Morgan Logan

Practicum Observation 3

A) Based on what youve seen in class of student performance on an assessment, describe

next steps for instruction for the whole class to impact student learning.

I am doing my practicum in a kindergarten class and while I am in class with they are working
on mathematics. They have been working on place value and recently had an informal
assessment on base ten models. Each student was handed out two worksheets, one worksheet that
had base ten blocks and the other worksheet had numbers. The students were expected to count
the base ten blocks and place the current number next to it. There were quite a few students that
had a difficult time with this assessment because they were unfamiliar with the base ten blocks,
counting incorrectly, or did not understand the assessment.

The next steps I would take for instruction to impact student learning would be, whole class
instruction and review. I would have students sit on the carpet while I explained/review place
value and base ten blocks. I would write down examples on the big notepad and ask the class for
input and/or questions. I would also use the overhead and do practice problems on there. I would
use the base ten blocks so they have a visual and a better representation of what they are doing. I
would allow time for a class discussion and ask students if they had any questions or concerns. I
could also place base ten blocks at each table and have students work on another worksheet to
practice base ten blocks and their counting skills.

B) Based on what youve seen in class of student performance on an assessment, describe

next steps for instruction for the individual students to impact student learning.

The next steps I would take to impact student learning for individual students is working with
them individually. As the class is working on place value worksheets, I will work individually
with students who need extra help. I could also send home practice worksheets so that they are
able to practice and get help at home. Although this does not always work and go as planned, it
could be beneficial. I will also focus on counting to 100 with the students who need more help.
Another step I could take is having students come to my desk individually and checking off their
worksheet. At this time I could help the students that need more guidance or provide more
difficult assignments for the students that understand the work.

C) Explain how these next steps follow from your analysis of student learning and their self-
reflections. Support your explanation with principles from research and/or theory.
 Morgan Logan

These next steps will follow my analysis of student learning and their self-reflections because
they will be getting feedback and working on improving their skills. The Washington State
standards state that kindergarteners should be able to count to 100 by ones and extend to by tens.
We will be practicing counting our numbers and using worksheets if needed. Students should
also be able to compose and decompose numbers 11 to 19 into tens and ones. They should
understand that these numbers are composed of ten ones and one, two, three, and so on based on
State Standards. The steps that I have come up with support these standards because they will be
reinforcing and activating prior knowledge.
 Morgan Logan

Citation

Mathematics K12 Learning Standards. (2015, December 23). Retrieved November 30, 2016,
from http://www.k12.wa.us/Mathematics/Standards.aspx
 Morgan Logan

3. Using Assessment to Inform Instruction

Beginning
Next Steps for Whole Class Emerging Proficient Exemplary
Steps
The response The response The response The response
generally describes an describes the describes the
mentions an assessment seen results of an results of an
Answer describes an assessment seen in class, but not assessment seen assessment with
assessment of the whole in class, but the results. Next in class, but specific examples
class and how the results of doesnt describe steps for the doesnt clearly of varying types of
a response to whole class are detail the next data (i.e., more
that assessment are used to
the data either not steps for the than just a grade).
decide next steps for produced by the presented in entire class as a Details are
instruction for the class, as assessment. detail or response to the provided
well as what those next steps unrelated to the results. regarding the next
are. results. steps for the whole
class as a
response to the
results.
Beginning
Individualized Next Steps Emerging Proficient Exemplary
Steps
The response The response The response Based on the
mentions next describes next describes next assessments
steps that could steps for steps for results, the
be taken for instruction based individual response details
Answer describes any individual on the students, instructional
students, but assessments detailing how strategies for
individualized next steps for
these arent results, but these the next steps individual
student/s based on related to the arent clearly address the students. There are
assessment results that were results of the detailed with students unique illustrative
or could have been taken. assessment or specific needs, but is examples of
are generalized examples as only slightly differentiated
for the whole differentiated for related to the instruction that
class. individual results of the respond to the
student needs. assessment. results.
Beginning
Justification for next steps Emerging Proficient Exemplary
Steps
The response The response The response The response
Answer explains the specific inaccurately accurately accurately connects empirical
next steps that youve describes mentions describes a research, learning
planned, as well as why they empirical research, theory, concept from theory, or
are appropriate based on research, or a concept research, information from
empirical research. learning theory, from the theory, or the the textbook as
Justification is based in the or information textbook, but not text, but only clear support for
specific evidence drawn from the with enough vaguely the decisions
from the assessment and textbook detail to make a connects it with described in
supported through the use of relevant to the connection with instructional prompts A. and B.
a discussion of their progress practicum the steps strategies in A.
observation. described in A. and B.
related to standards.
and B.