Activity3 | eec3400 | flamingo learnign

1. Complete the Self-Reflective Scale.

Completing the Self-Reflective Scale

• For each instructional practice, mark a circle on the continuum to indicate where you think you are in your development.
• Then, use the comments section to journal your self-reflections (see example below). o Reflect on each instructional practice—what you knew, what you know now, and

how your new knowledge will affect your instructional practices. Give specific examples! *Remember, you are not expected to be “Accomplished” in all areas of your development. Use this as a time to reflect on how far you’ve come and where you would like to focus your attention next. Example [e.g., for Systematic Instruction]

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and Reflection Questions Page 6 of 11 © 2022 University of Florida Lastinger Center for Learning Accomplished Emerging Not Yet Evidenced Reflection: Before participating in this module, I felt like I had proficiency to teach systematically. This module gave me lots to think about. For instance, my mindset was that my students have difficulties with comprehension and that they just are not getting it. I wasn’t thinking about all of the factors that might be interfering with comprehension. I learned that low oral reading fluency or decoding –or even phonological awareness– can be the problem!! This was kind of a revelation to me, because I teach 8th graders, and it almost seems impossible that decoding could still be a problem after all this time—or that they just need practice to learn to read at a higher rate. The Diagnostic Model was really helpful for “getting to the root of the problem” so I could teach more systematically. After analyzing the assessment data using the model, I now have a clearer understanding of when students are actually ready to develop a skill. Comprehension is always my ultimate goal with everything we do in the classroom, but I now know to figure out what subskills might be missing. I think this model will be something I continue to use in my classroom going forward. Self-Reflective Scale Demonstrate research-based instructional practices for developing students’ reading skills. I have the skills to provide Explicit Instruction I can do, and I can identify examples of the following: • Use the “I Do, We Do, You Do” sequence.

• Use clear and concise language.
• Use instructional strategies that ensure that students do not rely on guessing or discovering the skill.
• Provide a brief purpose for instruction. o Fluency example: “Learning to read words at a good rate helps us understand what we are reading.”

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and Reflection Questions Page 7 of 11 © 2022 University of Florida Lastinger Center for Learning o Comprehension example: “Today we’ll be learning how the Generating Questions strategy will help us better comprehend what we’re reading.” Accomplished Emerging Not Yet Evidenced Reflection: I have honed my skills in providing explicit instruction to VPK students, ensuring clarity and understanding in phonological awareness activities. I have the skills to provide Systematic Instruction (e.g., consider levels of skill development; when students are ready for an intervention targeting a particular skill) I can do, and I can identify examples of the following: • Considers levels of fluency instruction.

• Sets goals in a progression from easy to more difficult based on pre-assessment data (i.e., accuracy develops first, then automaticity, then prosody).
• Considers the usefulness of information (high frequency before low frequency).
• Chooses text at an appropriate level for students.
• Assists students in developing an appropriate rate while reading aloud.
• Uses strategies for gradual release of responsibility (i.e. shift from teacher to student over time). o PA example: Mixing words with /b/ and /p/, and /d/ and /t/ o Decoding example: Mixing words with /b/ and /p/, and /d/ and /t/, or letters b, p, d, q) when students are

not yet ready for that level of complexity Accomplished Emerging Not Yet Evidenced Reflection: While I strive to implement systematic instruction, I acknowledge the need to further refine my approach to ensure a cohesive and progressive learning experience for VPK students. I have the skills to engage students with Multisensory Instruction I can do, and I can identify examples of the following: • PA example: Counting phonemes on fingers or pushing chips into Elkonin/Sound Boxes.

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and Reflection Questions Page 8 of 11 © 2022 University of Florida Lastinger Center for Learning

• Phonics example: Manipulative letter practice, skywriting, using a mirror to produce difficult sounds, etc. Accomplished Emerging Not Yet Evidenced

Reflection: I am adept at incorporating multisensory techniques into my teaching practice, fostering engagement and comprehension among VPK students with diverse learning preferences. Use assessment and data analysis to monitor student progress and guide instruction over time to ensure an increase in student learning. I have the skills to teach lessons that are directly linked to assessment I can do, and I can identify examples of teaching lessons that are directly linked to assessment data. Accomplished Emerging Not Yet Evidenced Reflection: I recognize the importance of utilizing assessment data to inform my instructional decisions, and I am committed to enhancing my skills in data analysis to support the growth of VPK students. Use a variety of instructional practices to motivate and engage students in reading. The length of time I teach is appropriate for the target skill and allows for student mastery. I can do, and I can identify examples of teaching an appropriate length of time. Accomplished Emerging Not Yet Evidenced Reflection: I consistently employ a range of instructional strategies to captivate and inspire VPK students, cultivating a positive and dynamic learning environment. In my practice, I implement targeted instruction individually or in a small group. I don’t rely on large group teaching alone.

ELEMENTARY AND SECONDARY COMPONENT 3

PreK/Kindergarten:

Activity 3: Lesson Video Description and Reflection Questions Page 9 of 11 © 2022 University of Florida Lastinger Center for Learning Accomplished Emerging Not Yet Evidenced Reflection: Integrating opportunities to respond into my daily teaching helps students improve their skills. I have the skills to provide students with various opportunities to respond. I can do, and I can identify examples of providing various opportunities to respond. • I use choral and individual responses.

• All students respond during choral responding; if not, I correct and redirect and engage the student.
• I provide students with individual turns.

Accomplished Emerging Not Yet Evidenced Reflection: While I integrate opportunities for student response into my teaching, I acknowledge the need to diversify and tailor these interactions to accommodate the unique needs and abilities of VPK students. Continue to Instructional Reflections…