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Teach week was an incredible journey! Throughout teach week and the semester I mad a conscious effort to integrate strategies for giving formative assessments. Before this class, I was under the impression that assessment had to be paper pencil tests. Now I understand that formative assessments can be done in a number of different ways! My favorite formative assessment that I implemented this semester was the stoplight for the self questioning strategy. This let me see how the students really thought they were doing on this strategy. This was more of an informative assessment, but I thought it gave me a lot of information. As far as formative assessments, I really liked the cubing strategy. I thought this was great because you can use it for so many different  things, in so many different ways. Throughout my teaching, I plan to continue to use these strategies because I think they give very valuable information.

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I have made a strong effort throughout this semester and teach week to use the many strategies for giving  formative assessments. Not until this semester have I really been aware of all the different ways to check for understanding and am proud to say that I have utilize many that I have learned of in class.  I plan to be more intentional when giving oral feedback to my students during teach week. I also plan to continue to use the many formative assessment strategies that are already put in place in the classroom like calling sticks and white boards, as well as try new ones like the cubing activity.

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During Teach Week and throughout this semester, I was able to implement many different strategies such as "Thumbs Up/Thumbs Down", calling sticks, red light/green light, exit tickets, and true/false sticks. These strategies allowed me to implement a mix different ways to check for the students' understanding quickly and effectively. I also enjoyed have different strategies to pick from rather than just one that become not engaging to the students after a few times. I also used the tips that was included in the powerpoint of what to say when a student gives a response. It allowed to me ask the right questions to understand the student's thinking, get them thinking, and to enrich. I will be using these strategies and tips during student teaching, as it was extremely helpful during this semester and during teach week.

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During teach week I was able to implement the 3-2-1 strategy in order to formally assess their knowledge of the objective for that week/lesson. During instruction, making practice of checking for understanding with cold calls or simply asking them to use a thumbs-up/down (is what my teacher usually incorporates to get an overall consensus). However, as I have learned just asking them for a thumbs-up is not sufficient enough in some cases. Calling on particular students to tell me what they understand about the material or why they had their thumbs up or down. I have been watching my mentor all semester use these strategies and have taken notes on the ones that i wish to use next semester!

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During Teach Week I took the opportunity to implement many of the strategies and tools I learned from our classes at Towson. I have implemented Think-Tac-Toe, exit tickets for small groups, reading strategies, modeling, lead discussions, and checklists. I have also provided oral feedback to students during discussions and written activities. As informal assessments I used "thumbs up - thumbs down" and exit tickets. This week was helpful to experiment different strategies and to reflect on how to make changes and improvements in the future.

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During Teach Week, I implemented some strategies and tips to make learning and assessments engaging and interactive. During my first lesson, I created a differentiated Think-Tac-Toe to assess all students on context clues. In the following lesson, I differentiated the assessment based on guided reading groups. The students created a poster with one unknown word that they had to figure out using context clues. These words were chosen depending on the readiness of the students. During instruction, I used thumbs-up/thumbs-down, touch your nose/head/chin, and whispering a word to check for understanding.

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Since the beginning of this class and the exposure to the many tools and strategies that made me curious about putting them into practice. I took teach week and other days at PDS to take advantage of this time and try some out. I used many exit tickets, thumbs up/down, color paper for different answers, gestures and red/yellow/green light. I took many mental notes how to improve these strategies and got many other ideas I could try in the future with students.

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Throughout my internship and during teach week I made an effort to implement a variety of new strategies and tips. I have used exit tickets, think-tac-toe responses, Plicker (response system), class bar graphs, no hands up, thumbs up and down, and dry erase boards. In addition, I have tried to improve my response questioning by asking students to explain their answers: "How did you know ...", "What makes you think that...", "Show me where you...". In addition, I worked on providing students with specific feedback such as "I like how you made the connection between a space shuttle and the stars by adding images of the stars on your poster." Or "I see you are using your resources to spell the word astronaut. Great idea getting the dictionary!" These strategies kept students engaged and allowed them to have an understanding of how they were doing and what they are doing right.

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I have tried some of these skills in lesson plans, especially the backwards thinking strategies to assess the prior knowledge of the students so that the background knowledge will help students understand the objective and to address any misconceptions students may have about a specific subject, such as when I was going over goods and services. I asked for definitions of goods I also asked them to give examples of a good as well so I could gather an understanding that they understood what a good was. during teach week I will be sure to continue to assess prior knowledge, provide follow up work that reflects on the lesson they just learned and try to provide oral feedback to students during lessons.

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I think checking in with students understanding is something many of us do already. Its a bit easier to ask questions and take notes as you go. During teach week I gave my students specific feedback, both written and orally (mostly in math). This was helpful for my students because they had a visual of where they went wrong and the questions they did correctly, but the oral part was great for them to hear what I,a s a teacher, saw from their work. The main issue with the students was not checking their work when they were done. Many got the wrong answer because they did not pay attention to numbers in the tens or hundreds place, or drew too many ones, or didn't count all the tens. I admit that i focused more on what to improve than what they did right, but this is something I can work on as i continue to practice.

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I am very aware of some of the strategies that were provided, because I often use a variety of ways to call on students. During teach week I will be sure to use calling sticks, exit tickets and question how they came to an answer that they give in class or in small group. I often use the thumbs up or down technique, but make sure to follow it with a why question so the students don't simply state that they understand when they do not etc. I will make sure to add in multiple modalities to make the lessons more interesting for the students. I want to try giving more written feedback to the students, because I do not often grade their papers I do not give them a lot of written feed back.

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I already implement many of these strategies as I teach at my internship. I make it a point to include something new, like these activities, ever week. I have done the stop light, exit tickets, no hands up, bar-graph, thumbs up or down, and dry erase boards. Doing these things keeps the students engaged and helps me to gather data quickly. During teach week I would like to try the ABCD index cards and minute papers. I feel like these are simple and easy strategies that all students would response well to. I look forward to trying out these strategies next week.

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During teach week, I would definitely be using the strategies of self reflective questions (backward, inward, outward, and forward thinking) during my small guided reading groups as my students read. I would also use these questions as an informal assessment piece such as an exit card to check for students' understanding and reflection of the assignment. I would also use the thumbs up/down method when giving directions and using the strategy of having another student repeat the instructions for reassurance. Lastly I would use positive and wise feedback that is specific to a key element instead of just praising my students objectively.