Running Head: INSTRUCTION AND ASSESSMENT

Planning, Preparation, Instruction, and Assessment

Emily Kooiman
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2016

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Introduction

Each student enters the classroom with unique experiences and levels of understanding.
Therefore, it is necessary for teachers to assess students prior knowledge and use that data to
drive the instructional planning and implementation of specific content. While in my first grade
classroom, I administered a pre-assessment on the math SOL 1.5 which states, The student will
recall basic addition facts with sums to 18 or less and the corresponding subtraction facts
(Virginia Department of Education, 2016). Using the data from the pre-assessment, I prepared
for seven days of guided math instruction on addition. All lessons included manipulatives and
differentiated small-groups in order to maximize each students potential. I taught different
strategies to specific students so they could find one that worked best for them. Prior to
instruction, only 39% of my students scored an 80% or above on the assessment, but following
instruction, 89% of my students scored an 80% or above.
Rationale for Selection of Artifacts
My first artifact is the assessment tool along with a table describing the quantitative
results of the data. The pre-assessment tested students understanding of the math SOL 1.5.
While most showed no understanding of addition, a few students had limited understanding and
a few got all the answers correct. This pre-assessment revealed the diversity between my
students and drove me to focus on differentiation when I planned for instruction.
My second artifact is one of the lesson plans I created based on the results from the
pre-assessment. My focus for guided math was differentiating the instruction throughout the
whole group and small group instruction. During whole group instruction, I taught my students a
different addition strategy every day. I used a variety of learning methods to reach all my

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students. For the visual learners, I used an addition anchor chart that I added new strategies to
every day. For my kinesthetic learners, we explored some hands on strategies such as a game
called Inside Outside where the students counted how many gems were in the mine (under the
cup) and how many were outside the mine. Then, the students had to create an addition sentence
to represent the total number of gems inside and outside of the mine.
The second portion of math focused on math stations and my small groups. The different
stations the students rotated through included hands-on learning games such as Spin and Add or
Domino Addition. These learning games incorporated a variety of math manipulatives to engage
the kinesthetic learner. To create the small groups, I grouped the students based on their level of
understanding--remediation, on-level, and enrichment. For the remediation group, I focused on
strategies that worked for them--either a number line or the use of math manipulatives for
counting. For the on level group, I focused on increasing their understanding of the different
strategies that were taught during whole group. Last, for the enrichment group, I extended their
understanding with more abstract concepts such as word problems.
Reflection on Theory and Practice
The most important part of this competency is figuring the needs of my learners. Grant
Wiggins and Jay McTighe (2005) say in their book, Understanding by Design, that, ...diverse
student interests, developmental levels, large classes, and previous achievements must always
shape our thinking about the learning activities, assignments, and assessments (p. 14). I let the
pre-assessment shape my thinking on how to move forward with instruction. I focused on
meeting the students where they were at academically and sought to help them grow. Holli M.

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Levy (2008) says in her article on differentiated instruction that while our aim as educators is to
make sure each student meets the goals set forth by the state, ...the greater challenge is to meet
each child where he or she is and move each forward in his or her learning as far as possible.
I sought to help each child learn as much as he or she could by meeting with students in
small groups based on their level of prior knowledge. I taught a variety of strategies because
students do not all learn the same way. For some, it was easier to visualize in their head and
count up from the largest number. Others, though, needed hands-on strategies like a number line
or manipulatives to use while counting. Once I taught some different strategies to my students,
many of them quickly advanced. I was able to see the recognizable difference in my students
understanding of the content because I assessed them before and after learning. Emily
Pendergrass (2014) says in her article, Differentiation: It Starts with Pre-Assessment that, If
teachers want to create flexible groups that address students needs, they need to pre-assess.
Because I pre-assessed, I was able to meet my students needs through well-planned instruction,
and they were able to excel in their understanding of addition.

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References

Levy, H. (2008). Meeting the Needs of All Students through Differentiated Instruction: Helping
Every Child Reach and Exceed Standards. Clearing House, volume 81 (no 4). Retrieved
from http://www.wou.edu/~tbolsta/web/texbook/24_Meeting_the_Needs.pdf
Pendergrass, E. (2014). Differentiation: It Starts with Pre-Assessment. Getting Students to
Mastery, volume 71 (no. 4). Retrieved from
http://www.ascd.org/publications/educational_leadership
/dec13/vol71/num04/Differentiation@_It_Starts_with_Pre-Assessment.aspx
Virginia Department of Education. (2016). Mathematics Standards of Learning (SOL)- Adopted
2016. Retrived from
http://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/2016/index.shtml
Wiggins, G & McTighe, J. (2005). Understanding by design (2nd edition). Alexandria, VA:
Association for Supervision and Curriculum Development.