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Unit 7-Internship Reflection

education & teaching question and need the explanation and answer to help me learn.

Reflect on student learning and possible reasons for high or low success/levels of mastery. Discuss implications for future instructional design, teaching, and professional development you engaged in or plan to seek to engage in to improve your performance as a teacher. * See specific information needed to complete assignment below:
Using short answer format, include the following:
7.1. Reflection on high success/levels of mastery
Select the objective(s) for which students were most successful. Provide two or more possible reasons for student success.
Reflect on factors that might have had an impact on student learning (including the purposes, objectives, instruction, and assessments along with student characteristics and other contextual factors) in your discussion.
Discuss how planning and implementation of instruction could have led to student success.
7.2. Reflection on low success/levels of mastery
Select the objective(s) for which students were least successful. Provide two or more possible reasons for the lack of student success.
Reflect on factors that might have had an impact on student learning (including the purposes, objectives, instruction, and assessments along with student characteristics and other contextual factors) in your discussion.
7.3. Implications for future instructional design and teaching
Provide ideas for redesigning purposes/goals, objectives, instruction, and/or assessments in future teaching, and provide a rationale explaining why these ideas for modifications would improve student learning.
Include implications for redesigning the current unit or group of lessons and explain any implications that can be generalized to planning and teaching overall.
7.4. Implications for professional development
Describe two areas of improvement needed that emerged from your teaching.
Identify two specific steps to meet these learning goals, including professional development, to improve your teaching, planning, and assessing in the area(s) identified. *** I have uploaded the grading rubric for this assignment and I have also uploaded each Units 1-4 in order to help with this assignment. I will upload Unit 5 and 6 it wouldn’t allow me to upload with the rest. It will need to be in APA format. Each section must be answered in paragraph form.
Requirements: 2 pages is the min.
Briana Richardson
Unit 1-Contextual Factors Summary of form
Byhalia Middle School
Grade 6, English
1.1 Community and School Information
Byhalia Middle School is located in the rural district of Marshall County. The town of Byhalia itself is a small rural community in Mississippi with limited urban development. The coordinates of Byhalia are 34.85774994,-89.66830444. The community has a population of 1,376 residents, mainly from Byhalia and the surrounding rural districts. The population stability in the community is good, and it is gradually growing.
The school serves 447 students, covering grades 6 to 8. These students come from neighboring towns and neighborhoods, creating a diverse mix of races and ethnicities. 72.3% makes up the minority enrollment at Byhalia MiddleSchool and 27.7%-White; 46.1%-Black or African American; 20.8%-Hispanic/Latino; 4.7-Two or more races. The residents of Byhalia come from various socioeconomic backgrounds, with the community being classified as Lower Middle Class. Byhalia Middle School is a Title I institution, meaning many students qualify for free or reduced-cost meal programs. The school accepts about 99% economically disadvantaged students. The majority of the students at the school are in grades 6 through 8, and the sixth-graders I teach are generally between the ages of 11 and 12. There are 16 students for every instructor; on average, I have roughly 14 students in my class daily.
1.2 Classroom Information
Through its design, active learning is encouraged in my classroom. The desks in the classroom are arranged in small groups to promote student discussions and collaboration. A dedicated space is devoted to the classroom library, where students can locate a variety of books to support English language arts instruction. The walls are covered with artwork posters, creating a creative and pleasing environment. At the front of the room, there’s a whiteboard for educational use.
My classroom has a computer, projector, and other necessary multimedia tools. Students have access to novels, textbooks, and additional reading resources. Writing tools such as notebooks, pencils, and pens are readily available for all students. Students also have access to the computer lab in the school that is reserved for specific assignments or research.
The classroom is adequately equipped and supplied for effective instruction. However, there have been occasions where maintenance issues with equipment necessitated adjustments in teaching methods, such as switching to alternative tools when technology faced challenges.
1.3 Student Features
The students in my sixth-grade class are between the ages of 11 and 12. With 51% females and 49% males, the understudy body at the organization is well orientation adjusted. The understudy body, which contains people from various racial, ethnic, and social starting points, mirrors the assortment of the local area. 2.3% makes up the minority enrollment at Byhalia MiddleSchool and 27.7%-White; 46.1%-Black or African American; 20.8%-Hispanic/Latino; 4.7-Two or more races. This variety enhances the learning environment in the classroom and offers chances for cross-cultural learning.
Regarding special needs, I have a diverse group of students. There are ESL students, ELL students, students with IEPs, students with 504 plans, and students who are pulled out of class for Title I or gifted programs. Moreover, a few students have varying accomplishment levels, with some performing at a lower level, some at a typical level, and others succeeding with high accomplishment.
1.4 Accommodations/Modifications For Planning, Instruction, or Assessment
In my 6th grade English class, students have different learning styles. Some are hear-able students, some are sensation students, and some are visual students. I implement various accommodations and modifications to cater to these diverse learning styles.
For instance, comprehensive written notes support students who benefit from reading materials. Grouping strategies are flexible to accommodate different learning preferences and social dynamics. Alternative assignments or assessments may be given to students with specific needs or accommodations. These adjustments are influenced by individualized education plans, varying capacities, and different learning styles in the classroom. Technology resources are also utilized to create accessible materials for all students, ensuring inclusive participation in the curriculum.
In terms of specific student accommodations, Student A receives written notes, Student B has modified assignments aligned with IEP goals, Student C has access to assistive technology, Student D benefits from graphic organizers, Student E receives regular check-ins, Student F receives peer support, and Student G is provided with alternative assessments tailored to their learning style. This ensures that each student’s unique needs are addressed in the learning environment.
Briana Richardson
Unit 2-Learning Goals and Objectives for Lessons
Byhalia Middle School
Grade 6, English
2.1 MCCRS Chosen Standard(s) and Unit or Group of Lessons Topic:
I have chosen the core Social Emotional Learning (SEL) competency of “Self-Awareness.” The specific Mississippi K-12 Social Emotional Learning Standard that aligns with this competency is as follows:
Standard: “Recognize & correctly identify emotions.” (or any other appropriate labeling emotion).
Explanation: Self-awareness is a crucial tenant of Social Emotional Learning, and it fits nicely into the 6th-grade level as students go through self-exploration and identity formation.
2.2 Learning Purposes/Goals:
The learning goals for this unit are as follows:
Goal 1: Students can correctly identify and label emotions in themselves and others.
Goal 2: Students can link feelings and actions — and recognize how their feelings lead to their choices and decisions.
Goal 3: Students will gain skills in controlling impulsive behaviors, self-soothing, and coping positively with anger and stress. They will learn how to manage and regulate emotions in different learning settings.
These objectives complement previous objectives by increasing students’ self-awareness and emotional literacy, vital SEL skills. These objectives will underline students’ learning goals in the future since they will require a clear sense of who they are when developing more advanced SEL skills like relationship skills and responsible decision-making.
2.3 Appropriateness of Objectives:
The objectives are highly appropriate for 6th-grade students for several reasons:
Development: At this school, kids begin to enter middle school and discover that self-awareness is essential to their identity formation. They are more aware of how they feel and how others feel.
Prerequisite Knowledge: They don’t need background knowledge but rather tap into kids’ innate desire to learn about and make sense of their feelings.
Skills: Both scholastically and socially, increasing self-awareness and emotion management skills are paramount. It helps college students regulate their mental health and make more intelligent choices.
Learning Styles and Interests: Goals such as these provide multiple learning modalities through activities like guided journaling, small group discussion, and role-play, providing students opportunities to interact with the material in ways that suit their learning styles and preferences.
Instructional Strategies: I will use multiple strategies to ensure students learn through their cognitive capacities (linguistic, social, emotional, and physical development). For instance, I will incorporate journaling and reflecting exercises into my teaching to engage students mentally and emotionally. Group discussions, peer sharing, and regulation skills development through physical actions such as mindfulness activities will foster social and emotional development.
Bloom’s Taxonomy Level/DOK Chart:
Here’s the chart illustrating the relationship between each daily objective and Bloom’s Taxonomy Level/DOK:
This graph shows how we move from lower-level understanding to more abstract thinking by developing an awareness of self and emotional regulation skills with 6th graders.
Briana Richardson
TMI-2: Unit 3-Assessment
3.1 Assessment Plan Overview
3.2. Pre-assessment and post-assessment (summative assessment)
Pre-Assessment (Summative Assessment):
Objective: Evaluate student’s initial knowledge of self-awareness and emotion identification.
Assessment Type: Quiz
Prompts/Directions: Kindly provide answers as possible to the listed questions.
Choose the best applicable answer for every question.
Questions: (Sample questions)
1. What is self-awareness?
a) It involves the ability to please others.
b) Identifying and acknowledging one’s own emotions and feelings.
c) That is to say, not feeling anything.
2. Recognizing emotions – in self and others.
a) It’s not important.
b) It assists in developing healthy relations and well-thought-out decisions.
c) It doesn’t matter.
3. Enhancing Self-Awareness.
a) Involving yourself and talking out your feelings.
b) Reflect on Emotions and seek Feedback from Others.
c) By avoiding emotions altogether.
Scoring Guide:
For this, you are scored 1 point for each right answer.
Total points possible: 3 points.
Mastery: Students are regarded as having mastered the pre-assessment if they score at least 2.25 out of 3 points, which amounts to 75% or higher.
Post-Assessment (Summative Assessment):
Objective: Assess students’ comprehensive understanding of self-awareness and emotion recognition by completing the unit.
Assessment Type: Written Reflection
Think about yourself as you went through this unit of developing self-awareness and emotional recognition.
Reflect upon how your capacity to identify and perceive emotions has changed within and outside you.
Reflect on these questions in writing a reflection essay.
Essay Questions: (Sample questions)
1. To what extent have your perceptions about self-awareness and emotion recognition altered as you progress through this unit?
2. Illustrate with specific incidents how your knowledge of identifying emotions has proven useful.
3. How have you developed strategies for managing and controlling your emotions better?
Scoring Guide:
Rubric for Assessing Quality Reflection.
Some of these could be the degree of self-realization, illustrations adduced as proof, and the practicality of proposed solutions.
Mastery: Mastery is indicated by a score of 80% or above in the post-test.
3.3. Daily assessments (formative assessments)
Day 1:
Objective: Find and label three Emotions in 1 text.
Formative Assessment: Journal Prompt
Scoring Guide: This is a brief excerpt of the text for students: They have to pick up three emotions that are represented within this text.
Scoring: Incorrectly identified emotion earns one point, and every subsequently labeled emotion earns another point, thus making a maximum of six points. Use the following rubric:
0-1 points: Poor comprehension of emotions in the text.
2-4 points: Recognize two or three emotions
5-6 points: Correctly identifying and labeling three emotions in strong understanding.
Day 2:
Objective: Examine the role of emotions in dictating a character’s actions in a story.
Formative Assessment: Group Discussion and Presentation
Scoring Guide: These students take part in a discussion group. They show how the emotion of a character triggers their action.
Scoring: Measure students’ involvement in the process, understanding of data collected, and ability to present it. Use a checklist:
Excellent (5 points): Engagement, critical thinking, clear explanation of understanding.
Good (3 points): Participation is adequate; some analysis and explanation could be deeper.
Needs improvement (1 point): Little participation, confused reasoning, or explanations.
Day 3:
Objective: Be aware of own emotions in difficult subject work.
Formative Assessment: Studying with other students in difficult situations.
Scoring Guide: The process is characterized by high performance among students. They identify and evaluate feelings about themselves while in this task.
Scoring: Evaluate their emotional recognition and self-awareness using an observation checklist.
Excellent (3 points): Recognizes emotions accurately and self-manages emotions.
Good (2 points): Some efforts to manage emotion, adequate recognition, and self-assessment.
Needs improvement (1 point): Difficulty managing emotions, limited awareness, and self-reflection.
Day 4:
Objective: Create a list of ways to deal with stress and tension.
Formative Assessment: Developing an individual’s stress management strategy.
Scoring Guide: Creating a Personal Stress Management Plan for Students. They include several methods for managing stress and feelings of frustration.
Scoring: Check the completeness and success of plans by reviewing students’ strategy plans and using a checklist.
Excellent (4 points): Comprehensive plan with effective strategies.
Good (3 points): Some good practices in a viable blueprint.
Needs Improvement (1-2 points): Limited plan with ineffective strategies.
Day 5:
Objective: Think about effective stress management techniques.
Formative Assessment: Examining the strategies used.
Scoring Guide: Written reflection helps students evaluate the efficacy of the stress management techniques employed.
Scoring: Rubric for evaluating the depth of reflection and the ability to judge on effectiveness of the strategies.
Excellent (4 points): Careful thinking and assessment of strategy impacts.
Good (3 points): Sufficient Reflection and Evaluation in Strategic Approach.
Needs improvement (1-2 points): Struggles to evaluate strategies of limited reflection.
3.4. Assessment data
Day 1:
Objective: Name Three Emotions in a text.
Assessment Type: Journal Prompt
Criteria for Mastery: Students can achieve mastery by correctly identifying and labeling at least three emotions in the text. The minimum qualifying percentile is 75%.
Day 2:
Objective: Explain the impact of emotions in a story on how a character acts.
Assessment Type: Group Discussion and Presentation
Criteria for Mastery: Participation and analysis determine mastery. Scoring Guide – Excellent/Good (Score: 4 or 5).
Day 3:
Objective: Enabling Personal Emotions in an Awkward Learning Task.
Assessment Type: Assessing oneself in a class challenge.
Criteria for Mastery: As a prerequisite of mastery, being skillful in comprehending and introspectively evaluating emotions experienced while working is essential. Mastery is achieved by students scoring 2 or 3 (Good or Excellent) on the scoring guide.
Day 4:
Objective: Create a list of managing stress and frustration strategies.
Assessment Type: Developing a Personal Stress Management Plan.
Criteria for Mastery: Students who develop a comprehensive and efficient strategy earn a score of 4 on the scale and mastery concerning writing tests in science class.
Day 5:
Objective: Considering the efficiency of various stress management techniques.
Assessment Type: Reflection on the implementation of strategies.
Criteria for Mastery: Quality reflective skills and the capacity to assess the appropriacy of strategies lead to mastery. To attain mastery, students must score 3 or 4 on the rubric.
3.5 Communication of assessment results
Communication of Individual Assessment Expectations to Students:
Clear Learning Objectives: Start the unit by outlining the learning objectives for every day so that students can know what is expected of them throughout the unit. It means they know how to identify emotions, analyze texts, understand their emotions, and design strategies.
Daily Pre-Assessment Discussions: Specified expectations about a particular day’s evaluation should be discussed before each daily assessment. Draw students’ attention toward the areas that need improvement, how the assessment is linked with curricular goals, etc.
Rubrics and Scoring Guides: Let students know about scoring guides and rubrics for each assessment in advance. Describe the criteria of Success – Show them what it takes to be a Master.
Examples and Models: Example and good model response in every assessed type. Provide examples of exceptional work that would become a benchmark for their actions.
Communication of Individual Assessment Results and Feedback to Students:
Timely Feedback: Provide prompt feedback on assessments. Return assessments would ideally be made the next day or immediately after that. It gives learners time to mull over an assignment right after completing it.
Individual Meetings: Arrange individual or small group meetings with the student(s) to review their assessment marks. With this time, give them specific individualistic responses in congratulating their move and offering areas that may require further adjustment.
Progress Tracking: Track students’ learning with a tool in which they can see how much they have learned on the unit. It may entail a chart or a digital device that helps them track their progress concerning the mastery criteria.
Peer Feedback: Promote participation in group discussions and collaboration through peers’ feedback. Such assessments may also present valuable comments and foster collective growth-oriented learning.
Self-Reflection: Use periodic self-assessments with students reflecting on their performance. Make them realize where their strength is and where they are lacking in quality.
Unit Summary and Reflection: Conclude the unit with a reflection session where students can evaluate their progress. Consider their growth with regard to self-awareness and emotional perception. They may also use it as a chance to establish their goals.
Briana Richardson
Unit 4-Instructional Design
Instructional Design
Data analysis from the pre-assessment revealed several educational adjustments and adaptations to develop self-awareness and emotion detection. A pattern shown was less than half of students accurately answered, “What is self-awareness?” It suggests some students may not grasp the subject of self-awareness. An accommodation/modification for this pattern could be to give students realistic examples and explanations of self-awareness. Show the concept through real-life examples. A second pattern is that most students answered “Recognizing emotions – in self and others.” accurately. It implies students can recognize fundamental emotions. An accommodation/modification for this pattern is to challenge students and expand their comprehension by offering more complicated events and emotions throughout the unit. Additionally, a minority of ELLs was shown to suffer from word comprehension issues. To assist them in understanding, I intended to use more visuals, more straightforward language, and multilingual materials. I also planned to provide challenging students more practice and help by incorporating more small group instruction for peer support.
I evaluated ELL status, inclusivity, cultural relevance, special needs, and learning styles to meet each student’s developmental and individual requirements. Language support for ELLs included translated materials and peer collaboration. I collaborated with the special education team to implement IEPs for special needs children. According to Tamah et al., (2020), collaboration and peer-to-peer learning fostered inclusion. Courses included varied viewpoints and examples to ensure cultural relevance so all students could connect. I gave visual, auditory, and kinesthetic learners alternative ways to learn to accommodate their preferences.
Digital technologies like interactive simulations and data analysis software helped me teach higher-level skills. I used online graphing tools to assist students in assessing real-world data and forecasts, boosting critical thinking and data interpretation. Technology has helped me analyze, synthesize, and evaluate by presenting complicated ideas using digital and multimedia tools. Students can examine and debate emotional issues through online forums and other digital technologies. It also helps to analyze student data for the teacher while discovering areas for improvement for the student.
My students used technology in the classroom for research, creativity, communication, and for presentations. By making digital presentations it helps demonstrate their emotional understanding of the lesson. They researched online, made PowerPoint presentations, and shared their results on collaborative platforms. They employed technology to help them analyze data sets, synthesize information from numerous sources, and assess online resource reliability. Using internet technologies for group project communication and idea exchange is another way technology is beneficial to learning. Students will learn and comprehend through technology with online emotional intelligence and self-awareness study.
I informed parents/guardians about student progress via parent/teacher conferences, email, and digital parent letters. All of this parent communication may consist of describing student learning, strengths, weaknesses, and impending tests. It also gave parents suggestions that can help with their child’s learning while at home. The newsletters/parent letters can be distributed to parents’ via email addresses for simple access and timely contact. This can help ensure constant contact with parents throughout the school year providing updates on upcoming assignments/information. My newsletter generally discusses the class as a whole. This can be an update on the lessons, classroom in general, or important information that the parents can check out. Below is an example of a parent letter updating on what we have learned and experienced as a class with this lesson.
Dear Parents/Guardians,
I’m delighted to share your child’s self-awareness and emotion recognition progress!
Here are some observations from our classroom: Our kids have been fascinated with self-awareness and emotional identification. We’ve discussed building emotional management skills and comprehending them. We think learning goes beyond school. Openly discussing emotions with your child might help them develop emotionally at home. Explore age-appropriate emotional awareness books or resources together. This unit’s exceptional achievement for your child is our pride. They’ve improved emotional awareness and management. Our classroom has had brilliant talks, innovative projects, and collaborative activities. I appreciate your participation and am happy to answer any inquiries. If you have questions or want to discuss your child’s development, please contact me via email or take a look at the parent resource board for more important information. I appreciate your ongoing support of your child’s emotional intelligence.
I anticipate fascinating learning for this month’s units!
Mrs. Richardson
Tamah, S. M., Triwidayati, K. R., & Utami, T. S. D. (2020). Secondary school language teachers’ online learning engagement during the COVID-19 pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803-832.