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Professional Learning Plan Log

Name: Emily Kelley

Faculty Facilitator: Dr. Hoaglund
Group members: Hannah Illges, Lindy Cooper, Autumn Combs, Brittany Crabtree, Emily
Indicator: Standard 2.8
Uses formative assessments to provide specific and timely feedback to assist learners in
meeting learning targets and to adjust instruction
Area to Grow: Formative Assessment
Plan for Growth: Book- 25 Quick Formative Assessments for a Differentiated Classroom

Reflective Narrative
Meeting 1
April 15
Leader: Autumn Combs
Topic: Introduction
Meeting: Google Hang out
This was the very first meeting for our PLP. My PLP is different from my PLP so I was excited
to work with a new group of people, but also excited to learn more about formative assessments.
After briefly getting distracted by talking about Hoagland's cat, we talked about how the author
came about of the gates strong with just how important formative assessments are. We discussed
how they do not need to take up a lot of time, but can just be a short check up on where the
student is at and how the teacher should change her instruction. We did cover the importance of
making sure our assessment covers what we taught. Dr. Hoagland also reminded us that rubrics
are necessary for effective assessments. We concluded the hang out all looking forward to
learning more about formative assessments.
Meeting 2
April 22
Leader: Brittany Crabtree
Topic: Section 1- Summaries and Reflections
Meeting: Food Court
This meeting was held in the food court of Samford University and led by Brittany. She opened
by reading a small part in the book and asking us to reflect on it. We all discussed what
summarizing looks like and what it means. Then we looked at each strategy given and listed
what we liked and we we didn't like about the strategies. What we liked about the skill in general
is that it required the students to truly know the material and be able to take it and make it into
their own words. This shows that they comprehend the material and understand it. We also
discussed with rubrics would look like for this strategy. We talked about it being more of a check
for points of understanding.
Meeting 3
April 29
Leader: Lindy Cooper
Topic: Section 2- Lists, Charts, and Graphic Organizers
Meeting: OBB
Lindy led our discussion on lists, charts, and graphic organizers. First we talked about how we
have seen graphics organizer useful in our own styles of learning. We all agreed that it helps us
take a bunch of ideas in our head and help us take them and group them in a way that is clear and
helps us understand. We know that our students can use graphic organizers for the same reason.
They can take all this information and lay it out in a way that makes sense to them. It can assess
them by seeing if they are able to correctly identify where the information should be labeled.
This assessment is one you can easily use a rubric or checklist to check student answers. We
loved the visuals the book provided to help students organize their information.

Meeting 4
April 29

Leader: Emily Kelley and Hannah Illges
Topic: Section 3- Visual and Nonlinguistic Representations, Section 4- Collaborative Activities
Meeting: Google Hangout
This was our final meeting. We had two more sections in the book so Hannah and I both lead the
meeting. I lead the discussion for section 3 and she did for chapter 4. Section 3 was over visual
and nonlinguistic representations. Even though I love drawing and am a visual learner, some
other members of the group were not. So we discussed the benefits and disadvantages of this
type of assessment. We all agreed that assessing someone off a drawing alone might not be
reliable, but if there is some sort of written portion along with it (like the book provides) then we
see it being beneficial. Then we also discussed collaborative activities. We all agreed that we
love collaboration as long as the students carry their own weight and they stay on topic. This way
they get to learn from each other and from another perspective. Something we liked about the
group is that it provided questions to guide the conversations for turn and talk. We knew that
both these strategies would be a little difficult to assess, but we loved the strategies included in
this section.