Activity3 | eec3400 | flamingo learnign

6. Answer the Reflection Questions

Instructional Reflections Consider your experiences in the practicum. Reflect on one practice that you believe ensures that students receive Equality and Equity are not the same. Equality is about dividing resources (instructional time, targeted assessing and planning, scaffolding, practice opportunities, etc.) evenly so all students get the same thing. Equity is about dividing resources proportionally to achieve a fair outcome for all.

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and Reflection Questions Page 10 of 11 © 2022 University of Florida Lastinger Center for Learning equitable instruction. Provide a detailed example. Examples: • The data tells me that Dani will need more fluency practice than the other students in her group.

• During one of my classroom observations, my literacy coach collected data on my questioning during my intervention group. I realized that I was asking some students much higher-level questions than other students.
• My formative assessment shows that Raul is mastering the content quickly. I’m planning to move him to a more advanced

group. During my practicum, I implemented differentiated instruction to ensure equitable learning opportunities for all students. In one instance, I noticed that some students struggled with decoding multisyllabic words while others excelled. To address this discrepancy, I created leveled reading groups based on students' decoding abilities. Students who needed more support worked with me in a small group where we practiced decoding strategies using multisensory approaches, such as tapping out syllables and using word chunks. Meanwhile, advanced students engaged in independent reading activities that challenged their decoding skills at a higher level. By tailoring instruction to meet individual needs, I ensured that each student received targeted support to enhance their decoding abilities. What aspects of your teaching went well in the video? In the video, I effectively utilized explicit instruction by clearly modeling the skill of segmenting and blending sounds in single-syllable words using Elkonin boxes. I provided a step-by-step demonstration (I Do), guided students through the process with scaffolded support (We Do), and encouraged independent practice once students demonstrated readiness (You Do). Additionally, I incorporated multisensory strategies by encouraging students to use manipulative materials, such as markers and tokens, to represent individual sounds in words. This approach engaged students and reinforced their phonological awareness skills in a meaningful way.

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and Reflection Questions Page 11 of 11 © 2022 University of Florida Lastinger Center for Learning What would you do in future lessons to improve your instruction? In future lessons, I aim to incorporate more systematic instruction by carefully planning the progression of skills based on students' readiness levels. I will conduct ongoing assessments to identify areas where students may need additional support and adjust my instruction accordingly. Additionally, I plan to provide more opportunities for students to apply their phonological awareness skills in authentic reading and writing tasks to promote transfer of learning. By continually assessing and refining my instructional practices, I can better meet the diverse needs of my students and foster their growth as readers and learners. Consider the assess, plan, implement cycle you just completed. How will you incorporate this process into your ongoing practice? I will integrate the assess, plan, implement cycle into my ongoing practice by adopting a reflective approach to teaching. Before each lesson, I will assess students' prior knowledge and skills to inform my instructional planning. During the lesson, I will closely monitor students' progress and adjust my teaching strategies as needed to ensure understanding and engagement. After the lesson, I will reflect on the effectiveness of my instruction and consider how I can refine my practices to better support student learning. By continually cycling through this process, I can identify areas of strength and areas for growth, ultimately improving my teaching practice and student outcomes over time.

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