ASW PROJECT

Laura Welker

EDEL 311

University of Nevada Las Vegas

College of Education
 Student Background Information

1. J.D is 10 years old, he is a fifth-grade student at an elementary school in Summerlin. He is an

only child, of divorced parents. There are 40 students in his classroom. He is underachieving in

mathematics and English Language arts. J.D is very outgoing and friendly yet is also a loner. He

seems to be able to talk to grown-ups more easily than his peers. J.D demonstrates a variety of

inattentive behaviors that interfere with his learning. He is often off task and not paying attention

to his teacher. He seems to be very bored and distracted more often than not. J.D excels at math

based on my observations, and his test scores, however his grades do not reflect this. J.D has

been moved to different seats several times, but this has not helped him to stay on task. He is

easily distracted, once he has been distracted, it is very difficult to get him back on task. The

teacher has some techniques that she is implementing with him, such as a reward system, that

does seem to be encouraging some improvement. He responds positively to teacher recognition.

J.D is, a good reader, but is only interested in his own personal books. He has no interest

whatsoever in the class novels. When it comes to writing, he definitely benefits from breaking

things down into sections. He is easily overwhelmed if given a writing assignment that he feels is

too long, or complicated. He tends to rush through assignments, and does not check his work.

This causes easily avoidable errors, and sloppy work. J.D has a positive attitude about learning,

but can get very easily frustrated if he feels overwhelmed. He has cried several times in the

classroom over not understanding how to do something. J.D is a pleasure to be around, but could

benefit from some individualized attention.

Lesson #1

UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Laura Welker PSMT Name: Juliet Siqueiros

Lesson Plan Title Multiply Whole #’s Topic: Area Model

Date: 9/18/17 Estimated Time: 45 Minutes

Grade Level: 5th School Site Vassiliadis

1. State Standard(s): 5.NBT.5 Fluently Multiply multi-digit whole numbers using the standard
algorithm
2. Teaching Model(s):
-Direct instruction
-Cooperative Learning
Lemov #24 Circulate
Lemov #32 Wait Time
Lemov #34 Call & Response
Lemov #33 Cold Call
Think-Pair-Share
3. Objective(s): Students will explore multiplication by using area model
4. Materials and Technology Resources:
-McGraw Hill Teacher Book
-McGraw Hill Student Book
-Worksheets
-Elmo
-Pencil
-crayons & highlighter

5. Instructional Procedures:

a. Motivation/Engagement: TW show multiplication video to students;

https://www.youtube.com/watch?v=6fan6ggvh4U
TW Read the problem aloud: What do we need to solve the problem?
“Multiply 17 by 5”
TW write 5 × 17 on the whiteboard
“Let’s draw an area model to help us solve this problem.”
TW have students look at the area model in their books and will display sample on the elmo.
“We will multiply the tens first then we will multiply the ones to find partial products using the
area model.
What is 5 × 10? 50
What is 5 × 7? 35
“Now we need to add the partial products.”
What is 50 + 35? 85
b. Developmental Activities or Learning Experiences
TRY IT: Teacher will do more samples on the board and let students come up and do the same
procedure as used in the last example. Students will demonstrate how to divide the area model
into two parts. We will discuss as a class as students work on problems. Teacher will have
students reflect on whether the results make sense when using this method.
TALK ABOUT IT: Teacher will facilitate a discussion of the Talk About It exercises in their
workbook. Teacher will guide students through the exercises to see how using partial products
makes multiplying two-digit numbers easier.
PRACTICE IT: Students will complete the exercises on the Practice It page individually. If
students are struggling TW help them label the model correctly and set up the problem using
partial products. As students complete the exercises, TW monitor their progress, providing
guidance and intervention as needed. Teacher will circulate, give students time to answer and
eventually call on students to share their answers. (Lemov #24 Circulate, #32 Wait Time, #34
Call & Response)
c. Closure:
TW ask the essential question: “How can area models be used to solve multiplication problems?”
Students will write response In Write About It section of their worksheet. TW then cold call
students to share their answers. (Lemov #33)

d. Extension:
-Rewriting a multiplication problem with partial products is the first step in understanding the
distributive property.
-The area model provides a visual of the distributive property.
-The area of each part of the rectangle is a partial product.
-Visualizing multiplying to find partial products precedes extending this to using the distributive
property to multiply a sum by a number.
a (b + c) =ab + ac
-SW create their own distributive property problem

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Accommodations: If needed TW provide more time to complete assignment, give more
concrete examples, work in small groups with students that are not grasping the concept.
Modifications: TW use alternative worksheets and re-introduce basic multiplication skills for
students that need review.
Differentiations:
Emerging Level: Memory Devices;
-TW ask students to name items in a single place setting (cup, plate, bowl, utensils)
-TW write the words for the items on the board in a row, with + between each word.
-TW say “I need four place settings. I will multiply by four.”
-Put parenthesis around the row of words write 4 × to the left of the row.
-Point to the first word and say, “I have one______. I will have four______.
-Below the word, write 4 ×1. Repeat for each item.
-Put parenthesis around each expression and addition signs between them.
EXAMPLE: 4 × (CUP + PLATE + BOWL + UTENSILS)
(4×1) + (4×1) + (4×1) + (4×1)

Expanding Level: Act it Out;

-TW write the expression 3 × 16 and 3 × (10 + 6).
-Divide students into groups of four.
-Distribute counters to each group.
- In each group, have two students create 3 piles of 16 counters.
-Have the other two students create 3 piles of 10 counters and 3 piles of 6 counters. “Count the
total number of counters in your pile.”
-SW write the findings next to each expression:
3 × 16 = 48 and 3 × (10 + 6) = (3 ×10) + (3 × 6) = 30 + 18 = 48
-TW provide a sentence frame for students to use in describing the expressions:
__________ and _________ are equal

Bridging Level: Academic Language;

-TW create expression cards showing a one-digit number multiplied by a two-digit number on
each card.
-Distribute one card to each bilingual pair. One student will use the Distributive Property to find
the product mentally, describing each step.
- TW provide sentence frames for student use: First, _______. Then, _______. Last, _______.
-The other student will perform the steps as directed.
-For example, 7 × 23 = 7 (20 + 3) = (7 × 20) + (7 × 3) = 140 + 21 = 161.
- Students will switch roles and repeat the activity.

7. Assessment and Evaluation of Learning:

 a. Formative: Play Four Corners game
1. students are given 4 choices
2. students record their answers
3. teacher designates on corner for each choice
4. students travel to the appropriate corner
5. students pair up and discuss answers

b. Summative: TW give exit ticket with three multi-digit multiplications problems on it. Student
must use the area model. Exit Ticket problem 6 x 42 =

8. Homework Assignment: Worksheet from McGraw-Hill workbook

2. My first lesson with J.D was a math lesson. The objective was; students will explore

multiplication by using the area model. The expectation or grade standard is student will fluently

be able to use other methods, other than the standard algorithm, to solve multi-digit

multiplication problems. It is expected that in fifth grade students are able to show reasoning

behind the answers. With the standard algorithm, the steps are just steps, there is no justification.

With the standard algorithm it is easy for students to make mistakes, and hard to find and fix any

mistakes that they make. In contrast, the area model is much more transparent, so it’s easier for

students to keep track of what they’re doing, they’re less likely to make mistakes, and it’s easier

for them to find and fix mistakes.

3. I find that J.D is able to do the computations, but has an extremely difficult time using any

other model, other than the standard algorithms for math. It is a requirement at his grade level

that he is able to model other ways of working out math problems, such as the area model, or

estimating. He has an extremely difficult time showing this, however he has the correct answer

in the end. He gets very frustrated when doing math, unless he can use the standard algorithm.

He has told me several times that he is a “math genius.”

Artifacts: J.D’s Exit Ticket

4. The initial teaching strategy that I used for this lesson was direct instruction.

Direct instruction refers to instructional approaches that are structured, sequenced, and led by

teachers and/or present academic content through teacher lecture or demonstration.

5. Three teaching strategies that I could use to re-teach these concepts of the lesson are:

1. Cooperative learning- Students in small heterogeneous groups take roles and

learn to share knowledge and tasks with one another through a variety of

structures with this strategy. Common features of effective cooperative learning

include team building, positive interdependence, group interaction, structured

activity, and individual accountability. (Washoeschools.net. N.p., 2017. Web. 21

Nov. 2017.)

2. Modeling-Modeling is an instructional strategy wherein the teacher or another

student demonstrates a new concept or skill and students learn by observing and
 emulating. Modeling is an effective instructional strategy when it allows students

to observe thought processes and imitate particular behaviors or steps in a

process. Modeling can be used across disciplines and in all grades and ability

levels. (Washoeschools.net. N.p., 2017. Web. 21 Nov. 2017.)

3. Effective questioning- Teacher questioning and student response are common

classroom learning activities. Research finds that teacher questions (and cues) are

effective when they focus on what is important, require students to respond at

higher levels, provide adequate wait time after a question is asked and establish an

engaging introduction for the lesson. Effective questioning can also play a role in

focusing students on unit learning goals or overarching themes throughout a

longer period of study. (Washoeschools.net. N.p., 2017. Web. 21 Nov. 2017.)

6. The teaching strategy that I choose to use to re-teach this lesson was modeling.

7. I did not need an alternate student for this lesson.

8. a. I chose this strategy because J.D is very cooperative when we follow the I Do, We Do, You

Do modeling strategy. He seems to respond very well when I model something and he is able to

emulate what I have done. He also does extremely well with one on one instruction.

b. The results of using the modeling strategy to re-teach this lesson worked very well. J.D did

struggle initially. It was very difficult for him to step outside of his comfort zone and not use the

standard algorithm. We did the assignment in sections, and I showed him exactly how to do the

area model. I did so with several problems, asking him to fill in the correct numbers for the

equation. He was actually enjoying the lesson and was actively participating throughout. The

final result was that J.D completely understood how to use the area model.
Lesson #2

UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Laura Welker PSMT Name: Juliet Siqueiros

Lesson Plan Tone & Mood Lesson Plan Topic: Tone & Mood
Title:

Date: 10/23/17 Estimated Time: 45 minutes

Grade Level: 5th School Site: Vassiliadis

● 1. State Standard(s): CCSS.ELA-LITERACY.RL.5.1

Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.

● CCSS.ELA-LITERACY.RL.5.4
Determine the meaning of words and phrases as they are used in a text, including figurative
language such as metaphors and similes.

● CCSS.ELA-LITERACY.RL.5.6
Describe how a narrator’s or speaker’s point of view influences how events are described.

2. Teaching Model(s):
ᵒ Direct Instruction
ᵒ Cooperative Learning
ᵒ Lemov Techniques
• Technique #22 Cold-Call
• Technique #24 Circulate
• Technique #34 Call & Response
3. Objective(s):
I can use text evidence to interpret the tone of a poem/text.
I can define mood and tone as it applies to literature
I can apply knowledge of word choice and audience to determine tone

4. Materials and Technology Resources:

You tube videos
Paper with four sections
Pencils
Poem Worksheet
Tone & Mood worksheet
ELA notebook (Tone & Mood Word list)
Elm
Smart Board
Dry Erase Marker

5. Instructional Procedures:
a. Motivation/Engagement: TW play short PowToon tone and mood video, and review
with students what they know, or remember about tone and mood. TW ask can you recall
the difference between tone & mood? (DOK 1)
b Developmental Activities or Learning Experiences:
•TW hand out paper with four squares, labeled 1, 2, 3, and 4.
•TW play four different types of music and have students close their eyes. After each
section of music students will draw, or write a word that describes the feelings that the
music evoked.
•TW call (Lemov #22 Cold-Call) on students to share their words or pictures with the class.
•TW lead discussion about how musicians can change the tone of their music with different
instruments, tempo, and volume. With writing, author’s word choices sets the tone.Tw ask
students; How would you compare tone & mood in music with tone & mood in
literature? (DOK 2) With writing, author’s word choices sets the tone.
•TW have students open their ELA notebook to page 11, where their Tone & Mood word
list is.
•TW put a poem on the Elmo.
•TW have a student read the poem aloud. Class will discuss the tone of the poem.
•TW have students point out what words convey that specific mood.
•TW have students recreate the poem, using their own word (words from the list) to create
a different mood.
•TW have students share their poems, other students will say what mood their poem
conveyed.
 •TW ask students; What do you notice about the words in the poem? (DOK 2) Can you
explain how the words changed the mood? (DOK 2)
•TW pass out Tone and mood worksheet. Tw do #1 with the class. After #1 is complete
•TW ask students to give a thumbs up if they feel they completely understand the
difference between tone and mood, a thumb in the middle if they are not quite getting it,
and a thumbs down if they don’t get it at all. TW make a mental note of those students
indicating they might need some assistance.
•TW have students work with a shoulder partner to complete the worksheet.
•TW circulate the room (Lemov #24 Circulate), specifically the student groups that
indicate they are unsure if they completely understand tone and mood.
c. Closure: TW have students share their answers to the worksheet questions
(Lemov #34 Call & Response)
TW restate the objectives.
•TW ask student to explain the difference between Tone & Mood (DOK 2)
6. Accommodations:
•TW utilize technology
• Smart Board
• Elmo
• You tube videos
•TW model expectations

Modifications:
•TW vary levels of support (partners, whole group, etc.)

Differentiations for Diverse Learners:

•TW use various techniques (Lemov Strategies #22, 24, 34)

7. Assessment and Evaluation of Learning:

a. Formative: TW assess Tone & Mood worksheet
b. Summative: N/A

8. Homework Assignment: N/A

2. The second lesson with J.D was an ELA lesson on tone & mood. The objective was: I can use

text evidence to interpret the tone of a poem/text. I can define mood and tone as it applies to

literature. I can apply knowledge of word choice and audience to determine tone. The
expectation or grade standard is fifth grade students can quote accurately from a text when

explaining what the text says explicitly and when drawing inferences from the text. Determine

the meaning of words and phrases as they are used in a text, including figurative language such

as metaphors and similes. Describe how a narrator’s or speaker’s point of view influences how

events are described.

3. J.D had a very difficult time with this lesson. He seemed to be engaged during the lesson,

however, he did not grasp the concept of the difference between tone & mood. The students did a

worksheet and an exit ticket. For the worksheet J.D did not follow the instructions and his

answers were incorrect. His exit ticket, which asked him to explain tone and explain mood, he

seemed to be confused and answered incorrectly.

Artifacts: J.D’s Exit Ticket

4. The initial teaching strategy that I used for this lesson was direct instruction.
Direct instruction refers to instructional approaches that are structured, sequenced, and led by

teachers and/or present academic content through teacher lecture or demonstration.

5. Three teaching strategies that I could use to re-teach these concepts of the lesson are:

1. Homework and practice- Two staples of education, homework and practice are ways

of extending learning time for mastering a skill. Designing activity for classroom practice

and homework should aim to help students refine and extend their learning. Research

shows that the purpose of the work should be clear and when completed should be

commented on. (Washoeschools.net. N.p., 2017. Web. 21 Nov. 2017.)

2. Effective questioning- Teacher questioning and student response are common

classroom learning activities. Research finds that teacher questions (and cues) are

effective when they focus on what is important, require students to respond at higher

levels, provide adequate wait time after a question is asked and establish an engaging

introduction for the lesson. Effective questioning can also play a role in focusing students

on unit learning goals or overarching themes throughout a longer period of study.

(Washoeschools.net. N.p., 2017. Web. 21 Nov. 2017.)

3. Modeling-Modeling is an instructional strategy wherein the teacher or another student

demonstrates a new concept or skill and students learn by observing and emulating.

Modeling is an effective instructional strategy when it allows students to observe thought

processes and imitate particular behaviors or steps in a process. Modeling can be used

across disciplines and in all grades and ability levels. (Washoeschools.net. N.p., 2017. Web.

21 Nov. 2017.)

6. The teaching strategy that I choose to use to re-teach this lesson was modeling.
7. I did not need an alternate student for this lesson.

8. a. I chose this strategy for the same reasons I used it to re-teach the previous lesson. J.D is

very receptive to the modeling strategy. Specifically when we follow the I Do, We Do, You Do

modeling strategy. He seems to respond very well when I model something and he is able to

emulate what I have done. He also does extremely well with one on one instruction. My mentor

teacher recommended that I should use modeling with J.D. She has found it is one of the only

ways he seems to grasps subjects.

b. J.D responded very well to the modeling strategy. He still had a difficult time using context

cues to determine the author’s tone. He does, however, understand what the difference between

tone and mood is. He was able to articulate with his words the meanings to me, but still was

unable to put it down in writing.

Lesson #3

UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Laura Welker PSMT Name: Juliet Siqueiros

Lesson Plan The 13 Original Lesson Plan Topic: 13 Colonies

Title: Colonies

Date: 11/26/17 Estimated Time: 45 minutes

Grade Level: 5th School Site: Vassiliadis

● 1. State Standard(s): CCSS.SOCIAL STUDIES - SS.5.29.

Evaluate how the relationship between the environment and humans impacted early U.S.
History.
● CCSS.SOCIAL STUDIES - SS.5.31.
Analyze how the physical geography and natural resources affected exploration and the
settlement of people and the development of culture in early U.S. History.
● CCSS.SOCIAL STUDIES - SS.5.32.
Compare and contrast the similarities and differences of the economies in the colonial
regions

2. Teaching Model(s):
ᵒ Direct Instruction
ᵒ Cooperative Learning
ᵒ Lemov Techniques
• Technique #24 Circulate
• Technique #34 Call & Response

3. Objective(s):
Student will be able to list all Thirteen Colonies when given a blank map with a word bank
listing all 13 colonies. They will also be able to identify which of the three classifications the
colony lies in, the New England Colonies, the Middle Colonies, or the Southern Colonies.

4. Materials and Technology Resources:

You Tube video
 Colony fact sheets
Thirteen colonies map
Books on Thirteen colonies
Smart Board
Dry Erase Marker
Markers
Poster paper

5. Instructional Procedures:

a. Motivation/Engagement: TW play short YouTube video introducing the 13 Colonies,

and review with students what they know, or remember about the 13 Colonies. TW ask
can you recall any facts or information about the 13 Colonies? (DOK 1)
b Developmental Activities or Learning Experiences:
•Tell the students that we are going to begin to talk about what life was like back in the
times of the original colonies. Explain to students that life was very different than it is
today.

•Read students the book Colonial Life by Brenden January. (Gardner, Verbal/Linguistic)
Have a grand discussion with the students. Ask, “In what ways was life in the colonies
different than life today?” “In what ways was life similar?” (Bloom, Comprehension)
“Would you like to have lived in the colonial time period? Why or why not?” (Bloom,
Evaluation)

•Break the students up into pairs. (Gardner, Interpersonal) Assign each pair a different
colony. Tell the students that they are going to learn more about the daily life in a specific
colony.

•Explain the assignment to students. Each pair is going to research about the colony that
they were assigned. Students will need to gather information and create a poster about the
economy in each colony, the religious beliefs, and what people in the colony did for
entertainment. (Gardner, Visual/Spatial) (Bloom, Synthesis) The poster also needs to
include a picture of the colony as well as any other interesting information that the pair
discovered during their research. Give the students a copy of the assignment sheet and
rubric (see attached) for their reference throughout the project.

•Give students approximately 45 minutes to meet with their partners and work on their
poster.

•At the end of the lesson, have students turn in their posters and assess

c. Closure: Have the students present their posters to the class. Have them tell their
classmates the three most interesting facts that they found out about their colony.
Leave the posters out in the classroom so that other students can look of them during
free time
(Lemov #34 Call & Response)
 TW restate the objectives.
•TW ask student to state something they learned about the colonies (DOK 2)
6. Accommodations:
•TW utilize technology
• Smart Board
• Elmo
• You tube videos
•TW model expectations

Modifications:
•TW vary levels of support (partners, whole group, etc.)

Differentiations for Diverse Learners:

•TW use various techniques (Lemov Strategies #24, 34)

7. Assessment and Evaluation of Learning:

a. Formative: TW assess Posters based off rubric
b. Summative: N/A

8. Homework Assignment: N/A

2. The third lesson I taught was a Social Studies lesson on the Thirteen Colonies. The objective

was; student will be able to list all Thirteen Colonies when given a blank map with a word bank

listing all 13 colonies. They will also be able to identify which of the three classifications the

colony lies in, the New England Colonies, the Middle Colonies, or the Southern Colonies. The

expectation or standard for this is that fifth grade students understand the physical and human

features of places and use this information to define and study regions and their patterns of

change. J.D should be able to memorize the location of all Thirteen Colonies. It is also expected

the he know which of the three locations the colony is located in.

3. J.D got 4 out of 13 correct on his colony assessment. This is a failing grade of 31%. J.D had

plenty of time to study the location of the colonies. We went over it in class for a week, and he

had three days of homework that required him to study for this assessment. During this lesson he

had the opportunity to go over the assessment and practice it. In class he wasted his time,
coloring and not focusing on the memorization. The majority of this unit lesson was to be done at

home, and based off of his results, he did not utilize his time to study.

Artifacts: J.D’s Assessment

4. The teaching strategy that I used in this lesson was Cooperative learning- Students in small

heterogeneous groups take roles and learn to share knowledge and tasks with one another

through a variety of structures with this strategy. Common features of effective cooperative

learning include team building, positive interdependence, group interaction, structured activity,

and individual accountability. (Washoeschools.net. N.p., 2017. Web. 21 Nov. 2017.)

5. Three teaching strategies that I could use to re-teach these concepts of the lesson are:
 1. Homework and practice- Two staples of education, homework and practice are ways

of extending learning time for mastering a skill. Designing activity for classroom practice

and homework should aim to help students refine and extend their learning. Research

shows that the purpose of the work should be clear and when completed should be

commented on. (Washoeschools.net. N.p., 2017. Web. 21 Nov. 2017.)

2. Direct instruction- Direct instruction refers to instructional approaches that are

structured, sequenced, and led by teachers and/or present academic content through

teacher lecture or demonstration. (Washoeschools.net. N.p., 2017. Web. 21 Nov. 2017.)

3. Effective questioning- Teacher questioning and student response are common

classroom learning activities. Research finds that teacher questions (and cues) are

effective when they focus on what is important, require students to respond at higher

levels, provide adequate wait time after a question is asked and establish an engaging

introduction for the lesson. Effective questioning can also play a role in focusing students

on unit learning goals or overarching themes throughout a longer period of study.

(Washoeschools.net. N.p., 2017. Web. 21 Nov. 2017.)

6. The teaching strategy that I choose to use to re-teach this lesson was Homework and practice.

7. I did not need an alternate student for this lesson.

8. a. I used the homework & practice strategy because I feel that it is important for J.D to learn

study skills. He is very reliant on his teacher, and needs help constantly. It is my opinion that J.D

needs to be a more independent learner, this will benefit him in his current and future education.

I really wanted to see J.D be more self-sufficient. I feel this will do wonders for his self-esteem.
If J.D. realizes that he is capable of doing work more independently then he will be more eager

to do so.

b. I encouraged J.D. and set up a study plan for him to implement at home. His homework was

given on Monday, he had three days to study at home. When re-assessing J.D. he got eleven out

of thirteen correct. This is a score of 85%, a 54% increase from his previous score. J.D did

extremely well with this strategy. He was very proud of himself for doing the work on his own. I

believe this will help J.D boost his confidence, and could perhaps assist him in his future lessons.

9. I will apply the Analysis of Student Work in my future teaching by following this exact

process. I believe assessment is a key component of learning, because it assists our students in

learning. Not only is it important for teachers to know how students are doing, but it is equally

important for students to know how they themselves are doing. I think this can be motivational

for students. When they know where they stand, and what the expectations are, students can play

a more active role and gain more responsibility for their own learning. I plan to assess my

students every day, whether it be oral questions, listening to their group conversations, or an

actual written test. I will take this information and make informed decisions as to whether or not

my students are understanding the content being taught. Based on these observations, if they are

not grasping the subject matter, I will re-teach. Next, I will pick a new strategy to teach this

subject, due to the fact that the previous strategy did not work. After re-teaching with the new

strategy I will assess my students again. In my classroom this process will be ongoing. When

teachers check for understanding it encourages student success, because the teacher adjusts

teaching in direct response to student learning. The Analysis of Student Work is an ideal protocol

to follow in order to ensure that the students are truly understanding what we are teaching. This

process will help me immensely to track student learning, and adjust my teaching accordingly.
10. It is my opinion that the process of check, re-teach, re-check is a great strategy in the

classroom. Checking for understanding, is fundamental to effective instruction. By following this

strategy it gives the teacher the opportunity to improve learning, based off of the students

understanding. This process helps the teacher to make instructional decisions that will help them

if it is necessary to reteach the subject. It is a teacher’s responsibility to know whether or not

their teaching style or strategies are working with their students. If teachers want to be effective

they must check, re-teach, and check again. This is a sure fire way to test if what they are

teaching is actually getting through to their students. This in my opinion is essential and the core

of teaching. If we as teachers, just keep teaching and don’t assess if our students are learning,

what we are doing is pointless. I want my students to fully understand what is being taught. I will

follow this process in my classroom, because I feel it is of the utmost importance. When we

follow the process of check, re-teach, re-check, we are essentially getting to know our students.

Getting to know your students, is the most important thing a teacher can do because it is the heart

of teaching. Understanding our students is an important prerequisite for effective teaching,

particularly because it is more probable that our students today will be more diverse in their

demographics, attitudes, cultural backgrounds, development, and learning styles. We as

educators need to be conscientious to the fact that our student's backgrounds have an impact on

their learning. Building knowledge about our students in a caring manner cultivates rapport or

trust with our students. When we know and understand our students we can use adaptive

teaching and differentiated instruction, which are keys when it comes to being an effective

teacher. These techniques implement various instructional approaches to groups of different

students so that the diversity amongst these students does not hinder any of them from being
successful in the classroom. With adaptive teaching, the focus is to have all students perform

successfully, despite their unique differences.

Differentiated instruction is to understand each individual student has different backgrounds,

skills, interests, and skill sets. Based on this, the teaching approach needs to accommodate the

learning needs of each student. Differentiated instruction is essential in the classroom. We, as

teachers, know that a “one-size-fits-all” approach does not work in a classroom with diverse

learners. In order for all of our students to succeed, we must use different teaching methods to

reach all of our student’s individual needs. Therefore the assessment of Student Work and check,

re-teach, re-check strategy are fundamental strategies that I will continually use in my future as

an educator.

References

Lemov, Doug, 1967-. (2015). Teach like a champion 2.0 : 62 techniques that put students on the
path to college. San Francisco :Jossey-Bass,

Student Learning Objectives. (n.d.). Retrieved November 26, 2017, from

https://www.washoeschools.net/cms/lib08/NV01912265/Centricity/Domain/228/Instructional%2
0Strategies%20List%20July%202015.pdf