Instructional Alignment by Houff Suzanne;

Author:Houff, Suzanne; [Houff, Suzanne]
Language: eng
Format: epub
Publisher: R&L Education
Published: 2012-08-15T00:00:00+00:00

Mr. Will should have specific objectives and goals that he uses to guide his instruction. Assessment is based on preestablished goals. Students need to know the expectations and criteria they need to meet in order to pass.

What other criteria do you think Mr. Will can implement into his PE classes to help with his final grades?

He needs to look at state or core standards and determine what the students should know and be able to do. He can then base assessment on that. He also needs to offer a variety of assessment strategies.

Elm Tree

Mrs. Johnston is in her second year of teaching sixth grade at Elm Tree Elementary School. She is an effective teacher to her class of twenty-three students. She strives to meet their individual needs.

Three of the students have been diagnosed with a learning disability. Two of these three have been diagnosed with ADHD. The other student is dyslexic and works with a reading and writing specialist.

The school is located in an urban area, with almost 50 percent of the class living in low-income housing and receiving free or reduced lunch. The class is generally well behaved, yet at times the students get distracted by the few who may have a hard time staying in their seats or are talking too much.

Mrs. Johnston gives very little homework. She found in her first year of teaching that homework assignments were rarely completed. This only caused her frustration. She finds little time in her schedule to cover geography. With an emphasis on reading, writing, and math, it is hard for her to find the time in the day to spend on social sciences. The school is struggling to make AYP, so she feels like she needs to concentrate on the things her administration asks her to focus on. Mrs. Johnston, like most teachers, also has to deal with all the administrative tasks, classroom procedures, and behavior interruptions.

However, she did find time to teach a map geography unit in her class, covering cardinal directions, scale, and symbols. She began the unit by dividing the class into cooperative groups. Each group developed a map of the classroom. They turned these in to her and she reviewed them as a means of formative assessment. All groups seemed to understand the assignment. There were only a couple of groups missing two or three things. She briefly went over these items with the class as she handed back the maps and moved on to the next topic.

She finished teaching the unit and a test was given. The test included identifying the parts of the map and creating a map of their dream bedroom. After she collected and graded the tests, only fifteen out of twenty earned a C- or better and only five of these students received an A. She was surprised that all of the students did not earn a C or better.

Mrs. Johnston shared her concerns with another sixth-grade teacher who used similar lesson plans and a similar test. This teacher’s class did considerably better on the assessment.

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