OHIO RESIDENT EDUCATOR PROGRAM

Assessment of and Planning for Student Learning

Year 2 Instructional Cycles 1, 2, 3

Resident Educators, through collaboration and guidance of mentors, gain deeper understandings of teaching each time they implement and analyze the Teaching & Learning Cycle.

Directions: 1. Resident Educators use the Instructional C cle to anal !e" #lan" and re$lect on % lessons. &. 'ollo(in) the teachin) o$ each lesson" Resident Educators re$lect on the lesson * analyzing student (or+ sa,#les resultin) $ro, the lesson.

INSTRUCTIONAL PLAN
Assessment of Student Learning
Use the questions belo to guide your analysis of assessments! How does the assessment reflect the learning targets and/or lesson purpose? Assess,ents are ta+en directl $ro, o*-ecti.es o$ the lesson and correlate (ith the +no(led)e o$ the tar)et What high order thinking does the assessment require? Critical thin+in) e/ercises re0uire the student to a##l +no(led)e to a #articular scenario )i.en. How does the assessment ask students to transfer learning to new situations? Critical thin+in) scenarios #ro.ide students (ith in$or,ation and allo( the, to ,a+e there o(n in$erences on a )i.en situation. How does the assessment provide opportunities for students to independently choose and implement high level instructional strategies? The lesson #ro.ided o##ortunit $or students to thin+ inde#endentl and choose a course o$ action . How will students monitor and track their progress? 1no(led)e o$ to#ic (as ta+en $ro, a #re2assess,ent and (ill *e co,#ared (ill #ost assess,ents a$ter later lessons What purposeful feedback on this assessment will lead students to deeper understanding of the assessed content and/or processes? Ans(ers the students )i.e durin) scenarios re0uire critical thin+in) s+ills and +no(led)e o$ ,ana)e,ento$ the #articular in-ur How did this conversation about assessment influence the lesson design? This con.ersation has lead ,e to ta+in) a closer loo+ at ho( I #ro,ote student learnin) * $acilitatin) student lead learnin). 3 allo(in) students to critical thin+in) s+ills to achie.e a hi)her le.el o$ understandin).

Identifying the Student Learning Needs R" Program #ear $

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OHIO RESIDENT EDUCATOR PROGRAM

Assessment of and Planning for Student Learning

INSTRUCTIONAL PLAN
How will the relationship between the standards and the learning target be communicated? O*-ecti.es (il *e #osted *e$ore lesson so students +no( the e/#ectations o$ the lesson What prior knowledge do students need for this lesson? Students (ill re0uire +no(led)e o$ anato, and *asic ,edical ter,inolo) to #artici#ate in this lesson What are the connections to previous and future learning? The standard o$ care alon) (ith *asic #rotocols o$ e.aluations (ill *e disussed and co,#ared (ith #ast and $uture #rotocols

"stablishing the Learning Ob'e(ti)es * Learning Targets

What is the purpose of this lesson? Reco)ni!e .arious in-uries to the structures o$ the thora/ How does this lesson fit into the curriculum continuum for state content standards? Identi$ treat,ent" and e.aluation o$ in-uries to the thora/ and a*do,en What in this lesson is important to know and understand today? What in this lesson will inform future learning? What enduring understandings could emerge from this lesson? It is i,#ortant to understand ho( to identi$ an in-ur in order to address it (ith the a##ro#riate ,ana)e,ent How will the learning objectives/targets be made clear to students? 4earnin) o*-ecti.es (ill *e dis#la ed and shared (ill the student in an e$$ort to ha.e a concise understandin) o$ What misconceptions about content need to be considered? I$ there is an di$$erentiation *et(een #articular in-uries that can occur (ith the thora/. Man o$ the si)ns and s ,#to,s are si,ilar *et(een the ail,ents.

+athering A,,ro,riate Resour(es

What new learning is needed to teach this content? De$initnions o$ in-uries as (ell as their etiolo)ies. What resources will be necessary to plan and to teach this lesson? Arnhei,5s Princi#les o$ Athletic Trainin)" Po(er#oint Presentation" Pro-ector How did data inform the planning of this lesson? Students65s #rior +no(led)e o$ content (ill decide (hat to#ics (ill *e allotted the ,a-orit o$ the ti,e.

Instru(tional Strategies -How the tea(her (on)eys the (ontent.

What are the instructional strategies used for this lesson? Most o$ the class is )oin) to *e lecture alon) (ith discussion 0uestions. Students are )i.en scenarios and (ill ha.e to co,e u# (ith a ,ana)e,ent #lan.

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OHIO RESIDENT EDUCATOR PROGRAM

Assessment of and Planning for Student Learning

INSTRUCTIONAL PLAN
Why were these strategies chosen? The class has res#onded (ell to classroo, discussion and lecture. The as+ )ood 0uestions and sta on tas+. How will the instructional strategies lead students to independent and self-directed learning? Strate)ies (ill allo( student to a##l content to a real li$e situation How do the strategies equip students for rigorous work? Students (ill *e a*le to ta+e stra)eies learned and a##l the, to clinical settin)

Instru(tional A(ti)ities -What the students do to engage

ith and learn the (ontent.

What activities provide students opportunities for deliberate practice of the learning strategies? Oral #racticals" criticial thin+in) e/ercises" and assess,ents What activities provide opportunities for authentic learning? Oral #ractical assess,ents What activities require higher-order thinking skills? Critical thin+in) scenarios What activities engage students in interdisciplinary connections? Article re.ie( on to#ics What activities allow students to collaborate and share their knowledge? Reha*ilititation #lans allo( students to (or+ in )rou#s and colla*orate on course o$ action $or #articular reha*s and treat,ents

/ifferentiation
How will you determine if differentiation is needed for this lesson? I$ #re assess,ent data sho(s that there is a lac+ o$ understandin) and there is no )ro(th. How will you provide access and appropriate challenges for students? Class )rou#s (ill *e chosen to suit each #erson s+ill set How might the lesson be adapted to accommodate students? Students (ill *e )i.en notes on lecture in needed

Resour(es and 0aterials

List resources and materials needed for this lesson Po(er#oint" Pro-ector" Guided Notes

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OHIO RESIDENT EDUCATOR PROGRAM

Assessment of and Planning for Student Learning

Reflection:
Resident Educators, collaboratively, with the guidance of mentors, e tend their understanding of the Teaching & Learning Cycle by analyzing student wor!. This best practice moves Resident Educators from grading student wor! for accuracy, to analyzing student wor! for understanding.

Preparation for Collaboration:

"fter Resident Educators have planned and taught a lesson and assessed student wor! for accuracy and #uality, they should bring the graded samples to be analyzed.

+uiding 2uestions for Analyzing Student 3or4

What questions came to mind after grading the work for accuracy? 7hat in$or,ation could I ha.e $ocused on to #ro.ide ,ore clarit How does the work meet e!pectations for high quality work? 7or+ is ali)ned (ith content o*-ecti.es and standards How does the work reflect high levels of student inquiry and creativity? "tudents gave in depth and detailed answers that varied in scope and creativity What does the work tell about how students learn? Students learn *etter (hen a##lication is in.ol.ed What trends and patterns are identified within the class? Students (ill retain (ith re#etition How does the work reflect independent student learning and self-monitoring? Students (ill co,#rehehend lesson once it is a##lied to a situation What purposeful feedback will equip students to perform at a higher level? 8uestionin) their rationale $or ans(ers i$ the did not #ro.ide su$$icient in$or,ation What reflection questions might you ask students relating to the work? 7hat could ou ha.e done di$$erentl i$ the situation had (orsened or i$ ou (ere )i.en e/tra cues9 How will the data gathered from this collaborative analysis be used in the planning of future lessons? I (ill deter,ine (ea+ness and (or+ to i,#ro.e the lesson u#on those results.

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