Data-Based Instruction and Assessment Plan
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Grand Canyon University *
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516
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Arts Humanities
Date
Feb 20, 2024
Type
docx
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Data-Based Instruction and Assessment Plan
Anthony Swift
SEC-516:Assessment and Evaluation for Humanities Teachers
11/22/2023
Before planning instruction and assessment, it's important to understand what standards
your students are meeting. The Arizona
Reading and Writing Standards 9-10.RI.9 – Analyze
seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell
Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from
Birmingham Jail”), including how they address related themes and concepts aligns best with my
content area.
Additionally, data exploration seems to be the best idea to determine what students
already know and what they need to work on to achieve their learning goals. Standardized test
scores indicate that most students do not meet proficiency requirements in reading and writing.
Most are semi-skilled or poorly skilled. This means that teachers are either not good at making
sure students are prepared for the test, or they are good at pretending students know the material
when they really don't. Many students struggle to meet language and writing standards. Most
students' speaking skills declined by 42% and their writing skills declined by 44%. Students are
not proficient enough to meet academic standards but can improve. It is the teacher's
responsibility to improve student scores, so it is important to find ways to include materials that
help improve student learning. These students need to improve their writing and language skills,
which should be a focus in the classroom. Teachers can find ways to help their students become
better students by adding content that engages them. Examples include “authentic” writing tasks
involving real-life experiences (Williams-Pinnock, 2021). These tasks keep students interested
and encourage them to study more.
One supplemental writing resources to integrate into your History area of instruction
would be a content-based approach for example an educator just finished a lesson on the
Missouri Compromise and how it dealt with free and slave states. The educator could assign an
assignment where the students have to write an essay using historical content about a time where
they felt free or held captive with no way out. This assignment will allow the students to relate
the historical event to something more current or relatable to their lives. The second
supplemental writing resource is to have the students work with a short expository text. This will
allow students to be able to reread a topic and understand the main points of the text and it also
help answer and guiding questions.
To bridge the learning-to-practice gap, our classrooms embrace "culturally relevant
pedagogy," where lessons go beyond core content and include specific instruction and insights
relevant to students' cultures. If the curriculum is designed to replicate students' lives, we can
create more opportunities for interaction and unity. For example, students are exposed to books
that have a character and tone similar to their own. Additional vocabulary lesson topics can
include real-life and thought-provoking activities, such as encouraging students to write for a
purpose. An example of this would be writing a letter to the governor of your state. By
organizing responsibilities with a specific audience, students understand the importance of their
writing and feel they can make a difference.
For entry and exit tickets, students must demonstrate mastery of the required portions of
the content. Access tickets can have problems of varying complexity and provide an idea of each
student's level of familiarity (Moore, 2020). Student reflection is an ongoing method of further
assessment. Students share what they know, what has helped them in their learning, and what
they don't know yet. This allows you to change direction and take next steps with clear
awareness. It also gives you the opportunity to help students reiterate their understanding and
clarify any misunderstandings. The most important thing is to determine which parts of my
teaching will be most useful to my students.
Digital portfolios are valuable tools that enable students to maintain a permanent record
of their educational inquiry and provide an accessible record of student reflections on learning
tactics (Victoria State Government, 2022). As students work on a project or assignment, the
rubrics can be used as a consultation tool to provide specific feedback on progress against the
grid criteria.
To improve my teaching, I work with faculty and staff to familiarize myself with key
subject standards and ensure there are opportunities that meet my standards. You may be able to
find interdisciplinary opportunities and better understand where students in other classes are
lacking. To become an effective teacher, my training is collaborative, and I seek support and
meaningful engagement from colleagues and staff to achieve success. Participating in a
collaborative network creates a professional community of teachers where teachers can discuss
teaching concepts and best practices (Berry et al, 2009).
References:
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Berry, B., Daughtrey, A., & Wieder, A. (2009, December).Collaboration: Closing the effective
teaching gap. Center for Teaching Quality.
https://files.eric.ed.gov/fulltext/ED509717.pdf
Moore, C. (2020, December 2).5 monitoring techniques that deepen student learning. Learning
Sciences International.
https://www.learningsciences.com/five-monitoring-techniques-that-
deepen-student-learning/
Victoria State Government. (2022, January 10).Feedback and reporting. Education and Training
from
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/insight-
feedback.aspx#link19
Williams-Pinnock, S. K. (2021).4 engaging writing tasks for high school students. Edutopia.
Retrieved from
https://www.edutopia.org/article/4-engaging-writing-tasks-high-school-students