The students were assessed through the observation worksheet at the end as a form of summative assessment. Students will also play a game identifying physical and chemical changes which will allow the me to gain individual data on each student's understanding of the difference between physical and chemical changes.
Additionally, I will perform a formative assessment during the definition formation portion of the lesson. I asked each group to come up with their own definition that incorporates everyone's understanding of a physical and chemical change as well as possible indications of the changes.
Other ways I assess my students learning are by:
1. Creating my own Interactive Flip Charts and PowerPoint
2. Creating my own guided notes
3.
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Strategies include but not limited to:
1. Method of testing and tracking by element
2. Method of testing and tracking by standard
3. Method of testing and tracking by results from active vote sessions
4. Method of testing and tracking by Benchmarks relative to time given
5. Including literacy and reading components through scientific articles related to current element or standard being taught. 6. Providing the test generator software to entire department to increase right of tests (Also provided the training on how to use and maximize what the software offers)
Differentiation strategies include: High group independent study, critical thinking, and enrichment assignments. Mid-High/Average groups are given more hands on activities, visual, audio and flip charts assignments. Low groups receive more graphic organizers, co-teacher pull outs (when available) and lower level assignments that assist with reading comprehension and undeveloped vocabulary
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Did the students understand what was being taught?
What problemsI encounter during the lesson?
It is always good to reflect on any lesson I taught whether the lesson is good or bad. By during this it helps me to see what works in the lesson or not. After every lesson, I start to analyze the data making sure that students are mastering the standard. Sometimes the data shows me that I have to reteach a portion of the lessons due since 80% of the class did not understand that particular concept.
Recently, I presented at the NSTA 2018 conference here in Atlanta, Georgia. The presented on Flipped Classroom in Science. This activity allowed my students to watch a PowerPoint on Genetics and complete guided notes. The following day, I will start the class off by asking questions pertaining to the PowerPoint. By doing this it allows me to get data on students during homework assignments and if they had questions about any of the slides. Therefore, it allowed me to go right into the lesson for the day and utilized different activities for the students to master the lesson. The one problem I encountered was students not completing the assignment all the