Self-Assessment

A. After teaching the lesson, write a self-assessment in which you respond to the following prompts: 1. In assessing the challenges inherent in meeting your students needs and in the planning of your lesson, describe how you applied the premise that discerning the social, emotional, behavioral and academic traits of the learner is a key factor in creating a successful learning experience (Diagnosis). a. Over the past 25 hours working more one on one with this student, I was able to get to really know him. He would tell me about his family life, what he was excited for, his likes, his dislikes, and so much more. I felt like I really knew the student, but every day, you never knew exactly what you were going to get! Certain things would bug him while at a different point in time, that exact same thing would make his day. The great thing about him though was that we were able to talk through any situation. By getting to know himhis social, emotional, behavioral and academic traits, I was able to create a lesson that would allow him to show what he knew along with pushing him to that next level without being too frustrating. By giving him enough support, like many of his peers, he was right in his zone. I made sure to let him talk with a partner, create pictures as an option to help get his writing across, and conference one-on-one to go over what went really well, what should be looked out and try to fix for next time, and thank him for working so hard. 2. Describe the teaching instance from your video in which you saw yourself responding appropriately to a learning need, the implications of this for student learning, and the insights/perspective you gained as a future practitioner. a. During the shared writing experience, I gave him (and all the other students) a chance to work with a partner to think of ideas. He does great when he is allowed to talk with a partner and get his ideas out verbally instead of just writing things down. While he did this, I was able to hear him give multiple ideas that worked great with the objective of the lesson. When I saw him confused on the directions for them to practice after the Shared Writing experience, I figured that other students would also be confused, so I responded appropriately by taking another minute to go over the directions. During this I had the students repeat back to me the directions as a whole group. This helped him verbally hear it from his peers which I believe helped him out a lot.

3. After creating 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.
Through the preparation of this Kindergarten Shared Writing lesson I was able to develop an appropriate lesson that reached students who are on in different areas in their learning. During my 25 hours in the classroom, I observed students and which multiple intelligence they thrive one. I also looked into and compared their intellectual and social development to the norms of most students their age. By interacting with them too, I was able to understand their personalities and their personal development which allowed me to create a lesson that would be beneficial for a multitude of learners. Through my preparation, I was able to represent my demonstration of WTS #2 and #3. In WTS #2, the teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social and personal development. In WTS #3, the teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. These two standards relate to the Education Ability of Diagnosis because as teachers, we must observe and diagnose the barriers that impede learning and make adaptations to our instruction that allows all students to learn in their zone.

Uploading to the DDP You are responsible for uploading this assignment to the DDP. Upload your preamble and your lesson plan as two distinct files under the heading Work and your self-assessment under the heading Self-Assessment. If you need assistance with the upload process, you can call Sheila Manhoff at 382-6237 or Lynn McDonough at 382-6452 and make an appointment to meet with her either individually or with a small group of your peers. Be sure to bring your preamble, lesson plan and self-assessment (on disc) to this meeting, as well as your videotape.

Criteria for ED 396 ATPA Project: 1. The preamble represents your ability to assess the unique characteristics of a diverse learner and to articulate some principles/strategies to address those needs. (Planning and Preparation) 2. The video segment is 15 minutes in length and acts as a visual lens that supports all aspects of the performance preamble, lesson plan, and self-assessment. (Instruction and Assessment) 3. The self-assessment represents your ability to recognize and evaluate a teaching instance in which you planned appropriately to meet a diverse learners needs OR a teaching opportunity in which you recognized how you could have been more effective in meeting the learners needs. (Reflection) 4. The lesson plan, preamble, and self-assessment meet Level 3-4 writing criteria. (Communication)

Outcomes Conceptualization Coordination Responsibility Conceptualization Diagnosis Respect Integrative Interaction Respect Communication Diagnosis Respect, Communication Conceptualization Diagnosis Reflection

Proficient The standards, learning objectives, learning tasks, have an overall appropriate and consistent focus. (Planning and Preparation) (WTS 1, 3) Plans draw on students (s) experiential backgrounds, interests, or prior learning to help the student reach the learning objectives. (Planning and Preparation) (WTS 2, 3, 7) Strategies for intellectual engagement offer opportunities for student(s) to develop and/or apply specific skills and strategies. (Instruction) (WTS 2, 3, 4, 5) The candidate monitors student understanding of content by eliciting student responses. Candidate responses represent reasonable attempts to improve student use of content skills and strategies. (Instruction) (WTS 5, 6) Recommended changes in teaching practice are based on reasonable assumptions about how student learning was affected by planning or instruction. (Reflection) (WTS 7, 9)