Reflection for Monitor and Adjust – Gonzalez and Saavedra
I'm working on a reflection question, and I'm needing some pointers.
2 years ago 10
ReflectionforMonitorandAdjust-GonzalesSaavedra2.docx
Rubric-ReflectionforMonitorandAdjust-GonzalezandSaavedra.pdf
ReflectionforMonitorandAdjust-GonzalesSaavedra2.docx
Name: Click or tap here to enter text. Date: Click or tap here to enter text.
Monitor and Adjust – Gonzales & Saavedra
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2. Mr. Gonzalez also continually adjusted instruction and activities to maintain student engagement. Explain at least two ways Mr. Gonzalez monitored student for student engagement and adjusted the activities so students remained engaged in the lesson.
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3. In Ms. Saavedra’s class, students were engaged in the learning from the beginning. How did Ms. Saavedra monitor their learning and adjust based on student feedback? Why do you think her strategies to engage students were so effective?
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4. Although the classroom settings and content are different, both teachers were monitoring and adjusting their instruction so that students learned. Compare and contrast both classrooms. How did the teachers monitor and adjust in similar ways, and how did they use different techniques? Why might they use different methods?
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Rubric-ReflectionforMonitorandAdjust-GonzalezandSaavedra.pdf
Rubric: Reflec on for Monitor and Adjust – Gonzalez and Saavedra
Scoring and Scale Proficient (15 points) Developing (10 points)
Needs Improvement (0 points)
Adjusting instruction and activities
Reflection demonstrates a deep understanding of how both teachers skillfully adapt instruction and activities to meet students' needs, supported by specific and relevant examples.
Reflection acknowledges the importance of adjusting instruction and activities, but lacks specific examples or connections.
Reflection does not show an understanding of adjusting instruction and activities based on classroom needs.
Monitoring student engagement
Reflection provides a comprehensive analysis of how both teachers effectively keep students engaged through various strategies, with clear and illustrative examples.
Reflection mentions strategies to maintain engagement, but lacks specific or detailed instances to illustrate the point.
Reflection does not address strategies or methods for monitoring student engagement.
Monitor and adjust based on student feedback
Reflection thoroughly discusses how both teachers collect and apply student feedback to enhance the learning experience, citing specific examples of adjustments made.
Reflection acknowledges the role of student feedback but lacks clear examples or explanations of how it impacts instructional adjustments.
Reflection does not show an understanding of using student feedback to monitor and adjust instruction.
Similarities and differences between the two classrooms
Reflection thoughtfully compares and contrasts classroom cultures and collaboration, highlighting key points of similarity and difference with specific examples.
Reflection identifies some commonalities and distinctions between the classrooms, but lacks depth in discussion or specific examples.
Reflection does not effectively compare or contrast classroom cultures and collaboration
ReflectionforMonitorandAdjust-GonzalesSaavedra2.docx
Name: Click or tap here to enter text. Date: Click or tap here to enter text.
Monitor and Adjust – Gonzales & Saavedra
Click or tap here to enter text.
2. Mr. Gonzalez also continually adjusted instruction and activities to maintain student engagement. Explain at least two ways Mr. Gonzalez monitored student for student engagement and adjusted the activities so students remained engaged in the lesson.
Click or tap here to enter text.
3. In Ms. Saavedra’s class, students were engaged in the learning from the beginning. How did Ms. Saavedra monitor their learning and adjust based on student feedback? Why do you think her strategies to engage students were so effective?
Click or tap here to enter text.
4. Although the classroom settings and content are different, both teachers were monitoring and adjusting their instruction so that students learned. Compare and contrast both classrooms. How did the teachers monitor and adjust in similar ways, and how did they use different techniques? Why might they use different methods?
Click or tap here to enter text.
Rubric-ReflectionforMonitorandAdjust-GonzalezandSaavedra.pdf
Rubric: Reflec on for Monitor and Adjust – Gonzalez and Saavedra
Scoring and Scale Proficient (15 points) Developing (10 points)
Needs Improvement (0 points)
Adjusting instruction and activities
Reflection demonstrates a deep understanding of how both teachers skillfully adapt instruction and activities to meet students' needs, supported by specific and relevant examples.
Reflection acknowledges the importance of adjusting instruction and activities, but lacks specific examples or connections.
Reflection does not show an understanding of adjusting instruction and activities based on classroom needs.
Monitoring student engagement
Reflection provides a comprehensive analysis of how both teachers effectively keep students engaged through various strategies, with clear and illustrative examples.
Reflection mentions strategies to maintain engagement, but lacks specific or detailed instances to illustrate the point.
Reflection does not address strategies or methods for monitoring student engagement.
Monitor and adjust based on student feedback
Reflection thoroughly discusses how both teachers collect and apply student feedback to enhance the learning experience, citing specific examples of adjustments made.
Reflection acknowledges the role of student feedback but lacks clear examples or explanations of how it impacts instructional adjustments.
Reflection does not show an understanding of using student feedback to monitor and adjust instruction.
Similarities and differences between the two classrooms
Reflection thoughtfully compares and contrasts classroom cultures and collaboration, highlighting key points of similarity and difference with specific examples.
Reflection identifies some commonalities and distinctions between the classrooms, but lacks depth in discussion or specific examples.
Reflection does not effectively compare or contrast classroom cultures and collaboration
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