Clinical Field Experience B: Classroom Assessments and Instructional Planning Observation and Collaboration 

Allocate at least 4 hours in the field to support this field experience.

Assessment is a crucial part of the educational process. Since you have had the opportunity to observe various instructional strategies in an elementary classroom.

Observe and collaborate with a teacher in a Grade K-8 classroom about the assessment practices and instructional planning implemented in his or her classroom. If already completed, share your “Instructional Strategies Chart” that you created during Topic 3 and ask for feedback from your mentor teacher.

Part 1: Teacher Collaboration

Below is a list of questions to address during collaboration with your mentor teacher: 

• What assessments do you use in the classroom and what are their purposes?
• Do you use data from assessments to plan lessons? How do you organize and analyze assessment data?
• What steps do you take in creating and implementing assessments? What are some tips you have for a new teacher learning how to create, implement, and analyze assessments?
• When you were a new teacher, how much time did you allocate to lesson planning? Typically, how long did it take to write a lesson plan?
• What resources do you use to supplement your instruction and/or help you plan for student-centered instruction?
• What advice can you give me in terms of creating engaging lesson plans that involve students in the learning process?

Ask three additional questions of your own.

Use any remaining field experience time to speak with your mentor teacher and, provided permission, seek out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.

Part 2: Reflection

In 250-500 words, summarize and reflect on your observation and collaboration and how different forms of assessment and instructional planning are implemented in the classroom. Explain how you will use your findings in your future professional practice.

With additional hours, speak with your mentor teacher and, provided permission, seek out opportunities observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.

Speak with your mentor teacher about implementing a mini-lesson during Clinical Field Experience C, either to the whole class or to a small group chosen by the mentor teacher. 

Submit the teacher collaboration and reflection as one deliverable.

APA format is not required, but solid academic writing is expected.           

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

Instructional Strategies 

Various forms of instructional strategies can be implemented in the classroom to inform instruction and create student engagement in the classroom. Instructional strategies can include direct instruction from the teacher, guided and whole group practice to make sure students understand content, and independent practice of content. These instructional strategies can be utilized across content areas.

Part 1: Instructional Strategies Chart

Select a K-8 grade level, an English language arts reading standard, and a math standard. Complete the “Instructional Strategies Chart,” providing an overview of three instructional strategies for creating learning activities in reading and math.

Write a learning objective for each standard and plan activities for each instructional strategy. Ensure the activities are aligned to the chosen ELA reading standard, math standard, and learning objectives.

Instructional strategies must include:

• Anticipatory Set: How you will set the stage for the learning activity and create student engagement.
• Teacher-Centered Approach: Direct Instruction (Modeling).
• Student-Centered Approach: Inquiry-Based Learning (Guided/Whole group practice).
• Student-Centered Approach: Cooperative Learning (Independent/Individual learning).

Part 2: Reflection 

Write a 250-500 word reflection on the instructional strategies in the chart. Include responses to the following:

1. How do these strategies lend themselves to creating student engagement and promote learning in the classroom?
2. How the instructional strategies are appropriate for achieving established learning goals?
3. How you will use your findings in your future professional practice.

Support your findings with a minimum of two scholarly resources.

Submit the “Instructional Strategies Chart” and reflection as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.

Instructional Strategies Chart

Part 1: Instructional Strategies Chart

English Language Arts

English Language Arts (Reading) Standard:

Learning Objective(s):

Instructional Strategies

Anticipatory Set: How you will create engagement in the learning activity

Activity:

Teacher-Centered Approach: Direct Instruction (Modeling)

Activity:

Student-Centered Approach: Inquiry-based Learning (Guided/whole group practice)

Activity:

Student-Centered Approach: Cooperative Learning
(Independent/individual learning)

Activity:

Math

Math Standard:

Learning Objective(s):

Instructional Strategies

Anticipatory Set: How you will create engagement in the learning activity

Activity:

Teacher-Centered Approach: Direct Instruction
(Modeling)

Activity:

Student-Centered Approach: Inquiry-based Learning
(Guided/whole group practice)

Activity:

Student-Centered Approach: Cooperative Learning
(Independent/individual learning)

Activity:

Part 2: Reflection

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