Phase III Self Assessment

Copy each question and respond below each question.

1. Describe how you demonstrated respect for, and rapport with the learner(s.
I demonstrated respect for the learners by listening to what they had to say. I
also made sure that when they were talking to me I was giving them my attention as
well as making sure that everyone was listening so that they felt that what they had
to say was important. While I was listening, I would also nod my head, smile and
ask follow up questions so they knew that I really cared about what they had to say.
!. Describe how you pro"ided a positi"e learnin# en"ironment that both
supported and challen#ed your learner in relation to the primary learnin#
tar#et (ob$ecti"e.
In order to provide a positive learning environment, I was able to support the
students by having them work with the place value blocks and frame. This helped
the students to visualize what each digit represents in the number. Additionally, in
order to support the students I demonstrated for them how to add using place
value. In order to challenge the students, I gave each student their own problem
and they had to make it on their own using the place value frame. This allowed for
them practice what I had ust demonstrated for them and it allowed for both me and
the students to see what was clear and what they were still struggling with. Another
way that I challenged the students was by having them do an addition problem that
led to the students having to carry over!trade.
%. &efer to e'amples from the clip in your e'planation.
"or the problem, #$% & '#, the students were able to help tell me how many
hundreds, tens, and ones there were and I placed them on the place value frame.
(nce the numbers were created using the blocks, I e)plained that when we add we
move all the blocks down to the bottom to get the total. After that, I had the students
count the total amount of hundreds, tens, and ones and then come up with a final
answer. With their practice work, one student had the problem '$* & #+ and the
other student had the problem '#' & *,. -ach student was able to demonstrate the
process of creating each number with the place value blocks, move all the blocks
down to add, and come up with a final answer. .tudents were challenged when
they did the problem $$$ & //. I showed the students that we can take *0 ones and
trade it in for a ten block. .imilarly, we can take *0 tens and trade it in for a
hundreds block.
(. )'plain how your strate#ies en#a#ed and moti"ated the focus learner to
de"elop and apply the *nowled#e and s*ills related to the learnin# tar#et.
The strategy that really engaged and motivated the students was being able to
use the place value blocks and frame. This is the case because the students were
able to visualize what the numbers were representing and so they better
understood when I would ask how many hundreds, tens, and ones there are.
-)plaining was another strategy that was beneficial for the students because when
I would e)plain the process to them, they were able to see and hear it and so when
it was their time to practice they were motivated due to their clear understanding of
what they were supposed to do.
+. )'plain how you elicited and responded to the learner,s performance to
promote application of learnin# related to the primary learnin# tar#et.
When the students were done working on their problem, I would have them
e)plain to me what they did and what their final answer is. If they were able to
clearly e)plain it to me, then I would praise them with a good ob or nice work. If
there was something that wasn1t correct, then I would ask them to look at their work
again. (nce they would find their mistake I would ask them what they changed and
why. I wanted the student to not only fi) the mistake but be able to e)plain why so
that they really understand what they are doing.
-. .hat would you chan#e about the teachin# seen in the clip to better support
or e'tend the focus learner,s performance and/or mo"e the learner toward
maintained, #enerali0ed, or self1directed use of *nowled#e and/or s*ills
related to the primary learnin# tar#et2
I think that in order to better support the students1 performance I should have
brought more place value blocks so that the students could1ve worked by
themselves for their practice in the workbook. (riginally, I thought that both
students were going to struggle with this concept so I thought that if we all did it
together we would learn from one another. 2owever, in the actual lesson both
students seemed like they understood it and so instead of working together it
seemed they were focused on who could solve the problem the fastest. Therefore,
by allowing the students the opportunity to use their own frames and have enough
place value blocks that they can work by themselves at their own pace is something
that I think would1ve been much more beneficial. Additionally, I think to e)tend their
performance they could1ve worked on a couple more problems that involved
carrying over!trading because it seemed like they grasped the concept of adding
using place value when there wasn1t carrying involved and so this would be the ne)t
logical step.
3. .hy do you thin* these chan#es would impro"e the learnin# of the learner in
relation to the primary learnin# tar#et2
With each student having enough blocks to complete the problems on their own it
would have allowed me to see both students doing the process step by step and so
I1d observe what steps the students understand and what ones they are still
struggling on. This would allow for me then to work one on one with the student and
address their struggles through reteaching, e)planation, etc. The trading!carrying
over concept would e)tend their learning and help to achieve the obective because
there are going to be addition problems in real life that involve trading!carrying over.
Therefore, the students can begin to learn about it now.
8. After designing, implementing and assessing the lesson plan, write rationale
statements as to how different elements of the planning, implementing and/or
assessing of the plan demonstrate your expertise with one of the Wisconsin
Teacher Standards and one of the Education Abilities.
&ationale statements 3 these statements need to reflect a clear relationship between
elements of the artifact4s5 you have chosen and their representation of your demonstrating
a primary Wisconsin Teacher .tandard 4WT.5 and your demonstration of an -ducation
Ability. The wording could be like6
Use stems like: I chose to include 4name of artifact5 because it represents my
demonstration of WTS #777. 8.et conte)t for this artifact.9 WTS #____ is about a teachers
::.
Through the 4choose an appropriate word such as6 ;planning<, ;preparation<,
;implementation<, ;assessing<, ;reflecting<5 of this 7777777777, I 4discuss your behaviors or
thinking that reflects the WT.5. I also demonstrated my use of the Education Ability
77777777 by my 777777777777777.
.hen you use a format li*e this, this demonstrates your ma*in# a relationship
amon# the artifact, your beha"ior, the .4S and an )ducation Ability. 4his also
reflects le"el ( of writin#.
All statements need to be error free in con"entions, usa#e, and structure.
I choose to include my lesson plan because it represents my demonstration of
WT. = '. This standard is about a teacher knowing that students1 needs differ and
so it1s the teacher1s responsibility to differentiate instruction in order to meet all of
the students1 needs. Through the planning of this lesson, I thought about what the
students already knew and what they were e)pected to be able to do. Additionally,
after seeing their pretest results, I knew that the students were struggling with place
value and what each digit represents in a number so I planned on reviewing this
concept with the students using the place value blocks. In addition to including the
place value blocks, I also had the place value frames with the headings hundreds,
tens, and ones so that the students knew where to place the blocks. >one of the
other students in the class needed these materials? however, I knew that in order
for the students to grasp the lesson obective they were going to need the place
value blocks and frames to succeed. @y lesson plan also demonstrates my use of
the -ducation Ability Aonceptualization, which is applying a teacher1s knowledge
and education theory or principle to create a lesson plan and instruction for a
certain subect area. In my lesson plan, I begin by reviewing what the students did
yesterday in math and how we are going to be doing some more adding but this
time we are going to be using another strategy. @y lesson plan also demonstrates
my knowledge and command of the subect matter because I made sure to write it
out so that it was clear enough that anyone could follow it.