Planning, Preparation, Instruction

Anderson 1

Planning, Preparation, Instruction and Assessment of Learners

Regent University
Tyra Anderson

Planning, Preparation, Instruction

Anderson 2

The program competency I will be discussing is planning, preparation, instruction and

assessment of learners. This competency is important for teachers because it is the core of how
we teach and what we teach. When teachers are developing lesson plans they should be
developed based on the needs of the students. By giving the students a pre-assessment the
teacher will be better equipped with where to start on the lessons.
Rationale
The artifact I will be including is a pre-test that was done on the students to see where
they were with no prior instruction. The students were assessed on knowledge of shapes, color
identification, number recognition, rhyme, uppercase letters and letter sounds. The students were
then assessed again after a few weeks to see if there was any progress. The students were given
daily instruction that included the areas that students were low in. The students that were really
low were pulled daily and given individual instruction. The lessons were being taught to meet
the SOL standards, K.7: The student will develop an understanding of basic phonetic principles.
a) Identify and name the uppercase and lowercase letters of the alphabet. We taught these
standards within the daily calendar. The children learned songs and practiced skills that
reinforced the standards.
Reflection
Pre-assessments are done to compare what the student knew prior to the lesson. The
purpose of the pre-assessment is to inform the teacher about what should be taught based on the
students previous knowledge.

It helps to inform the teacher what needs to be taught and what

doesnt. For example based on the pre-assessment shapes, color identification and number
recognition was something majority of the students already knew. Therefore this skill was not

Planning, Preparation, Instruction

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something we focused on. The students that were not strong in these areas received individual
instruction. The post-assessment is a measurement of learning as a result of the course
experience. The post-assessment should be done at the completion of the particular unit. The
results of the post-assessment showed where the instruction helped the students master the
learning objectives. Five of the students showed a significant increase in what they know now
compared to what they knew in the beginning. They increased in more than 50% of their
recognition of uppercase letters. The pre and post assessments are necessary for teachers. The
post-assessment help teachers distinguish if the instruction was effective and if there is anything
that needs to be revised. Also it helps to recognize students that may need additional help.