Digication ePortfolio :: Kate Genzabella's Teaching e-Portfolio :: 1.B.2: Adjustment to Practice (2024)

CAP uses the following description for 1.B.2 Adjustment to Practice:

Adjustment to Practice:Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.

Here you can find evidence that supports my ability to develop, organize, and analyze the results from assessments. The results from these assessments allow me to create lesson plans that are adjusted to the needs and abilities of the students I work with.

Second Announced Observation:

Within the observation form from my second announced lesson, my Program Supervisor and Supervising Practitioner noted the following techniques and characteristics that I was able to show which relate to adjustment to practice:

• Learning activities are suitable to students or to the instructional outcomes.
• Materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning.
• Lesson has a clearly defined structure around which activities are organized. Progression activities are even with reasonable time allocations.
• Teacher acknowledges student misconceptions or confusion and assists as needed, often asking a clarifying question rather than giving the answer.

Second Unannounced Observation:

Lesson Plan (Developing a Work Ethic).pdf

Within the observation form from my second unannounced lesson, my Program Supervisor and Supervising Practitioner noted the following techniques and characteristics that I was able to show which relate to adjustment to practice:

• Learning activities are suitable to students or to the instructional outcomes. These representsignificant cognitive challenge.
• Lesson has a clearly defined structure around which activities are organized. Progression activitiesare even with reasonable time allocations.
• Lesson was adjusted based on the emotional needs of one particular student. Teacher recognized how far to push this student on this particular day.

Entrance Ticket

Here is an example of an entrance ticket I used at the beginning of class. This entrance ticket came straight from the final exam and allowed students to think about the language that should be used when communicating with your boss:

These entrance tickets also form an an informal assessment. Once students have completed these during the first 5 minutes of class, we are able to have a discussion about it and I am able to determine what the students know versus what they still need to learn. Based on the responses from students on their entrance tickets I am able to adjust my lessons and techniques to fit the needs of the students.

Connecting Information to the Real World

Students often participate in lessons and activities but are unable to connect the material to real world perspectives and situations. I found an article that we used in class that listed the top 12 qualities of a good employee. This article came straight from a website called The Job Interview Site. This is a website that people can use to help them prepare for a job or job interview.

http://www.job-interview-site.com/the-qualities-of-a-good-employee.html

Measure of Student Learning

Here you can find myProfessional Practice Goal and Implementation Plan. This plan includes my Measure of Student Learning Goal for the semester. This goal was to have a mean score on an end of the semester Life Skills exam be 80% or higher.

To prepare students for this final exam relating to Life Skills material, I was sure to provide weekly refreshers and also included vocabulary from the exam within my lessons across the curriculum. The more students heard the information and ways that it tied into other courses, the better they understood the concepts.

You can find the final exam I gave which have been graded here:

EndofTheSemesterLifeSkillsExam.pdf

The following graph shows the results from this final exam which show that I have met this goal:

My measure of student learning goal motivated me to adjust my lessons to meet the needs of my students in order to meet my goal. I was sure to always check for understanding from students at the conclusion of my lessons before moving on to more challenging material. When students required more time on a concept I was sure to focus more on that specific piece and move on quicker when students seemed to already know the material. I used all measures of assessment to determine where each student was at and prepared them for the final exam as we carried on through the units. I reviewed the material with them each day and incorporated it into each subject whenever possible. I knew that when I passed out the exam that all students would pass because of all of the preparation we did together. I also created an exam that used the same language and vocabulary that we have been using throughout the quarter. This way students were familiar with the information and they were able to perform to the best of their ability.

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