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In reflection of my utilization of Error Analysis methods I was able to see that I use a lot of pre and post assessment tools in order to guide my lesson plan objectives and decision making on modifications and adjustments. While I noted that these pre and post assessments are very effective to drive decisions and I did so effectively; I also recognized I did not use task-analysis or explicit error correction strategies during my lessons. That being said for future growth moving forward I would really like to push myself to implement task analysis especially. I additionally, see a huge impact could be made were I more purposeful in designating times at which I provide students with explicit error corrections. I would rate myself a 3 in this area overall. It should be noted I do provide error correction on the fly per say

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P6. Evidence of I used a Final Assessment in my lesson to drive future decisions.

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P6. Evidence of I used a Final Assessment in my lesson to drive future decisions.

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Here is an exert from the final lesson, Lesson 3 of my Math Case Study. This assessment goes to show that although we sometimes may not like the outcomes gleaned by our assessments, they show us where our students are at in their learning. This allows us to design interventions and future lesson objectives in the best interest of our students. Assessments ultimately provide us with concrete evidence of our students ability to apply knowledge of specific skills. This assessment given on 3/11/19 at the end of my lesson, showed me that my students were not ready to move forward. Furthermore, I learned that I needed to dial back my lessons and re-teach skills in a more explicit manner.

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P6. Evidence of how I used a pre-assessment in a lesson on telling-time.

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P6. Evidence of how I used a pre-assessment in a lesson on telling-time.

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Here is an example of how I used a pre-assessment in my second lesson on telling-time. The assessment was used to identify if the students were indeed ready for the content in Lesson 2. Specifically, this assessment aimed to check for the mastery of skills taught in Lesson 1. This assessment allowed me to see that 2/3 of my students were ready to move forward while 1 of them was going to require extra support in moving forward with successful outcomes. This assessment was a part of Lesson 2 given on 3/08/2019.

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P6. Evidence of how I used a pre-assessment tool to designate students areas of need in telling time.

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P6. Evidence of how I used a pre-assessment tool to designate students areas of need in telling time.

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Here is an example of pieces of a pre-assessment tool I utilized in an effort to identify the students areas of need for telling-time. After giving this assessment my CT and I were able to identify the students lacked some crucial pre-skills for telling time. We were then able to decide on some potential lesson objectives moving forward. This pre-assessment was given on 2/1/19.

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Pre-Assessment of Student Time Telling Skills

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In assessing myself for the use of Fluency building activities I was able to find a lot of evidence that was very similar. While consistency is great for student learning outcomes, I also recognize that I need to implement a variety of Fluency building activities within my lessons. For future growth I would like to implement the use of such Fluency building activities as: Timed Activities, Flash Cards, Computer Software, and Instructional Games. I think that for Fluency building especially Flash Cards would have been a great tool for my students. In addition, I noted I had a lot of engagement problems in my latter lessons, I think that including Computer Software and Games would have been very helpful to increase student buy-in to my lessons. I would rate myself a 2.5 in this area due to a lack of variety.

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P5. Evidence of my use of a Fluency building assessment worksheet.

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P5. Evidence of my use of a Fluency building assessment worksheet.

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Here is an example of a fluency building activity attached to an assessment of the students ability to identify both the hours and the minutes on an analog clock face in unison. Being able to differentiate the hours and the minutes simultaneously with fluency is an absolute necessity for telling time with mastery. This lesson was given on 3/11/19; it should be noted this worksheet was implemented near the lessons end to assess for student readiness on the final-assessment/test-phase.

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Fluency of the Missing Hours and Minutes in Unison

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P5. Evidence of my use of a Fluency building activity.

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P5. Evidence of my use of a Fluency building activity.

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Here is an exert from a the final lesson I gave on pre-skills for telling time. It was crucial that the students had the ability to not only fluently identify the hour numbers on an analog clock face, but also to recognize with fluency what the minute numbers are that correspond to those hour numbers accordingly. This lesson was given on 3/11/19

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Fluency of Missing Minutes on an Analog Clock Face

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P5. Evidence of my use of a Fluency building activity.

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P5. Evidence of my use of a Fluency building activity.

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Here is an exert from a lesson I gave on 3/08/19. In this portion of my lesson it was a warm-up/pre-assessment to check for the students ability to fill in the missing numbers on an analog clock face. Recognizing what numbers belong in which location on an analog clock face is an essential pre-skill to telling time.

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Fluency of Missing Numbers on an Analog Clock Face