Benchmark

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Apr 3, 2024

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Benchmark - Data-Driven Lesson Planning Kaneesha Peterson ECE- 520 Grand Canyon University Professor Raina Fiallo
Benchmark - Data-Driven Lesson Planning DAYS Identify the key details found in a text. Retell Familiar stories in your own words Major characters, settings, and events should be identified MONDAY TUESDAY WEDNESDAY THURSDAY by Unknown Author is licensed under by Unknown Author is licensed under by Unknown Author is licensed under by Unknown Author is licensed under by Unknown Author is licensed under by Unknown Author is licensed under by Unknown Author is licensed under
Benchmark - Data-Driven Lesson Planning FRIDA Y DAYS Identify the key details found in a text. Retell Familiar stories in your own words Major characters, settings, and events should be identified MONDAY Meets the Expectations Needs more Improvement Meets the Expectations TUESDAY Approaching Task Needs Improvement Needs more Improvement WEDNESDAY Meets the Expectations Meets the Expectations Meets the Expectations THURSDAY Approaching Task Needs more Improvement Needs more Improvement FRIDAY Meets the Expectations Meets the Expectations Meets the Expectations by Unknown Author is licensed under by Unknown Author is licensed under by Unknown Author is licensed under
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Benchmark - Data-Driven Lesson Planning I was able to notice the way the second-grade classrooms were relating to one another. They were graded on their ability to comply with Mrs. Bonaparte's directions and their behavior toward the other kids in the class. Although the students have been studying this subject in class for a few days, Mrs. Bonaparte, the teacher, felt that it would be best to review the content to make sure the students understand the ideas. She assigned the class to read The Giving Tree at the start of the lesson. She assigned them to work in small groups to identify the primary idea and important details after they had finished reading. To identify students who might have needed extra help following the instruction, the students were required to work independently on visual organizers created by the teacher. She strolled around observing students and providing help as needed. I was able to determine how the kids responded to the activities using the data I learned from observing the kids. Did the kids participate in and find enjoyment in the activities offered to them? Did they grow tired of the task quickly? Were they able to communicate the ideas to someone else because they had a sufficient understanding of them? I saw that the kids needed additional group projects and examples to fully understand the idea after watching them. Today in class, a few kids were chatting among themselves and not paying attention. She asked several questions again or rephrased them because some kids couldn’t answer them correctly. Before beginning the lesson, we needed to take a moment to go over the primary idea and important details to increase the lecture's effectiveness. If that had been the case, she could have continued with her original lesson plan. If we had given the kids more notice prior to her questioning and the exercise, I believe they would have been more at ease and prepared. I began viewing the video with the kid assessment cycle in mind, even though I had not had the chance to meet or get to know the names of any of the students in the class. I didn't have enough time to thoroughly examine each step, but I did see one person who particularly struck my eye and seemed to require further help. Dallas was confused by what she had just read and was wondering at what she was seeing. Dallas said the last reading was about being polite when Mrs. Bonaparte asked the class what it covered. She struggled to work independently, felt confused by the material she was reading, and didn't know what should belong in the visualization. This would stop her from getting too far behind. To enhance their reading comprehension abilities, children who read should be able to recognize the fundamental characteristics and significant ideas of a text. When kids recognize the main idea of a book, they will be better able to follow along and the remainder of the story will make more sense to them. When reading, it can be difficult for younger students to recognize the main idea, the most important concept and the details smaller passages of information that support it. They can begin studying this content after deconstructing the text and discovering other important passages. Given Dallas is struggling with these ideas, I believe she needs additional assistance in comprehending them. She must first fully comprehend these ideas to
Benchmark - Data-Driven Lesson Planning move further. My approach would involve presenting the idea through a variety of images, each featuring an individual object, such a banana. I would ask her to state that "an orange every morning keeps the sickness away" sums up the key point. After that, we would read the book together and take breaks to talk about any questions you might have. After I have all the data, I would sit down with her and work on the web together. I would ask her questions that go beyond a basic "yes" or "no," helping her to pinpoint the primary concept. We can begin working on the important specifics after she is aware of the fundamental idea. I won't give up on her until she can accurately identify the major points and important features in any given book. I shall keep an eye on her development every day. Dallas was clearly struggling to follow along when Mrs. Bonaparte gave the class illustrations to use as a starting point for the lesson. Alber (2017) offers educators excellent strategies for evaluating students' comprehension, including the use of visual organizers and observations. It is important to set up activities that will give them more experience and allow them to learn as much as possible if they require additional assistance. This means providing them with the tools and encouragement they require for success. It also means that educators must be able to determine the advantages and disadvantages of each student in order to adequately assist them. The beauty of this method is that it allows us to meet every kid where they are, group students who are on the same level, and then tailor training to match those requirements. We can provide students with lessons that are more specific and accurate thanks to the test results. While students are getting instruction, it is imperative that they be assessed continuously. In this specific case, where we were utilizing the graphic organizers to grade the children, I noticed that Dallas was having some trouble finishing hers. Before moving forward, I need to spend more time getting to know Dallas better. If she hadn't mastered a single lesson, it wouldn't be reasonable to expect her to recognize settings or other ideas.

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