Gap Analysis 2024 Menendez

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University of North Florida *

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3945

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English

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Apr 3, 2024

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Gap Analysis Guide EDF 3945, Fall 2020 Evidence Items: 1.) Recording of Teaching 2.) Student Work w/ feedback 3.) Internship Lesson Plan with slides Observations How was (or wasn’t) this PPT reflected in the corresponding evidence item (this column is evidence-oriented – not implied or opinion) Reflections What are your thoughts on this PPT and the corresponding evidence item? Here you may speculate on what you observed (or didn’t) – include ideas you have on why the PPT was reflected in the corresponding evidence (this column is about your thoughts and opinions about the findings) PPT 1: Student Needs are Supported Bullets Summarizing PPT - The academic need of student is met within coursework as long as supporting students physical/mental needs such as accommodation, compassion and understanding. - The student need is put first when lesson planning and tailoring a lesson. How this PPT can be observed in my practice: - Students are treated with respect, understanding and expectation during teacher-student interactions - Students express their needs during lesson - When a lesson is not going well for students, teacher should rework the lesson. - Providing feedback to students on assessments. This PPT was reflected in a sample of a student’s work. This evidence item is a sample of a student’s work. This student had a needs improvement response. The PPT was reflected in the sense of providing feedback. The feedback in the box is sent back to the student. Providing feedback to the student supports their needs academically and shows understanding of their thought processes even if they’re not the “correct” answer. This PPT is most important to me as an educator. I think the sample of a student’s work was best to use because you can observe the type of feedback that gets sent back to the student. The student can receive praise or be told it’s wrong, but feedback needs to be constructive in order for it to support a student’s needs. Asking follow up questions within the feedback supports the student’s thinking and allows them to think deeper about the response question and prompts them to expand their view. Providing praise and showing an understanding of where they are coming from validates that student’s response and doesn’t make them feel defeated but rather that they’re on the surface of something greater. PPT 2: The Learning Environment is Positive and welcomes learning through any opportunity. Bullets Summarizing PPT: This PPT is reflected specifically in the slides from my Lesson Plan. This lesson was designed for students to approach figurative language and developing theme from there however as it was a particularly I believe this PPT to be essential in classroom management and I try to incorporate in lessons and be intentional about it when possible. In the evidence item I included a list of expectations, and I

Gap Analysis Guide EDF 3945, Fall 2020 Students feel safe within classroom. Students should feel encouraged to share. Mistakes will be branded as opportunities of learning. Environment should promote engagement and collaboration amongst students. Everyone has a voice that is heard. How this PPT can be observed in my practice Students are encouraged to participate -No student is belittled for wrong answers -Students engage with each other during work time -Resolve conflicts in the room. difficult week in regard to student behaviors, I had outlined expectations for the classroom within the PowerPoint. The expectations go over many things that summarize my PPT such as encouraging mistakes, ensuring everyone’s voice is heard and respecting each other to avoid conflicts. felt this PPT was reflected as I touched on many core aspects that are the foundation of this PPT. Going over these expectations I feel helped students recognized I cared about the classroom environment and to be encouraged to make mistakes and learn from them rather than let them feel defeated. In PowerPoint, students also receive two separate articles and they are encouraged to share their thoughts to each other about each article. PPT 3: Establishing Positive Relationships with Students and Their Families Bullets Summarizing PPT: There is a positive working relationship between Teacher and students. Teacher reaches out to families and community in regards to student Teacher makes effort to know all students How this PPT can be observed in my practice: -The interactions between teacher and student -Checking in with students -Communications sent home. This PPT was reflected in the sense of knowing each students name. Transitioning from going two days of week to now the full week, shows the importance of developing a positive working relationship between me stepping into the role of a full-time teacher and students. In the recording you can see I can recall students name and give praise when they respond to a question. This PPT is very important and ties into building that learning environment, PPT 2. I think this PPT could be developed more and is hard to reflect in evidence the relationships that are not only built with students but their families. I think it is most important to know a students name and be able to say their name correctly. I work hard to never forget a students name and make sure that when I ask them a question or tell them good morning I include their name so they know I am not only talking to them but I am acknowledging them and I know who they are. PPT 4: Everyone is Human Bullets Summarizing PPT: This PPT was reflected in the recording as you can see some mistakes in pronunciation and delivery. Within the recording of my teaching, I also This PPT is important but is harder to put into practice. I found it is hard to observe this PPT in evidence items as most of these are teacher-focused and done in and outside the

Gap Analysis Guide EDF 3945, Fall 2020 - Teacher should balance well-being with work - Teacher should avoid interference of personal life with work life when possible - Teacher should recognize the lives of students outside the classroom. - Everyone will have good and bad days, we should not hold grudges based on those days. - Everything won’t be perfect. How this PPT can be observed in my practice: -Promote mindfulness in classroom - Shift instruction based on classroom environment/behavior -Express acknowledgement of student’s having lives outside the classroom acknowledge a key part in not expecting the students to do every aspect of SIFT which was a strategy being used. While this was a usual expectation at that time when approaching poetry, based on the classroom’s energy level and time allocated I expressed that I was not expecting them to complete every part of SIFT in that class. classroom. The recording of my teaching does show that there could be improvement in my instructional delivery and I think it highlights a key point of this PPT that everything won’t be perfect and that’s okay. There is always more time to improve. I think within this PPT it is important to work towards not only having it so teacher-focused but the importance of seeing students as a human. Students especially in secondary go through a lot and have to sit through four 90 minute class periods. Which can be a lot of instruction at once in a single day that could lead to being overwhelmed. Especially after the first two periods there is a significant energy change. I notice my third period, the class being recorded usually does great at this time but the day of the recording they felt languid and were not on the mark as they usually are. I acknowledged this in my mind and in the recording I tell them I’m not expecting them to complete the full SIFT within the class period. This shows how I shift instruction based on their needs and acknowledge the students as humans who will sometimes have off days. Findings Summary will follow. For this section, you want to include a brief (1-2) page summary of the findings of from the Gap Analysis. Illustrate which PPTs were highly evident in the lesson activities and describe why you suggest they were so evident. Importantly, identify PPTs that were less evident and, again, describe why you believe this to be the case. The latter is important as from this lack of congruence (or gaps) between theory (your PPTs) and practice (your lesson plan), you will find areas of your planning and teaching open to improvement. Finally, you will describe in the findings summary how you will improve your lesson plan based on the findings. Please past your new lesson plan into this document as a final step and be sure the changes made to the lesson are highlight in yellow.

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Gap Analysis Guide EDF 3945, Fall 2020 Findings Summary: From the Gap Analysis, I have found that most of my evidence items support my highest priority PPT: Student Needs Are Supported. I believe these were so evidence because everything I do in the classroom and in my role as educator is meant to support students and I am intentional in every aspect. I plan lessons specifically based on student feedback and what I know they do well with or what they don’t do well with. I also believe it is easier to find evidence of this support in documents such as lesson plans, student work and in recordings because all those documents are either capturing that support in real time or you know they are built with that intention in mind. I have found that my PPT: Learning Environment is Positive and Welcomes Learning Through Any Opportunity was also easier to find evidence items. In my lesson plans and PowerPoints, I like to set the expectations for students at the start of the period every so often because I feel it helps cultivate the sense of community and what their contribution to the classroom culture should look like. I think this is an PPT that can be illustrated in many ways and there are multiple pieces of evidence that could support this PPT. I have notice it is less evident to identify a relationship based PPT without a recording of the teaching. When looking at my PPT: Establishing Positive Relationships with Students and Their Families it was difficult to find it evident on paper. From lesson plans, student sample work or even assessments. The relationship is not evident but implied. I know based on my relationships with students it can improve their ability to take feedback and do better on said assessments but there is no hard evidence or research for now to support that claim. In the recording of the teaching, you can see some of the relationships I have with students, but it is also difficult when students know they’re being recorded. When students know they’re being recorded, for some their actions become abnormal from their normal behaviors and conversations in the classroom. Another PPT that felt difficult to find evidence of is Everyone is Human. This PPT could

Gap Analysis Guide EDF 3945, Fall 2020 be more intentional in practice but it is hard to show in a classroom setting that you are contributing to rather than have full control. I also think that the ideas summarizing this PPT are practiced in and outside the classroom and it is hard to find intentional evidence within practice and instruction. It was fortunate that the recording was one day where a shift was needed, where we could view that shifting of instruction based on the classroom, but it is not always possible to view this in evidence. Based on these findings, I will improve the lesson plan by prioritizing the additions of the two PPTs I found the least evident. When it comes to establishing relationships with students in their families, I believe one way I could illustrate this in my lesson plan is by having a goal. This goal would be to check in with at least 2-3 students within their worktime. This check-in could be used for grades, well-being or other. I think having this one-on-one time with students will give them time to comfortably share their concerns with the class or questions they may have. I also believe this addition will make them feel seen, to know that someone cares and is on their team. When it comes to practicing everyone is human, I think at the beginning of class including a mindfulness meditation even just for a few minutes and to communicate that you are aware of responsibilities they have outside just this class. I think having a mindfulness meditation will alleviate the bad days and promotes practicing mindfulness in the classroom that students can hopefully take with them in life. These additions will not only support these PPTs but also can connect and contribute to the other supported PPTs within the lesson. Research Question: How do teachers cultivate a classroom that fosters strong relationships with families and promotes the practice of mindfulness?

Gap Analysis Guide EDF 3945, Fall 2020 EDG 3323/EDF 3945, Secondary Lesson Plan Grade Level: 11 Content Strand : English 3 Standard : ELA.11.R.1.2. ELA.11.V.1.3 Benchmark Description: • Track and analyze universal themes in literary texts from different times and places. • Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level. Rationale: Students will use figurative language, context clues, and word relationships to determine and analyze themes within poetry. Objectives: Knowledge – Student identifies the use of figurative language within poetry. Skills – Student can analyze uses of figurative language to determine theme within poetry. Values (not required, but include if addressed) – Procedures:

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Gap Analysis Guide EDF 3945, Fall 2020 - Students will come in and start working on journal entry. They will pick a quote that represents them the most. (this is a small part of a final project they will be working on later on within the coming weeks) - After completing journal entry, take a 2-minute mindfulness meditation. Express importance of wellbeing and acknowledge their responsibilities outside the classroom. - Once students have completed this, then I will go over the agenda for the class period. - After going over the agenda, review the norms and expectations of the classroom. - I will review SIFTING with the students and it’s importance. - Model Mustard Seed Poem for them of what using SIFTING will look like to develop a theme statement. - Students will listen to each poem, Two Names Two Worlds and If. - Once listening to each poem students will begin working on developing a theme statement after answering the assessment questions within the worksheet. Two Names Two Worlds is written response and If is multiple choice. - During this time, I will check in with two students. Once students have completed their assessments and developed a theme statement on their sticky note they will place them on the poster paper. After completing their theme statements students will begin working on an I am Poem draft (another small part on a larger final project they have been working on) Formative Assessments – For this section, you will identify and briefly describe and include two formative assessments that you could use in your lesson plan to measure learning. 1.) Students will be given a post it note to write a theme statement of the article they received. 2.) Students will also be assessed on their understanding of the CommonLit article with the guiding and assessment questions. Accommodations –

Gap Analysis Guide EDF 3945, Fall 2020 You will use the “fictional” students presented in the chart below (Student 1 & 2) and either a) describe how these needs are already met as part of the lesson plan as submitted or b) describe the accommodations you will make within this lesson plan to meet the needs of your targeted students. You will accommodate based on the following two fictional students: Student 1: Make sure there are visual clues used within instruction to support the lesson’s academic activities. Student 2: Make use of graphic organizers to support the content being instructed. Student Accommodation Needs Summary Accommodations within this Lesson Plan to Meet Student Needs 1 Make sure there are visual clues used within instruction to support the lesson’s academic activities. Visual chart on PowerPoint showing the process of SIFTING. 2 Make use of graphic organizers to support the content being instructed. Instead of written response, those with accommodations are encouraged to use boxes and arrows to connect ideas. Differentiation – Differentiated instruction is factoring students’ individual learning styles and levels of readiness before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability. Differentiating instruction may mean teaching the same material

Gap Analysis Guide EDF 3945, Fall 2020 to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student. Teachers can differentiate instruction in four ways: 1) adjusting content 2) altering instructional procedures 3) changing the end product/student work samples and 4) adjusting the learning environment. For this lesson plan, you are to complete the attached table describing how you would you use whole class differentiation based on the needs described in the column on the left. Student Differentiation Need Differentiation Description Adjusting Content: Describe how you will differentiate the content of the lesson to support struggling learners. 1.) I had adjusted the content of the lesson to give struggling learners an equally rigorous text as their peers but instead of having a written response it was multiple choice. From there they could use their test-taking strategies and the support of the VE teacher to complete.

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Gap Analysis Guide EDF 3945, Fall 2020 Alter Instruction : How will you alter instruction in order to assist struggling learners. 1.) I would alter instruction by including more examples of theme statements or even possible sentence starters for theme. I would also be more direct in transitions of what they are expected to listen for as they listen to the text and provide a wonders and notice worksheet for them to take notes as they listen. Instructional Resources used in the Lesson Plan follow –

Gap Analysis Guide EDF 3945, Fall 2020

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Gap Analysis Guide EDF 3945, Fall 2020

Gap Analysis 2024 Menendez

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