What they students says and then they can draw their

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what they students says, and then they can draw their picture. Part 3: Rationale When completing the lesson plan and assessments, I investigated differentiated learning to meet all the learning needs of my students. I want to make sure the assessments were adaptable to meet all the learning levels of my classroom. The lower level students I will pair them up with another student for support or have them in a small group paired with the para or myself for guided learning. In using the Bloom’s Taxonomy for assessments, the multiple-choice questions and fill in the blank requires the students to recall the terms and concepts of the lesson (Carnegie Melon University, 2016). The use of using an entrance or exit is a quick way to assess the student knowledge of the lesson (Thomas, 2019). Starting
BENCHMARK ASSESSMENT 9 the lesson in a whole group setting allows me to get the students excited and involved in the lesson. It has been proven that when students are excited and involved in the learning, then they are more successful (Stenger, 2014). When breaking out into small groups it allows me to walk around and assess the students learning needs by asking open-ended questions. When understanding all the learning needs of my students I will either give them more guidance on the lesson or if they are excelling, I can give them more challenging work. Giving my students a summative assessment, it allows me to see how much of the lesson the students understood. I also must consider all the different learning levels in the class and need to make the assessment are clear and all the students can understand the questions. With my English Language Learners, an aid or myself, will read the questions to them. For my students who are below grade level in ELA or Math I will revise the assessments and assignments to meet their level but also challenges them. When reviewing my assessments, I feel that they are a great way to gage my students understanding of the lesson and the content. After the assessments, I will meet with those who did not quite understand the content by building on the content they do understand. Knowing about my students' interest and family dynamics can also help me in assessing their scores based on their learning habits and needs. In conclusion, I feel this lesson plan and assessments, will be a fun topic and the student and myself to learn all about.
BENCHMARK ASSESSMENT 10 References Carnegie Mellon University. (2016). Eberly Center. Retrieved from Stenger, M. (2014). 5 Research-Based Tips for Providing Students with Meaningful Feedback. Retrieved from - feedback-marianne-stenger Thomas, L. (2019). 7 Smart, Fast Ways to Do Formative Assessing. Retrieved from:

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