Bryana Pecchia

Lesson week reflection

Section 1: Reflection in Action

Language Arts / Social Studies

Was the student Was the student

Name able to connect able to talk about
to the story by how they would Total points =
discussing their overcome/deal with 2
dislike? their dislike?
1 point 1 point
Janero Anderson x x + 2/2
Janiyah Anderson x + 1/2
Rayyan Asif x x + 2/2
Xander Beaver x + 1/2
Michael Bradley x x + 2/2
Billy Bratsveen x + 1/2
Elijah Chovan x x + 2/2
Nathan Cox x x + 2/2
Jake Derstine x + 1/2
Tessa Flesher x x + 2/2
Malea Greenwalt ABSENT ABSENT ABSENT
Gabriel Jonda x x + 2/2
Keyvan Martinez x x + 2/2
Hannah Mayeux x x + 2/2
Aidan Schmidt x x + 2/2
Lilly Snyder x x + 2/2
Marquis Stephenson ABSENT ABSENT ABSENT
Paul Venegas-Ruiz x x + 2/2

Based on the information above, there are a total of 18 students, 16 students were present

the day this formative assessment was given. The students were asked two questions and they
were graded on how well they could answer and discuss the question. The formative

assessment/scoring guide was worth a total of 2 points, 1 point for each question. Based off the

16 students who were present, 12 students received full points and 4 students received 1 point

out of 2 points. I would use the results and information for the next day by connecting their prior

knowledge from the lesson prior with the new information and content from the current day.

Based off the article Are You Tapping into Prior Knowledge Often Enough in Your Classroom?,

it talks about the psychologist Jean Piaget and how he felt about education. The article states

“Learners make sense of their experiences (and learning) using their own schema” (Alber, 2011).

This statement means that students learn best when they use their prior knowledge and make

connections between their prior knowledge and new knowledge. This is important for teachers to

incorporate in the classroom because students should be able to make connections every day in

the classroom.

Science

Name Was the Was the Was the

student student able student able to Total
able to to sort by sort by number of
sort by color? texture? points = 3
size?
1 point 1 point 1 point
Janero Anderson x + 1/3
Janiyah Anderson x x + 2/3
Rayyan Asif x x x + 3/3
Xander Beaver x x x + 3/3
Michael Bradley x x x + 3/3
Billy Bratsveen x x x + 3/3
Elijah Chovan x x + 2/3
Nathan Cox x x x +3 /3
Jake Derstine x x x + 3/3
 Tessa Flesher x + 1/3
Malea Greenwalt ABSENT ABSENT ABSENT /3
Gabriel Jonda x x + 2/3
Keyvan Martinez x x x + 3/3
Hannah Mayeux x x + 2/3
Aidan Schmidt x x x + 3/3
Lilly Snyder x x x + 3/3
Marquis Stephenson ABSENT ABSENT ABSENT /3
Paul Venegas-Ruiz x x x + 3/3

This formative assessment was done on the same day as the language arts and social

studies formative assessment. Because this was done on the same day, the same two students

were absent making it 16 students being assessed instead of 18 students. This assessment was

worth a total of three points, one point for each area that the student could sort (size, color and

texture). Out of 16 students, there were 10 students who received all 3 points, four students who

received 2 points and two students who received 1 point. I used the following results and the

sorting concept in other areas because the students were learning sorting in different content

areas and I simply connected their prior knowledge to what they already learned to the new

information they learned during the science center sorting activity. After viewing the results, I

was impressed with the results and surprised at some. I expected the results from some students

in which they received but I also expected some of the student who did not receive full points to

receive them. I also felt this way because sorting has been something that the students were

working with in not only science but math as well. Overall, this activity gave me insight on

which students understand the concept of sorting and how to sort and which students are still

having some struggles and need to be addressed and shown more examples.
 Math

Can the Can the student

Name student orally place the double
say the number ten-frame card
Total
of dots on the in the pocket
points = 8
double ten- chart from least
* = correct frame card? to greatest?
X = incorrect (12,13,14,15) (12,13,14,15)

4 points 4 points
Janero Anderson * 12, 14, 15, 13 + 5/8
Janiyah Anderson * 13, 12, 15, 14 + 4/8
Rayyan Asif ABSENT ABSENT ABSENT
Xander Beaver * * + 8/8
Michael Bradley * * + 8/8
Billy Bratsveen * 13, 14, 15, 10 + 6/8
Elijah Chovan * * + 8/8
Nathan Cox * * + 8/8
Jake Derstine 16, 14, 12, 13 12, 13, 15, 14 + 3/8
Tessa Flesher 7, 13, 14, 15 14, 13, 15, 12 + 4/8
Malea Greenwalt 10, 12, 14, 15 13, 12, 14, 15 + 5/8
Gabriel Jonda * * + 8/8
Keyvan Martinez * 14, 13, 12, 15 + 6/8
Hannah Mayeux * * + 8/8
Aidan Schmidt * * + 8/8
Lilly Snyder * * + 8/8
Marquis Stephenson * * + 8/8
Paul Venegas-Ruiz * * + 8/8

This math formative assessment was done on a different day than the other two formative

assessments including language arts/social studies and science. Out of a total of 18 students,

there was one student absent making the total 17 students. Out of the 17 students who were

assessed, 10 of the 17 students received all 8 points, two students received 6 out of 8 points, two
students received 5 out of 8 points, two students received 4 out of 8 points and one student

received 3 out of 8 points. After looking at the results of each student, it was shown that about

half of the students knew how to both orally say the number of dots on the double ten-frame card

as well as place the cards in order from least to greatest on a pocket chart. I used the results for a

later math lesson in which the students had to do almost the same concept but in a different way.

This helped the students understand more of how to count the dots quicker (10 and some 1s) as

well as place the cards in the correct order by visually seeing the number of dots faster. After

reviewing this information and the new tricks, there were a few students who caught on quickly

and was able to count the dots quicker than the previous math lesson and assessment. Based off

the results, I expected them to be how they were because the students who did not receive full

points are mostly the struggling students of the class and need more support and assistance when

completing different assignments and activities.

When reflecting on the feedback I provided to the two students I chose to observe, I feel

that it was effective for one of the students and not so much the other student when it pertains to

their learning. The one student is a struggling student in the class and sometimes has a hard time

focusing in class and on her assignments/activities. I believe that my feedback was effective in

some content with my other student because he has shown times when he took my feedback and

applied it to his learning as well as different behavior management and learning strategies. For

example, during the other math lesson that we did after the lesson I taught, he performed better

on putting numbers from least to greatest because he used the 10 and more 1s strategy when

counting the dots on each double ten-frame card during the activity. I noticed that my other

student did not use any strategy and was distracted still during instruction or paying attention to

something other than the teacher and what is going on around her in the lesson. I helped students
use this feedback by repeating the different strategies and reminding them of how they should be

completing their work. During different lessons, one of the concrete ways I used for the students

to stay on task and complete their work after carpet time was using the turn-and-talk strategy. In

the kindergarten class I am in, turn-and-talks are very popular because when the students discuss

with both the teacher and the students, they are more aware and understanding of what they are

going to get done rather than only knowing in their head and forgetting by the time they get to

their seat. Another strategy I used during my lessons was “status of the class”. My resource

teacher taught me the importance of status of the class and different ways that it can be done.

The way I did status of the class was I made a handout with all the students names on it and had

columns stating what I was asking the students and boxes for each student’s response. This

helped me, and the student know what they were doing and what I expected of them because I

had the information written down.

After making my assessments and thinking about how I was going to give back feedback,

I learned how important it is to make sure my learning objectives for the students align with my

assessments and what I was having the students do and how they are going to be scored. I also

learned how many different types of assessments and feedback there are to use. Some different

types of assessment that were used in my lessons were formative, summative and many

checklists. I learned how easy checklists are and how quick a one-on-one assessment takes with

each individual student when using a checklist. The feedback I used throughout my lessons were

written and verbal. Verbal feedback I learned works best with the classroom I am in because the

students are between the ages of five and six years old and written feedback is harder for them to

understand and remember compared to verbal feedback where I was able to sit with them and tell

them how they did and their different results. In the article Identifying predictors of students’
perception of and engagement with assessment feedback, it states “The concept that feedback

should be reconceptualized as feed-forward to assist students in applying comments to future

work has been proposed” (Ali, Ahmed & Rose, 2017). If I had to do anything differently during

lesson week, it would have been to be more open-minded when it came to my formative

assessments and how I gave feedback. I would have had the students do more hands-on

reviewing when it came to the formative assessment. I used checklists for each assessment, but I

wish I would have had the students do more hands-on learning and have more materials for them

to manipulate what I was asking them to do.

After reviewing the student perception survey, my strengths were control, care and

challenge. In the classroom, I show control by having good classroom management. I use many

strategies that the classroom teacher uses and always reinforce when necessary. I show care by

asking the students how they feel, let them know that I am there for help and constantly ask if
they understand what they are doing on a certain assignment or activity. I challenge the students

by asking higher-order questions to have the students brainstorm and think outside of the

box. When it comes to weaknesses, they are captivate and confer. I was surprised when I saw

that captivate was one of my weaker areas. I feel that for the most part, the students are engaged

when I had activities for them. I can grow in these areas by having more interesting activities for

the students and more hands-on materials for them to use. The students learn the best when they

have hands-on activities and games to play while learning at the same time.
 Work Cited

Ali, N., Ahmed, L., & Rose, S. (2018). Identifying predictors of students’ perception of and

engagement with assessment feedback. Active Learning in Higher Education, 19(3), 239–

251. https://doi.org/10.1177/1469787417735609

Are You Tapping into Prior Knowledge Often Enough in Your Classroom? (n.d.). Retrieved

from https://www.edutopia.org/blog/prior-knowledge-tapping-into-often-classroom-

rebecca-alber