D171 Task 1

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D171

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Psychology

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May 8, 2024

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A. Identify one video from the formative assessment videos provided in the “Task 1 Video List” in the Supporting Documents section below and watch it in its entirety. Reflect on your observations of the video by doing the following: Video 3: Case #191 Using Images to Build Speaking, Listening, and Descriptive Language Skills Description 1. Describe modifications the teacher made to curriculum, instruction, or assessments based on formative assessment data during the video segment and include evidence from the video for support. After the teacher explained the assignment to the class, they practiced observing and describing with their partners before walking around the room on their own. During this example time the teacher modeled how the students should list their descriptions on the sticky notes. When Cesar was called on, he described basic colors and physical features of the whale, which was still correct, but when Roberto was called on, he used their vocabulary words listed on the board to describe the second image and the teacher modified her explanation to encourage students to use their vocab as well. Feelings 2. Describe how you think specific students felt before and after the adjustments from part A1 were implemented and include evidence from the video for support. I think most of the students felt confident and implemented the adjustment very well, and they seemed to fully grasp the assignment because of it. For instance, the little boy in the red shirt used several vocabulary words in his recorded description without out any additional prompting. However, there were still some students who maybe didn’t know the meanings of the vocabulary words, or where to apply them because they gave more simplistic descriptions. For example, when the little boy in the brown shirt simply says it looks like there might be a man touching the whale, while this is describing the photo, technically, he did not use any vocabulary or descriptive words. This implies that he maybe wasn’t feeling as confident as the other students in knowing how to describe the photos most effectively as instructed. Evaluation 3. Discuss the effectiveness of specific adjustments from part A1 and include evidence from the video for support. I think the teacher’s adjustment was very effective and her modeling of what to do was very valuable as it gave them the tools, they needed to complete the assignment around the room on their own. By using Roberto’s answer during the practice run to modify and point out the vocab words on the board, the students, for the most part, seemed able to be more specifically describe the photos while recording themselves around the room. Prior to this modification, such as in Cesar’s answer during the trial run, they were more focused on simpler descriptions like shape teeth and white spots instead of the vocab descriptions of swimming in pods and having dorsal fins. Analysis 4. Explain why you believe the teacher made the changes or adjustments described in part A1, including how formative assessment data may have influenced those decisions. I think this teacher used an anticipation guide of sorts as she figured out what further explanation the students might need for this assignment to keep them from being fixated on surface level descriptions. For instance, Cesar’s basic description the whale gave her the insight that the students might not think to dive deeper into their vocab for help, but then Roberto used vocabulary words, and this prompted her to remind the class that the words were listed on the

board for them to reference. As a result, the majority of the students used descriptive words in their recordings around the room (Alber 2015). Conclusion 5. Discuss how teachers must actively analyze formative assessment data as they teach in order to make modifications to curriculum, instruction, or assessments to improve student learning. I think that, while the students are in school to learn, teachers must remain in a constant state of learning, as well. Since there is no way for a teacher to know everything about everything, it is vital to success that a teacher is able to adapt and grow along with her students. The world around us is constantly changing not only in what we learn but how students learn, and retain, and absorb what we give them, so, in turn, we must be able to learn and retain from them to see what works and what doesn’t, what they like and what they don’t like, and their emotions and reactions to different styles of teaching. Consistently, changing and adapting to all of these things fosters success for both student and teacher alike. Action 6. Discuss two strategies you learned from the video that you can incorporate into your teaching to help you better meet the needs of all learners. The modeling strategy that this teacher used seemed to be very beneficial for both her and the students in this assignment. In most scenarios, especially a group work I’d like to model or give specific examples of what my expectations are for the students. I can see this being very useful in many ways and even helping answer questions students may not have thought of on their own. Another strategy that this teacher used that I’d also like to implement is having the students work collaboratively and with partners. I think it is great for students to be able to lean on one another for advice or encouragement, as well as, their teachers, and I think group/partner activities are the perfect way to facilitate socialization and comfort working together. B. Identify one video from the differentiation videos provided in the “Task 1 Video List” in the Supporting Documents section below and watch it in its entirety. Reflect on your observation of the video by doing the following: Video 1: Case #645 Empowering Students to Set Reading Goals and Self-Assess Proficiency Description 1. Describe how the teacher in the chosen video differentiated instruction based on individual learning needs or learning contexts and include evidence from the video for support. In this video, the teacher has the students working on their individual goals for reading based on their different needs. The students seemed to be well versed in their own specific, focus areas. For example, we first see Sarah sharing her progress with the class of how she has practiced accuracy in her reading by flipping vowel sounds to make a particular word make more sense in the story. Another example is Karina who is practicing making connections from the story to real life situations that she can relate to, to further comprehension. Both of the goal while different from each other will both help strengthen the individual student’s reading aptitude. Feelings 2. Describe how you think specific students felt before and after the differentiated instruction from part B1 was implemented and include evidence from the video for support. All of the students seemed very confident in their specific reading goals. Sarah was able to explicitly describe to her classmates what problems she

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