Guided Response: Respond to a minimum of two classmates. What ideas did you gather from their observations that were different from your own? Provide constructive feedback regarding the strategies they’d like to try in their own current or future setting. 

ANY question please let me know

Part 1:

What evidence did you observe in Ms. Wessling’s video that her students were becoming thinkers?  

During the video I observed how the teacher used opportunities to check each students’ thinking process while moving around as they learned at their own pace. Although students came up with different perceptions about the topic, this stull allowed them to be owners of their learning and the teacher was able to assess what they knew individually. I believe this is a great way for students to gradually build from the guided practice, to collaborative learning, and conclude with their own independence practice.

How is this an example of the teacher assessing FOR learning?

I believe that Ms. Wessling is assessing for learning throughout the video. For example, she has the students summarize a reading with 5 key words and then justify those words with relation to the story. During the Gradual Release of Responsibility, she has opportunities to gauge students’ learning and depending on their comments and assignments, the future learning of that students is adjusted.

Part 2:

Dylan Williams five strategies includes, sharing the direction of learning, discovering current knowledge and skills, giving feedback, utilizing students to help one another learn and making students the owners of their learning.

Describe what you observed from Ms. Wessling’s video that represents each of these strategies.

• First, she coves the objectives for the day so students knew where they were headed.
• Second, Ms. Wessling’s was constantly checking students’ understanding in various forms of formative assessments while implementing sticky notes to explain thought process.
• Third, she gives feedback during the guided practice phase.
• Fourth, the collaborative learning phase allows students to learn from one another.
• Finally, Ms. Wessling is gradually pushing students to become owners of their own learning using the Gradual Release Model.

What evidence was there of MS. Wessling’s students examining their own thinking?

• Wessling’s students examine students thinking several times throughout the video. For example, the sticky note activity (also a formative assessment) requires students to examine and explain their thought process rather than repeating something from the reading.
• And the questions’ she poses to her students requires them to examine their own thinking

What evidence did you find to suggest she designed her instruction to meet instructional learning objectives in several areas of development (Think Bloom’s)?

She allowed them to practice make complex judgements about how, when and where to use the information. Her class was provided with the opportunity to apply the skills under Ms. Wessling’s guidance.

What did I see from her video that I would like to try?

I would like to try modeling; this is a great way to provide examples to the students on ways to approach problems. Either by thinking aloud or by showing students their written notes; teachers reveal what goes on in their minds as they solve problems, read, write or generate ideas.

Part 1
Sarah Brown Wessling remarks; “It is not about ways of delivering content as much as it is about ways of getting students to become thinkers; ways for students to be more autonomous.” 

• What evidence did you observe in Ms Wessling’s video that her students were becoming thinkers? 

Ms. Wessling allowed her students think for themselves. By having them do the assignment and not by reading a section and answering the questions. I loved how she said she is very passionate about meeting students right where they are because who they are is wonderful and that and who they are is full of potential. She designs her instructions where they are at. She incorporates responsibility and constructs the knowledge to give the knowledge back to them. This way they can think about the answers and brainstorm how their responsibility means more to the instruction practice rather than Ms. Wessling doing all the work and having all the answers.    

• How is this an example of the teacher assessing FOR learning?

She is assessing the students by allowing them to use the cognitive substance in order to think for themselves and construct a responsibility to have them learn. So they can find the answers on their own. To see how relate able the assignment is to them or how they fit in those categories this way they learn and the teacher learns the true potential the students already hold inside and the teacher is learning to allow her students trust themselves and believe in their own potential to magnify their strengths and become more confident in the type of learner they each are. 

Part 2
In Dylan William’s video on embedded formative assessments, he mentions five strategies for teachers to meet students’ learning needs more effectively.

• Describe what you observed from Ms. Wessling’s video that represents each of these strategies. 

Ms. Wessling shared with the students where they will be going with their learning. She found out where they are in their learning by embracing where they are at now and knowing that is wonderful because that is where their true potential is held by where they are at now. My observations showed that the students were working together and helping each learn the instruction design and from what I saw in the video the students owned their learning and they embraced it. By allowing them own some responsibility of their own in the cognitive learning process and the students seemed to get what they needed to understand and excel how they needed to for themselves. 

• Were there any that you did not observe?

The feedback was what I did not see although perhaps I over looked 

• What evidence was there of Ms. Wessling’s students examining their own thinking?

So in the beginning the teacher taught explicitly and then she applied her way of learning or how her brain thinks and implemented it into the instruction design. Using this example was to release the knowledge and giving them the responsibility to learn how their brain thinks. 

• What evidence did you find to suggest she designed her instruction to meet instructional learning objectives in several areas of development (Think Bloom’s)?

Ms. Wessling wanted the students to value their potential and by releasing the knowledge and giving them that responsibility it shows that she trust their judgement but also sees the type of the learner they are and by doing that the students trust themselves in the way they learn and think. Which gains them a better understanding to learning and how they want to learn.

• What did you see from her video that you’d like to try (remember best practices are transferable across grade and age levels)?

I really liked how the students worked together because two brains are better than one and when you have a group vs. a individual learner the students gain more insight and learn more. I would prefer more group assessments because I feel it brings the class closer in the learning aspect. Which make the overall learning experience better. 

Reference: 

 Improving Practice with Sarah Brown Wesslinghttps://www.teachingchannel.org/videos/improving-teacher-practice