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Planning, Preparation, Instruction, and Assessment of Learners

Kelsie Weyer

Regent University
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Introduction

In order for students to achieve academic success, teachers must teach with the end goal

of the unit in mind. They must consider what they want their children to learn after the

completion of a lesson or unit. In order to accomplish this, teacher must pre-assess their students

in order to evaluate the prior knowledge and misconceptions their students hold. Then, with this

understanding, teachers can begin planning their lessons based on those needs. As teachers are

instructing, they must continually analyze the progress of their students through collecting data

and alter their instructional strategies accordingly. By assessing before, during, and after a unit, a

teacher can thoroughly track the progress of their students.

Rationale for Selection of Artifacts

The first artifact I chose to demonstrate my competency in this area is a pre-assessment

and post-assessment I use in a unit on telling time. After analyzing the ability of my students

from the pre-assessment, I used this data to create my small groups for this unit. By placing

students in groups based on their level of needs, I was able to more effectively scaffold my

support. This pre-assessment evaluated the fundamental skills of the Virginia math SOL 1.8 "The

student will tell time to the half-hour, using analog and digital clocks," as well as the Virginia

Beach objective MA 1.3.10 1.3.10, "The student will tell time in hours and half-hours using

analog and digital clocks." (SOURCE) The pre-assessment also provided quantifiable data I was

able to log into my graphs for this unit to assess academic growth. The post-assessment

evaluated these same objectives and I was able to accurately assess my students' level of mastery

of these standards.
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My second artifact is a table of the data I collected from formative and summative

assessments throughout this unit on telling time. I would track the data from formative

assessments, such as independent work and performance in small group. I then entered this data

into a table and a pie chart, so I could analyze the progress of my students on these standards.

This data was helpful with implementing more effective planning and instruction based on the

actual needs of my students. If I had multiple small groups struggling with an area of telling

time, such as the difference between the hour hand and minute hand, then I would plan a whole

group lesson to accommodate the needs of the class. If only one of groups was finding a skill

difficult, such as reading time to the half hour on an analog clock, then I would appropriately

plan for remediation for that specific group of students.

Reflection on Theory and Practice

By pre-assessing and monitoring data to plan effective instructional strategies for a unit, a

teacher can create a more successful learning process for their students. Pre-assessments are

essential to understanding the “prior knowledge... and naïve understandings” of students

(Rutherford, 2008, p. 153). This provides a solid foundation upon which to build the rest of the

unit. It gives a starting point and a direction by highlighting how to “adjust the learning

experiences... planned for the unit” (Rutherford, 2008, p. 153). After collecting this data for each

individual student, teachers must take this “building block” and “teach to varied student needs”

(Radford, p. 2013, p. 147). Each student is worthy of having their unique learning needs

considered and accommodated within each unit of study.

Another strategy for planning a successful unit is by implementing “backward design” by

“identify desired results” at the beginning of the planning process (Wiggins, 2005, p. 18). All

assessment tools should “be clearly matched to the standards you are striving for in your
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classroom” (Radford, 2013 p. 127). This ensures that the teaching strategies and learning

experiences are all focused on arriving at the end goal. As a teacher, I desire the learning

experiences in my classroom to be meaningful for my students.

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References

Radford, C. P. (2013). Strategies for successful student teaching: a guide to student teaching, the

job search, and your first classroom. Boston: Pearson.

Rutherford, P. (2008). Instruction for All Students. Alexandria, VA: Just ASK Publications &

Professional Development.

Wiggins, W. & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Association for

Supervision of Curriculum Development.