Part 1: Assessment

In the previous field experience, you designed and implemented a lesson that provided additional learning support to the selected group of students. In the final part of the assessment process, you will conduct a summative assessment for the same group of students.

Your summative assessment should be designed to determine mastery of identified standards. Prior to completing the assessment, review the pre-assessment to ensure appropriate concepts are measured in the final assessment. Once your summative assessment is complete, ask your mentor teacher to review it for approval.

Administer the assessment to the group of students. You may provide multiple assessment methods (oral, written, technology driven, etc.), and differentiate assessment based on the needs of the students.

Part 2: Provide Feedback

Individually review each student’s assessment results with him or her. During each conference, ask the following questions to engage the student:

• How do you feel about the lesson?  
• What was most difficult?
• What was easy?

During this time, provide effective, descriptive feedback that starts with a positive strength of each student and ends with identifying instructional goals for the student to continue working on.  

Part 3: Reflection

Submit a 250-500 word reflection of your experience creating a summative assessment, implementing it, and providing feedback. Did the data you collected in the pre-assessment help you prepare an applicable summative assessment? What challenges did you run into during the summative assessment and how did you deal with them? Explain how you will use this process in your future professional practice.

Submit a description or copy of your assessment, along with a 250-500 word reflection on giving instructional feedback to the students, 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.

Social Studies Mini-Lesson Plan

Part 1:Mini-Lesson Plan

Grade: SS2G1
List and describe five physical features that you know.

Arts Standard:
VA2C1Utilizes knowledge from different fields to improve the production and comprehension of works of art.

VA2.CR.4
Comprehend and implement procedures, strategies, and the media of double-dimensional works of art.

Learning objective
: At the end of the lesson students will apprehend the physical features of the Earth and their importance.

Other learning objectives
: The study of these features will help students to understand the relationship of the physical features to the Earth.

Learning activities that connect arts and social studies
:

The teacher will start the lesson and notify students on what physical features are and how to identify them through their different characteristics. I will follow the information with use of images of physical features such as mountains, plains, hills, and lakes. Additionally, I will draw examples of physical features on a board just to ensure all the students understand everything regarding Earth’s physical features. Videos of distinct features will also be beneficial to the comprehension of the students on what the lesson is about. To test the students understanding, students will be divided into groups of three each and draw at least three physical features with their names on top of the drawing page.

Formative assessment:

Students will all take an exit test comprising of four questions:

1. Explain the difference between plains and plateaus.

2. Which one s bigger in size between an ocean and a lake?

3. Give 5 examples of physical features.

4. Do mountains influence the formation of rain?

Part 3: Reflection

While going around the class and assessing the work of the students in groups I was able to identify the weak areas and the strong points of the students. The students seemed to enjoy the actual exercise of drawing on their own more than when I drew the physical feature myself. The pre-evaluation information was significant in lesson planning and helped recognize what the students had the knowledge of and what they did not. My goal was to ensure that the student knew and differentiated the physical features and prepares them for when they go on an actual field tour in different regions in the globe.

The students really enjoyed the class as they asked questions and had the ability to present the physical features in a visual form. However, other learners had some difficulties in differentiating between plains and plateaus while others did not comprehend whether the mountains have an impact on the formation of rain. Nonetheless, the students who had difficulties were able to ask questions and after explaining to them they understood the whole process. The activity took a maximum of 3 days to complete and the students utilized maps, actual pictures, and videos to fully apprehend the physical features concept.

The inclusion of visual representations was important since students learn differently and find it easier to understand things through observation. I also used the pre-assessment data to identify what needed to be taught later in another lesson. The lesson can be executed for short term planning and will be efficient in helping out students with any misunderstandings. Connecting with students learning abilities will help them understand more.