does
need more assistants I make a plan for them to receive the help from myself
or my collaborating teacher.

F. Develops learning experiences that require students to demonstrate

a variety of applicable skills and competencies;

For this lesson, students were required to solve many different forms of
addition and subtraction problems, while interacting in a fun interactive math
game. Students were required to use a variety of strategies to solve the
problems. In the artifact included above, I go into more detail about the
experience students will during my math SCOOT activity.
FEAP 3: Instructional Delivery and Facilitation:
a. Deliver engaging and challenging lessons;
The artifact below is the end product of my cloud lesson. Students started the
lesson by taking notes on a graphic organizer about four different types of
clouds. Students listened to a MyOn digital book about clouds and students
wrote down facts about their assigned cloud. Then students were provided
materials to make their cloud. After, students met with the three other
members of their group and shared information about their cloud.

b. Deepen and enrich students understanding through content are

literacy strategies, verbalization of thought and subject matter;
In the below artifact, I used the idea of a think-aloud to model for students
the internal thought that writers experience when planning. I also related our

writing task with the story we had read whole-group and that the students
were familiar with.

c. Identify gaps in students subject matter knowledge;

In the below image is two groupings I made before starting a new unit in
math. After our unit test, I made a list of students that did not pass our
time/money assessment. I then categorized the students that struggled with
time in one column and the ones that struggled with money on the other.
After a conversation with my collaborating teacher, she agreed to pull these
students a few times a week and work with that group of their area of
weakness.

d. Modify instruction to respond to preconceptions or misconceptions;

In my first university supervisor observation students were going to be

playing a math SCOOT game. The lesson was going to require students to use

a variety of addition and subtraction strategies to be able to solve the various

problems. From my experiences with the learners in my classroom in math
throughout the addition and subtraction unit, I know that they easily get
confused. This lesson was the second day of using both subtraction and
addition strategies to solve word problems and I had noticed on the lesson
previously, that students sometimes have a very difficult time figuring out
which operation to use. Therefore, for this lesson I set up self-check
stations. I had planned a SCOOT game earlier in the semester and noticed at
the end that even though I gave every student the opportunity to come to
the back table and work with a teacher if they were confused, not one
student did. That made me wonder if the students were embarrassed to ask
for help, or if they did even know they needed it. For this lesson, every third
desk had a sheet with the previous two problems solved, if students had
solved both problems wrong they had to come to the back table. There my
collaborating teacher was able to work one-on-one or in a very small group to
assist students. Meanwhile, I was circulating the room to help students, if I
saw were struggling.
e. Relate and integrate the subject matter with other disciplines and
life experiences;
For my last university supervisor observation, I was able to plan a poetry
lesson. For my model, the students and I read a poem about Brussel sprouts.
While reading, I pointed out to students the authors word choice and tried to
use it to claim if the author likes or dislikes the vegetable. The students
seemed to enjoy this. Afterwards, it was the students turn to create their very
own food poem. In the image below, is one students end product. While
writing the poem I encouraged students to think of powerful words to
describe their foods. I also gave them the choice to write a poem about a
food they like or one they dislike. I chose the topic for this poetry lesson to be
food, because all the students can relate to a food they feel strongly about.

f. Employ higher-order questioning techniques;

Integrating higher-order thinking questions into my lessons is an area that I
am focusing on this semester. After a conversation with my collaborating
teacher, I decided to do some research online to find something that I could
use in my daily teaching. I found an article by a current teacher that attached
a template of higher-order thinking question starters. I recently printed and

started using this in my classroom.

g. Apply varied instructional strategies and resources, including

appropriate technology, to teach for student understanding;
For my second university supervisor observation I facilitated a lesson where
students were learning about four different types of clouds. For this lesson, I
incorporated a MyOn book about clouds. MyOn is an online literacy program
that housing thousands of digital books on a variety subjects and reading
levels. MyOn is an easy way to really engage your learners and is an
alternative to read aloud. Each MyOn book has a recording of a reader,
therefore, students can listen to the book. This also gives the teacher to
monitor and circulate a little easier, than if they were reading themselves.
This particular MyOn book had amazing illustrations and wonderfully visually
appealing pages. Students really seem to respond well to digital read-alouds
and seem to appreciate the incorporation of technology.
h. Differentiate instruction based on an assessment of student learning
needs and recognition of individual differences in students;
I have learned that sometimes throughout a lesson, students will start to
drone out. Meaning that if an activity requires a lot of sitting and silent
voices, the students might become restless. When this occurs I will normally
ask students to stand up and either stretch for a second, doing a quick dance,
move their legs or shake out their brains. During my one of my lesson,
students were engaging in a quick SCOOT game. For the most part, students
did a very nice job and rarely did I have to give reminders about talking.

Therefore, to make sure that students dont feel restless, I asked them to all
stand up and shake their brains, which means they just shake their brain
for a few seconds. In my classroom, the boys easily get distracted and have
large amounts of energy, this is an easy and quick way to refocus them
without wasting much instructional time.

i. Support, encourage and provide immediate and specific feedback to

students to promote student achievement ;
Throughout my latest observation I really focused on incorporating student
feedback into my lesson. For instance in the image below, you will see a note
made by my supervisor regarding some specific feedback I gave to students.
In the lesson, I really try to use the information given to me by students to
engage learners.

j. Utilize student feedback to monitor instructional needs and to adjust

instruction.
In the evidence below, it shows that I incorporated student responses into my
lesson and allowed their input to guide my lesson. I used the students
responses to adjust my instruction by determining group understanding and
identify any gaps in information or comprehension.

FEAP 4: Assessment
a. Analyzes and applies data from multiple assessments and
measurements to diagnose students learning needs, informs
instruction based on those needs, and drives the learning
process;
From one student in particular I was noticing in my informal
assessments, was struggling with money concepts. In particular he was
having difficulty counting groups of money, which I knew was going to
be tested. The day before the test, during our review I could see he
was still struggling to answer questions and stay on pace. After grading
his review, I could see he was not at all ready to take our assessment.
Therefore, we decided that he would benefit from receiving a few small
group money teachings before testing. Since another student was
going to be out for a few days for medical reasons and would need to
test at a later date, we decided to let this student test then as well.
Therefore, from my multiple assessments I noted the students gap in
knowledge and adjusted his assessment to best meet his needs and
increase his chances of success.

b. Designs and aligns formative and summative assessments that

match learning objectives and lead to mastery;
In the evidence below you can see that I listed the objective for a math
lesson I planned. The objective was for students to use a variety of
math strategies to solve addition and subtraction word problems. My
formative assessment plan was to observe the students working and
take note where the struggled. To match my objective, my summative
assessment plan was to assess their math work. For my assessment I
not only checked if their answers were correct, but the method they
used to solve.

c. Uses a variety of assessment tools to monitor student

progress, achievement and learning gains;

The image below depicts a screenshot of one of my lesson plans.

Although throughout the lesson I was informally assessing the students
based on their class participations and input towards the class
discussion, I wanted to make sure everyone was understanding the
main idea of the lesson. The objective of the lesson was for students to
be able to understand authors purpose based on word choice.
Therefore, although we discussed the poems wording, I wanted to
include an exit-ticket into the lesson. By incorporating an exit ticket I
was able to assess every students comprehension of the lesson.

d. Modifies assessments and testing conditions to accommodate

learning styles and varying levels of knowledge;
In the below image, is a screenshot from one of my lessons. Many of
students have unique learning needs that influence the way I assess
them. For this particular lesson, I was assessing their ability to create a
poem based off of my model. Since many of my students are ESE, I
made sure that they had assistance from our VE teacher in completing
this task. I also have a couple of students that struggle greatly with
getting their ideas onto paper, therefore, I planned for them to also
work in a small group to increase their chances of being successful.

e. Share the importance and outcomes of student assessment

data with the student and the students parent/caregiver(s);
Below, is a copy of a parent-teacher conference form that was used on
conference night. My collaborating teacher and I use this information
to guide our conversation with parents/guardians. We also make sure

to make clear where the students are academically and everyone

involved in the conference signs the form at the end of the meeting.

f. Applies technology to organize and integrate assessment

information.

The artifact above is a scanned copy of my students scores from a

standardized assessment last year. This information helps us get a
good idea of where our classroom population was at the beginning of
the year and see how they have grown. This information and data also
helps to accurately assess and place students in RTI groups.