1 Running head:REFLECTIVE PLANNING AND INSTRUCTION

Reflective Planning and Instruction

Renae Alston
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

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Reflect On? Plan What? Instruct How?

Websters Dictionary defines reflect in two ways: 1) to send or throw back or; 2) to think
deeply or thoughtfully about something. In regards to being a teacher one might be inclined to
take the latter of the definitions, but reflective planning is dependent on both of these definitions.
In definition one, thoughts tend to be content subjective, the way light from the sun reflects off of
the earth and heat is sent out. However, if that concept is applied to students in a classroom the
definition is applicable. In order to reflectively plan teachers need to know what their students
are retaining. Teachers gauge what their students know by assessments; students send back to us
what they have retained in the form of answers. After the assessments, teachers can then use the
second definition of thinking thoughtfully to direct their planning and come up with the best
instructional practices to take the students where they need to go. Therefore, it is safe to say that
the word reflect is a multi-faceted concept.
Small Groups and Reinforcements
The classroom environment is straying away from a lot of whole group instruction and
starting to lean more toward Tomlinsons theory of differentiation, which separates students into
groups based on the students needs. The artifacts I chose are based on the concept of
differentiation, focusing on the lowest group of the class in the context of language arts. The
group consists of two students who are drastically below grade level. After Christmas, the
students were PALS tested. PALS testing focuses on how many letters the student knows (52upper and lower case) and how many letter sounds the student knows (26 sounds). It was
determined then that student one scored a fifty seven percent in letter recognition and an eleven
percent in sound recognition. Student two scored a thirty eight percent in letter recognition and a
fifteen percent in sound recognition. Both students falling well below the benchmark as well as

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the class average. Recently (March), both students were tested again to see if the interventions
put in place then are producing results (students work with specialist three times a week). Both
students scored within an average range for letter recognition. However, student one still scored
an eleven percent in sound recognition and student two scored a thirty eight percent. Although
some progress has been made, these students were on the remediation list and continue to be on
the list. Reflecting on the quarter one scores and the progress and instruction they have had and
made up until the beginning of quarter three, it was determined that these students need more
remediation within their guided reading groups and need to be pulled every day for guided
reading. Remediation should include activities taught to pre-A readers (alphabet tracing,
identifying sounds, matching letter and sounds) as well as some emergent reader activities (level
A books).
Reflection
I had many apprehensions about student teaching in a kindergarten class. Teaching the
little children has never been a desire of mine. One of my weaknesses is having a hard time
adjusting to what is developmentally appropriate for younger learners. Lessons, ideas, and
strategies for primary learners do not come to me as naturally as those for intermediate learners.
Yet I know that we learn nothing from comfort and if I want to be a well-rounded teacher this
experience with kindergarten is needed. Also, it will give me some ideas on how to better serve
my developmentally delayed son as he will be entering kindergarten in less than a year.
However, my strengths, being adaptable and resourceful serve me well. I am not afraid to say I
dont know or I need help. I will pick everybodys brain until I am comfortable enough to
come up with some things on my own. Psalm 71:21 says, You will increase my greatness and

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comfort me again, and I look forward to that greatness and comfort in teaching the babies that
God has promised me.

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References
Bible (NIV)