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The knowledge and insight I have gained during my Practicum I experience has
undoubtedly given me a better understanding of not only the daily responsibilities and duties of a
teacher, but more importantly, how to implement effective teaching strategies in the classroom to
enhance student learning. I appreciate the opportunity to be able to witness firsthand some of the
challenges that teachers face when working with diverse learners. There was one student in
particular that I noticed right away having a difficult time grasping many of the new concepts
being taught. As I taught each of my lessons, one of the observations I made was that she had a
really hard time following instructions. At the end of each lesson, she had no idea what she was
expected to do and was the last one to complete the assigned task(s). However, utilizing various
teaching strategies to present the information differently has proved to be very effective in
helping her gain a deeper understanding of the content. I realize now that every student is unique
and learns in different ways. And it is important as a future teacher to be aware of and
open-minded to using different teaching methods that will best help students learn.
ANALYSIS OF STUDENT WORK 3
Student Background
I learned from my mentor teacher that Kindergarten is Brianna’s first time being in a
school environment. She is four years old and one of the youngest Kindergartners in the class.
Although Brianna struggles with processing new information, she still has a pleasant disposition
and is excited about learning. At first, I thought that she might possibly have a learning
disability, so I was somewhat taken by surprise when my mentor teacher said that Brianna
actually demonstrates many characteristics of Autism. My mentor teacher has also already had a
parent conference with Brianna’s mother to express her concerns about the lack of progression
W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which
they tell a reader the topic or the name of the book they are writing about and state an opinion or
preference about the topic or book (e.g., My favorite book is…).
SS.K.11. Identify diverse cultural events, holidays, and symbols and where appropriate, identify
these celebrations on a calendar.
ANALYSIS OF STUDENT WORK 4
SL.K.4 Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly.
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional
detail.
Lesson One
In my first lesson, students learned about the processes of proofreading and editing a
writing piece. They had to choose one piece of work from their writing journals that they wanted
to ‘fix up’. First, I modeled instruction by revising one of my own personal stories, placing
emphasis on the importance of details. Then students were reminded of all the tools they needed
for writing (i.e., journal, pencil, crayons, monster finger (spacing), and letter/word wall chart)
and instructed to begin working quietly and independently. At the end of the lesson, I chose
three students who added a lot of details to their illustrations/sentences and asked if they would
like to show their work to the whole class. Lastly, the rest of the students were able to share their
Student Performance
Brianna had a difficult time understanding the concept of editing. She spent a significant
amount of time just skimming through the pages of her journal. When she finally chose which
piece she wanted to work on, she appeared confused on what to do and did not add much detail
to her drawing. She also struggles with recognizing letter names and their sounds so she made
Technique 34: Call and Response - Ask you class to answer questions in unison from time to
time to build energetic, positive engagement.
Technique 57: What To Do - Use specific, concrete, sequential, and observable directions to
tell students what to do, as opposed to what not to do.
ANALYSIS OF STUDENT WORK 5
The “What To Do” strategy helped majority of the class understand and execute the given
task. As I planned my lesson, I felt that showing the expected outcome would be a lot more
memorable and effective in clearly and accurately communicating the learning objective.
Although Brianna was engaged and showed interest during the modeling session, she had a
Technique 21: Name the Steps - Breakdown complex tasks into steps that form a path for
student mastery.
Technique 38: Art of the Sentence - Ask students to synthesize a complex idea in a single,
well-crafted sentence.
I think asking Brianna specific questions about her story would help enhance her
creativity as well as boost her self-confidence. Also, I believe it is important to remind Brianna
of the questions that good writers constantly ask themselves in order to make their writing piece
and illustration more clearer so that other people can easily read it. I feel that naming each step
would play a key role in improving Brianna’s ability to stay on task. This strategy would help
her stay focused and eliminate confusion. Sentence structures might also be helpful in allowing
Strategies Chosen for Reteach, Why, and How They Were Implemented
The two techniques I chose to help achieve student mastery were, “Targeted
Questioning” and “Name the Steps”. I felt using the “Art of the Sentence” strategy was too
advanced for Brianna’s level of literacy skills in writing. First, I started out simple and asked
ANALYSIS OF STUDENT WORK 6
Brianna to show me the different tools that she will need for writing. Then I displayed an anchor
chart naming each step of the writing process to better help Brianna stay on task. It was very
simplistic and included illustrations since Brianna is still unable to identify many letter names
and sounds (e.g., 1. Think/Picture: happy face with thought bubble; 2. Draw/Picture: fish; 3.
Label/Picture: fish, mouth, fin, tail; 4. Write/Sentence: “I like to fish.”; 5. Add detail/Picture
details: a fish swimming in the lake, sun, clouds, underwater plants; Sentence details: I like to
fish at the lake with dad.) I pointed to each step so that she could visualize the progress made
from start to finish. Then I again showed Brianna my own personal story that I chose to revise. I
explained to her that when I need to edit a writing piece, there are questions that I have to ask
myself (e.g., Does this make sense? Did I make my writing clear? Is there anything else I want to
say?). I also asked various questions about her drawing that would help her come up with some
Reflecting on Results
After implementing the reteaching strategies, Briana had a better understanding of how
even more impactful adding details to a writing piece could have on readers. She mainly focused
on the details of her drawing since she still does not know most of the letters in the alphabet.
She made an effort to add a variation of colors as well as more people. She gave her best attempt
at drawing actual body parts instead of stick figures and even tried to write their names as well.
Even though the letters she chose were incorrect, it shows that she understands the concept of
editing by adding details which proves that she is making positive strides in the right direction.
Lesson Two
In my second lesson, students learned about three different counting strategies (e.g.,
ANALYSIS OF STUDENT WORK 7
Count and Scoot, Count and Touch, Count and Check). First, I read the class a picture book,
“Each Orange Had 8 Slices”, and they answered various counting questions from the story as a
whole group. Then I modeled two of the counting strategies on the Elmo (e.g., Count and Scoot,
Count and Touch) before allowing students to work together in pairs for practice and repetition.
Lastly, I modeled the third strategy, Count and Check, on the Elmo as well. Students were given
Student Performance
During partner work, Brianna could not remember either of the strategies that were
modeled. She also had a hard time counting in standard order without teacher assistance.
During independent work, Brianna was unable to complete the Check and Count worksheet on
her own. She had a very difficult time multi-tasking and was unable to simultaneously write a
Technique 21: Name the Steps - Breakdown complex tasks into steps that form a path for
student mastery.
When teaching Math, I feel that it is important for teachers to demonstrate and explain
each individual step to help eliminate any confusion and keep students on task. Modeling each
step helped many of the students differentiate between each of the counting strategies. However,
even after modeling each counting strategy step by step, Brianna was still unclear on what she
Technique 15: Without Apology - Embrace - rather than apologize for - rigorous content,
academic challenge, and the hard work necessary to scholarship.
ANALYSIS OF STUDENT WORK 8
Technique 25: At Bats - Because succeeding once or twice at a skill won’t bring mastery, give
your students lots and lots of practice mastering knowledge or skills.
Technique 35: Break It Down - When a student makes an error, provide just enough help to
Although it might be difficult at times for teachers to see their students struggling with a
new concept, I feel it is vital to challenge students academically and make certain not to ‘water
down’ the content just because it may be a rigorous learning experience. I think Brianna would
better grasp the concepts being taught if she had more opportunities to practice each strategy. I
also believe helping Brianna become a more autonomous learner will help increase retention and
student mastery.
Strategies Chosen for Reteach, Why, and How They Were Implemented
I decided to incorporate all three of these strategies because they each play a key role in
helping Brianna gain a deeper understanding of the concepts being taught. After I finished
modeling instruction and all the students were working in pairs, I sat with Brianna and her
partner to assess how well she understood the main points of the lesson. Instead of making
changes to the given tasks (i.e., allowing her to only master one out of the three counting
strategies), I asked Brianna a series of questions that provided guidance along the way but
allowed her to take ownership of her learning and work through the problem on her own.
Between taking turns with her partner during the collaborative activity along with being short on
time, Brianna did not get to practice each of the counting strategies as much as I would have
liked.
Reflecting on Results
ANALYSIS OF STUDENT WORK 9
After implementing the reteaching strategies, I believe the “Break It Down” technique
was the most effective. Encouraging Brianna to take control over her own learning gave her a
sense of responsibility. I also feel that repeating this strategy in future lessons will help increase
her self-motivation over time. Once Brianna develops learner autonomy, she then will be able to
spend more time practicing key skills and mastering central concepts.
Lesson Three
In my third lesson, students learned about Thanksgiving and described how their families
Kindergarten-friendly terms. (e.g., This day is all about spending time with loved ones and being
thankful.) I read a picture book to the whole class called, “Giving Thanks: A Native American
Good Morning Message”. Students were then encouraged to face their partner on the
community carpet and share with him/her the things that they are thankful for. I also shared with
students my own personal stories of past Thanksgivings and traditions as well. I then informed
students that they will be drawing a picture of the things/people they are thankful for and/or what
they typically do during this particular holiday. Again, I used the modeling method of
members. Students were instructed to work quietly and independently and reminded that good
writers add a lot of details to their work so that other people can read it.
Student Performance
Brianna did fairly well on this assignment. As I circulated the room, I only had to remind
her once of the given task. Typically during writing time, she will ask me to sit down and guide
ANALYSIS OF STUDENT WORK 10
her through each step (e.g., What do I draw?, Who do I draw?, How do you spell _____?, What
letter is that?, etc.) Brianna was able to follow instruction and work independently during this
activity. She even described in detail that the picture she created was of her and her mom eating
Technique 43: Turn and Talk - Encourage students to better formulate their thoughts by
including short, contained pair discussions. * But make sure to design them for maximum
efficiency and accountability.
There are a number of different reasons why I choose to integrate collaborative learning
opportunities into my lessons. Not only does collaboration enhance communication skills,
increase self-esteem, and promote positive peer social interactions but it also allows students to
participate in activities in which they can learn from each other. Oftentimes students have the
ability to explain certain concepts in a way in which their peers can process the new information
more effectively. During the “partner talk” activity, Brianna appeared to be really engaged and
eager to hear her partner’s stories about Thanksgiving and all the things he is thankful for.
Technique 44: Batch Process - Give more ownership and autonomy to students - particularly
when your goal is a discussion - by allowing for student discussion without teacher mediation for
short periods of time or for longer, more formal sequences.
Technique 58: Positive Framing - Guide students to do better work while motivating and
inspiring them by using a positive tone to deliver constructive feedback.
Technique 60: Warm/Strict - Be both warm and strict at the same time to send a message of
high expectations, caring, and respect.
I feel that allowing students more autonomy during a collaboration activity will help
develop the kind of critical thinking skills that are required for real world success. I think the
ANALYSIS OF STUDENT WORK 11
“Batch Process” strategy would be extremely beneficial for Brianna because on my occasions
she still seems to be a bit insecure and looks for reassurance by questioning the teacher at every
turn. I also believe that Brianna needs a lot of constant positive reinforcement to help build her
Strategies Chosen for Reteach, Why, and How They Were Implemented
the “Positive Framing” and “Warm/Strict” strategies. Since Brianna is actually showing vast
improvements in becoming an autonomous learner, I did not feel the “Batch Process” technique
would be as impactful as the others. As I made my rounds around the room, I sat with Brianna
for a few minutes and asked her what her picture was about. She pointed and named each person
in her drawing and explained that they were eating “shee-shee”. After asking a few questions to
determine what she meant by “shee-shee”, I figured out that she was trying to communicate the
word “sushi”. I gave Brianna praise for her hard work and the effort she put forth in her
drawing. I complimented how well her illustration was coming along because she took her time
and didn’t rush. I also provided her with constructive feedback by asking questions such as,
“What else can you add to your picture to give it a little more detail?”.
Reflecting on Results
Brianna had a very positive response to the reteaching strategies. She appeared to be
really excited and proud of herself after I praised her hard work and for completing the assigned
task. She was also very receptive to the constructive feedback and made an effort to think of
other details she could add to her drawing to make it even more appealing.
concepts is absolutely necessary in some instances. I feel that all teachers should consider using
reteaching strategies in their classrooms because they are extremely beneficial for students who
struggle with grasping certain concepts. It gives teachers an opportunity to teach key concepts
using different techniques that convey the information in a way that students are able to better
many cases, there are just too many students, too many tasks, and not enough time in the day. In
my opinion, the most effective way to incorporate reteaching sessions would be by creating
small groups. Then teachers would be able to identify and address any student
misunderstandings and use different teaching techniques to briefly reteach those who need extra
help understanding the concepts being taught. I think it might be somewhat challenging,
especially for novice teachers, to find other activities for students who have achieved student
mastery the first time around and are not involved in the reteaching lesson. I think a good
solution for this problem would be to integrate reteaching strategies into centers. This way
students who do not need additional help can work on activities that will provide more in-depth
knowledge of the content. For those who do require reteaching, through thoughtful preparation
along with prior knowledge of students' learning styles and abilities, teachers are able to
construct various learning stations to help alleviate any misconceptions by utilizing different
teaching strategies that will communicate key concepts more effectively. This process definitely
has been a good learning experience and has helped me to become better prepared for when I
have my own classroom. I also have a greater understanding now that not all of the teaching
ANALYSIS OF STUDENT WORK 13
methods I choose will be the best option for each and every student. Instead of feeling
discouraged or defeated, I know it is perfectly okay to try something different in order to create a
I feel that this whole experience has provided so much valuable and useful information
that will help me achieve my goal of one day becoming a great teacher. The most important
thing that I have learned from this experience is the importance of being flexible and
students understand the content that they are learning. My goal is to implement teaching
strategies that promote student engagement and help students make meaningful connections to
the content. After teaching all three of my lessons, I realize now that each and every student is
unique and learns differently. One strategy might work wonders for some students and be
completely ineffective for others. For instance, some students might thrive in collaborative
learning activities and some might excel working independently. Teachers can use this insight to
determine which teaching techniques would be most effective in fostering each individual’s
skills and abilities. By gaining a better understanding of each student’s needs, teachers are able
to differentiate instruction and adapt their teaching strategies to accommodate different learning
styles.
Checking for understanding is also an important factor in the teaching and learning
process because it allows the teacher to make the necessary instructional changes to help enhance
student learning. As a future teacher, I want to develop the habit of asking students questions
ANALYSIS OF STUDENT WORK 14
throughout the lesson to gain deeper insights of student comprehension. I feel that frequent
checks for understanding will also help me pace my lessons more efficiently as well. Based on
student responses, I will have a better idea if I need to speed up, slow down, or reteach the entire
lesson all together. By waiting to assess the results from an assignment, end of unit quiz, or
worse, state tests to determine understanding would only be detrimental to student learning.
Also, making certain students fully understand new concepts will prevent them from practicing
Lemov, D. (2015). Teach Like a Champion 2.0: 62 Techniques that Put Students on the