My Teaching PrACTICE
Using Data To Inform Instruction
Data is the backbone of highly-effective lessons. I always use data to inform my instruction, guide my lesson objectives, and develop student goals.
Data Example 1:
While at Bridge Boston, I was a member of an ANet data analysis team. Our team looked over recent tests from the second grade and determined student misunderstandings. We found that a majority of students struggled to determine the meaning of unknown words.
We planned grade-level meetings to review our read-aloud and identify tier two and three vocabulary words in response to the data. Once we identified the words, we came up with a plan to teach students how to use context clues and root words to determine the meaning of unknown words.
Data Example 2:
At Allendale, students take an adaptive assessment at the beginning of the year. After this initial assessment, the grade level team analyzes student results and comes up with a target area to improve on for the year. Most recently, the data suggested that students were below grade-level on their multiplication facts. Classroom observations and curriculum-based assessments supported this data.
In response, we developed a plan for students to practice the multiplication facts every day and complete a five minute frenzy every Friday. To encourage goal setting, the students tracked their progress each week to chart improvement.
This intervention grew students' multiplication fluency, but we were also able to have a conversation on goal setting. Students looked over their charts and how their progress was not perfectly linear—instead, some better and worse days. However, over time and with hard work, all their scores went up.
Most Memorable Lesson
One of my most memorable lessons was a second-grade science lesson when the students worked in groups to build a whaling boat.
This lesson was part of a unit on whaling and whaling boats. The class learned boating vocabulary and had just returned from a field trip to the New Bedford Whaling Museum.
During the lesson, students worked in groups to build whaling boats out of materials collected from home. As they designed their boats they discussed the different aspects of the boat they needed, such as a "mast" or "harpoon". While students worked I met with groups and tracked their use of the tier three vocabulary words from our unit.
One reason why this lesson was so successful was because students were able to work collaboratively on engineering a boat. They problem-solved design issues and use materials in a creative way. Additionally, it gave the students the opportunity to practice using tier three vocabulary terms in an authentic and engaging way. I was able to hear their use of the vocabulary, track their progress, and probe their understanding. Lastly, many students in my class were Cape Verdean and made cultural connections to the field trip and the history of whaling.
Working with students below grade level
I have worked with many students who were below or significantly below grade level during my experience. When working with significantly below grade level students, my philosophy is that all students can be successful with the right level of support, a positive classroom environment, and family communication.
To ensure success, I develop a classroom environment where students feel safe to learn from their mistakes. Additionally, I always build blocks into my schedule to conference with students 1-1 or in small groups. During these conferences, I can preview material, review topics, and co-develop individualized goals.
During classwork, students often work in collaborative partnerships with students who are different from them academically. These partnerships leverage student strengths and encourage peer-peer learning opportunities. When working independently, I always make accommodations and modifications as needed.
Lastly, I also keep an open line of communication with the family. The family knows what topics the class is working on and supports they can provide at home. I give them positive messages to highlight success and deliver honest feedback when days are challenging.
Assessment Experience
Through my graduate studies and teaching, I have a robust understanding and training in various educational assessments.
I have training and experience with administering Access, DIBELS, Fountas & Pinnell, Woodcock Reading Mastery, Teacher's College Reading Assessment, STAR adaptive assessments, MAP assessments, Illuminate, and various curriculum-based assessments. I have given these assessments and analyzed their results to adjust my teaching.
I am familiar with many other types of assessments, and I am confident in my ability to learn to administer them with efficacy and fidelity.
