The Purpose of the Assignment
In this assignment, the focus is on creating and analyzing data to enhance teaching effectiveness. Alongside the charts, this reflective paper will delve into the details of the targeted teaching activity, outlining the process of its development and its impact. This reflection aims to offer insights into the methodology employed and to evaluate the outcomes achieved through the instructional approach.
The Targeted Progress Monitoring
The method utilized was the Targeted Progress Monitoring data collection source, which enables viewing the pre-assessment outcomes at the start of the academic year. With this data, the instructor confirms the student’s goals that must be met at the mid-year and end-of-year. With these statistics, it is possible to assess how well the pupils are learning the concepts and abilities appropriate for their grade, in this example, first grade.
This information helps the teacher determine how many pupils are proficient or advanced, basic, or below basic. This is to carry out interventions, use the lesson benchmark, and carry out activities like guided reading stories and a series of books that start at level A and go to level Z. These activities motivate the students to participate actively through questions, creativity, and reading comprehension. Moreover, magnetic letters have been utilized to help kids improve their understanding of letters and sounds. By sliding and manipulating the letters, students may learn the names of the letters, their sounds, and how to put them together to form sight words.
Identification of the Selected Student
Spanish is the student’s native language; he is a 6-year-old from Honduras. The EIP exam was administered to the student when she came for the first day of class to ascertain her English proficiency and identify her as an ELL student. The girl took the test and was in the NES (Non-English Speaking) group. In the same way, a test was performed to determine whether they knew the English pronunciation of each letter and whether they were familiar with the letters of the alphabet in their mother tongue, Spanish. Due to this knowledge, students have received phonics, letter identification, and sight word interventions (Villegas et al., 2018). After three months, the student can now recognize 10 sight words and the alphabet’s letters and sounds. Competition, however, is one method she employs to inspire her kids. They engage in it in groups to see who can quickly answer an addition or subtraction problem.
Development of the Targeted Learning Activity
The Progress Observation
After my second trip to the classroom, I watched the student chosen for Clinical Field Experience A. The pupil was more eager and certain to participate in the activities the instructor was planning on this occasion. The lovely animals in the books and the music and films presented throughout the class are what this girl adores and finds motivating. She is a student that is categorized as a Non-English Speaker. Thus, there were some occasions when she was distracted.
She has a poor command of the English language. Therefore, she often gets sidetracked since she does not fully grasp what is being taught. The student chosen to be the learning development monitor receives ESOL help and the chance to work in small groups with other ELLs. Finding the title, table of contents, and names of the authors and illustrators is one learning aim that is in line with the English Language Arts requirements.
Segmenting spoken words into beginning, middle, and final phonemes, including words with digraphs, blends, and trigraphs, is the second learning aim that aligns with the standards. Elkonin Boxes, a type of sound box utilized with this curriculum, are employed to accomplish this goal (Ross & Joseph, 2019). Students are taught that each box stands for a different letter sound (Ross & Joseph, 2019). From left to right, start identifying noises. In order to pronounce the word cat correctly, for instance, the word may be broken down into three sounds: c/a/t/.
Importance of Data in Instruction Development
Teachers may enhance their assistance and support understudy learning by developing useful assessments, providing restorative counsel, and giving students new chances to demonstrate accomplishment. The exams, quizzes, homework assignments, and other tests teachers regularly administer in their study rooms are most suited to oversee student learning redesigns (Villegas et al., 2018). Due to their immediate correlation with learning objectives in the homeroom, educators have confidence in the findings of these tests. Results are also quick and simple to investigate at the level of individual pupils. However, instructors must alter their perspective on assessments and how they interpret the findings to utilize class exams to force reforms. They should consider them a crucial component of the teaching technique and essential for promoting student learning.
Students are not astonished by class assessments that serve as important data sources. Instead, these evaluations reflect the concepts and skills that the teacher emphasized in class and the clear criteria the teacher used to make decisions regarding the students’ presentations. The instructor’s activities and, in an ideal world, state or regional measures correspond to these concepts, abilities, and standards. These are thought to be fair ratios of important learning objectives by students. Teachers promote learning by providing students with considerable feedback on their academic achievement and by assisting them in identifying learning challenges.
When educators work with more student data, they must learn how to interpret it for themselves in order to adjust instruction as needed. The skills that are the focus of this examination are those that experts consider critical for educators to understand what their students know, how kids perform individually and collectively, what areas of their instruction need improvement, and how to accumulate students and apply custom-tailored procedures. The findings of this research may be used to inform the strategy for pre- and in-administration educators constructing programs on information-educated fundamental leadership forms.
Sharing the Plan with Families and Stakeholders
Family-school-network associations are a mutually beneficial and complementary process in which families step up and actively support their children’s learning and development. At the same time, schools and other network offices and organizations engage with families in significant and socially acceptable ways. Also, schools and network organizations try to connect with parents, support them, and ensure they have the resources necessary to participate actively in their children’s educational experiences.
My focused activity, in my opinion, considers both methods to help teachers increase student learning and ways to help students themselves. The KWL chart, as previously said, not only observes and notes what students know and wish to know and what they have learned by the end of the class (Nair et al., 2020).
The KWL chart assists instructors in identifying student requirements and conveying exercises (Nair et al., 2020). They are specifically considered for each class by documenting each stage of the learning method (current knowledge, questions or holes, and outcomes) (Nair et al., 2020). This strategy puts individual students and teachers on the same page and encourages students to engage with the subject matter and assume ownership of their learning.
References
Nair, P., Sridharan, L., & Said, N. E. M. (2020). The effect of graphic organizer (KWL chart) on young learners’ reading comprehension in an ESL setting. International Journal of Management and Humanities (IJMH), 4(8), 1-11.
Ross, K. M., & Joseph, L. M. (2019). Effects of word boxes on improving students’ basic literacy skills: A literature review. Preventing School Failure: Alternative Education for Children and Youth, 63(1), 43-51. Web.
Villegas, A. M., SaizdeLaMora, K., Martin, A. D., & Mills, T. (2018). Preparing future mainstream teachers to teach English language learners: A empirical literature review. In The Educational Forum, 82(2), 138-155. Routledge. Web.