MS. Wessling’s students
MS. Wessling’s students
Guided Response: Respond to a minimum of two classmates. What ideas did you gather from their observations that were different from your own? Provide constructive feedback regarding the strategies they’d like to try in their own current or future setting.
ANY question please let me know
What evidence did you observe in Ms. Wessling’s video that her students were becoming thinkers?
During the video I observed how the teacher used opportunities to check each students’ thinking process while moving around as they learned at their own pace. Although students came up with different perceptions about the topic, this stull allowed them to be owners of their learning and the teacher was able to assess what they knew individually. I believe this is a great way for students to gradually build from the guided practice, to collaborative learning, and conclude with their own independence practice.
How is this an example of the teacher assessing FOR learning?
I believe that Ms. Wessling is assessing for learning throughout the video. For example, she has the students summarize a reading with 5 key words and then justify those words with relation to the story. During the Gradual Release of Responsibility, she has opportunities to gauge students’ learning and depending on their comments and assignments, the future learning of that students is adjusted.
Dylan Williams five strategies includes, sharing the direction of learning, discovering current knowledge and skills, giving feedback, utilizing students to help one another learn and making students the owners of their learning.
Describe what you observed from Ms. Wessling’s video that represents each of these strategies.
- First, she coves the objectives for the day so students knew where they were headed.
- Second, Ms. Wessling’s was constantly checking students’ understanding in various forms of formative assessments while implementing sticky notes to explain thought process.
- Third, she gives feedback during the guided practice phase.
- Fourth, the collaborative learning phase allows students to learn from one another.
- Finally, Ms. Wessling is gradually pushing students to become owners of their own learning using the Gradual Release Model.
What evidence was there of MS. Wessling’s students examining their own thinking?
- Wessling’s students examine students thinking several times throughout the video. For example, the sticky note activity (also a formative assessment) requires students to examine and explain their thought process rather than repeating something from the reading.
- And the questions’ she poses to her students requires them to examine their own thinking
What evidence did you find to suggest she designed her instruction to meet instructional learning objectives in several areas of development (Think Bloom’s)?
She allowed them to practice make complex judgements about how, when and where to use the information. Her class was provided with the opportunity to apply the skills under Ms. Wessling’s guidance.
What did I see from her video that I would like to try?
I would like to try modeling; this is a great way to provide examples to the students on ways to approach problems. Either by thinking aloud or by showing students their written notes; teachers reveal what goes on in their minds as they solve problems, read, write or generate ideas.