Throughout the semester I connected lesson objectives with what students would later be assessed on, and prepared students for the types of questions they would be asked to answer for the future assessments. For example, for math tests that were provided by the school curriculum, I reviewed these tests at the beginning of the unit and sorted the questions into what lessons would teach students the skills necessary to answer the question. From this point, I tried to incorporate similar question types into our daily lessons, including incorporating concepts such as models, timelines, and word problems that were asked of students on the test. In the future, I want to extend this thorough examination of problem types and requirements for students …show more content…
What is the difference between a'smart' and a'smart'? Occasionally, I will reflect on instructional activities based on students’ assessment scores and rubrics. As I already discussed above, I typically would do this for reading and writing, especially if most of the class missed a particular concept for their final project. Often this would not affect the next unit’s structure, and instead would help students in the following units. For instance, in the first essay that students wrote, I taught a mini lesson on formatting on a google document. However, many students missed points for not having the correct font, size, indentions, or other formatting aspects. In this scenario, the reteaching of this in the next unit fits with the expectations of that unit’s presentation of the assignment as well. In other subjects such as science, and social studies, if students did not score well on the final tests or project, then they had to move onto the next unit, which rarely related to the previous unit. While this was not ideal, I was tied down to the district timeline of these subjects, and with the limited amount of time dedicated to these subjects in the school day, it was very difficult to reflect and enact changes based on students’ assessment