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Design for Instructions

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Department, Institutional Affiliation

Course

Instructor

Date

Design for Instructions

There are numerous patterns that I found in my students upon administering the pre-assessment on them. The pre-assessment placed emphasis on the identification of students’’ needs, documentation of their progress, as well as determining the extent to which they have gathered and retained knowledge. As such, the pre-assessment process was a continuous process that went a long way in helping both the educators and learners to determine whether the teaching and learning processes is efficaciously being included and points out the gaps in it. Within the context of this learning process, the students made numerous progresses. For instance, the child was able to acquire different skills with respect to pronunciation, vocabulary, and phonology. Additionally, the student gained many insights into uses of tenses, verbs, and pronounces. Thus, the pre-assessment was pivotal in ensuring that the student is familiarized with the new concepts. This exercise also estimated that the demand of the learners is duly met and their learning processes duly met. Apart from the pre-assessment, I also performed both summative and formative assessment exercises. Special attention was particularly placed on developing an improving students’ language and literacy skills. To that end, an accurate picture of a bilingual child’s development was gained by assessing the child in both languages.

Student Characteristics

The first step in performing pre-assessment focused on understanding the students’ needs and characteristics. In that regard, the students came from different racial, ethnic, and cultural backgrounds. Their age groups also fell between 9 to 13 years. I had 3 9-year-old learners, five 10-year-old students, as well as seven 13-year-old students. These student groups stem from different racial and cultural backgrounds, which include White, Black, and Hispanic, Spanish, as well as Asian origins. A significant fraction of the student group comprises of good listeners. Since they have high level of engagement, they pay attention to the content and instructions that are delivered to them. Additionally, they frequently ask questions on concepts that they do not understand. In this regard, most learners have developed a cordial relationship with the instructors. This practice has enabled them to be free in inquiring about areas of knowledge that they need clarifications. As a consequence, the liberty to interact with the instructor has been important in providing feedback regarding their previous performances and developing viable interventions on the steps that they should take to sharpen their knowledge and skills. Before a new topic is taught, the students are often pre-reassessed by asking them questions on what they can possibly know about it. This helps to determine the strategies that the instructions should focus on. In addition, the pre-assessment aims at understanding the students’ learning capabilities.

Learning Activities

Activity 1

· ______ to school yesterday?* · Do you walk · Did you walked · Did you walk · Have you walked · She has been ______ of murdering her husband.* · charged · accused · arrested · blamed · I'm fed up ______ this excersice.* · with doing · to do · to doing · for doing · The tree ______ by lightning.* · was flashed · struck · was struck · flashed · The doctor gave me a ______ for some medicine yesterday.* · note · receipt · prescription · recipe · We would never have had the accident if you ______ so fast.* · wouldn't been driving · hadn't been driving · had driven · wouldn't drive · How long ______ English?* · do you learn · are you learning · have you been learning · you learn · Tim ______ work tomorrow.* · isn't going · isn't · isn't going to · isn't to · Would you mind ______ the window?* · closing · close · to close · closed · You ______ the cleaning. I would have done it tonight.* · needn't have done · couldn't have done · can't have done · wouldn't have done · I come ______ England* · from · at · to · beyond · He told me that he ______ in Spain the previous year.* · has been working · had been working · has worked · had been worked · I ______ a reply to my letter in the next few days.* · hope · expect · wait for · get

Activity 2

1. Which of the following is correct? A.   ?    The team plays good in decisive games. B.   ?    The team plays well in decisive games. 2. Is this sentence correct? To see well, the lights in this room need to be adjusted. A.   ?    This sentence is correct. B.   ?    This sentence has a dangling modifier. C.   ?    This sentence has a comma splice. 3. Which of the following is correct? A.   ?    I haven't barely started to think about my exam. B.   ?    I have barely started to think about my exam. 4. Which of the following is correct? A.   ?    The candidate promised not to raise taxes when elected. B.   ?    The candidate promised not to rise taxes when elected. 5. Identify the problem with the following paragraph: Elizabeth Peabody was born in a school and thereafter felt destined to be a teacher. Her mother was a teacher and trains her daughters at her side. The academic life seems to suit Elizabeth, who thrived on the rigorous curriculum. A.   ?    It lacks subject - verb agreement in some sentences. B.   ?    There are inconsistent shifts in verb tenses. C.   ?    Punctuation is wrong in this paragraph.

Implications for Instructional Planning and Assessment

The learning experience can provide educators with insights into ways of monitoring learners’ progress and measuring their growth. This move has been particularly important in focusing their attention on specific learning goals and communicating expectations for each and every aspect of their performances. Additionally, the pre-assessment has been important in offering personalized learning and differentiated instructions. Indeed, forming the theoretical foundations of pre-assessment is founded on the idea that teachers should understand two major principles of human experience (Guskey, 2018). They include interaction, which relates to the relationship between the current situation and the past, and continuity, which implies the meaning that all the experiences are carried forward and impact future experiences. As the students change with each experience, such changes form part of them, and influence how they approach future experiences (Brugar, 2016). For teaching to be efficacious, it is important for educators to determine ways in which they can relate the current learning tasks and form the basis for planning truly meaningful instructions.

References

Brugar, K. A. (2016). Teaching social studies/history to elementary school students through a

discipline-specific approach. Journal of Education, 196(2), 101-110.

Guskey, T. R. (2018). Does pre-assessment work?. Educational leadership, 75(5).