Part 1

Question 1: What evidence did you observe in Ms. Wessling’s video that her students were becoming thinkers?

Ms Wessling described some of the components that show hers students are becoming thinkers. First, she talked about explicit teaching. In this case, teachers try to give out the responsibility of owning the knowledge to students (Wessling, 2013). For example, she asked the students if they think legs are patterns. One of the students responded by saying that she does not think if it is a pattern, but she ought to think that it is just a symbol. Second, she asked the students to choose their patterns and work collaboratively. Additionally, students were requested to describe how they think. Many students came up and give out their view of how they came to the answers.

Question2: How is this an example of the teacher to assessing FOR learning?

Assessment for learning is a concept used by the teacher to evaluate students’ needs and education progress. For example, she gave out sticker notes and asked students to put their major ideas on five of their words. Therefore, she assessed the students if they can think and asking them to tell how their brain came with the idea.

Part 2

Question 3: Describe what you observed from Ms. Wessling’s video that represents each of these strategies.

According to Wiliam (2011), the first strategy is about sharing learning with students. Ms Wessling is seen interacting with students by trying to make them become thinkers. She asks questions and answers some of them hence giving out learning resources to students. Second, is finding out what the students know. Ms. Wessling gave out an exercise, and it acted as an indicator to show if the students have an idea of what is being thought. The third strategy is getting the feedback. From Ms. Wessling’s video, she tries to find out whether her students can think and give the feedback. Therefore, she asked them to tell her if legs are patterns. Students responded by saying they think they are symbols.

Fourth, students should help each other. From the video, Ms. Wessling tells her students to work in groups so that it becomes easy for them to think and come up with the solution.  Lastly, teachers should activate students as owners of their learning. Ms. Wessling in her video talked of giving out responsibilities of owning the knowledge to students. It is clear that I observed every strategy and relate them to the evidence observed in Ms. Wessling’s video.

Question 4: What evidence was there of Ms. Wessling’s students examining their own thinking?

Ms. Wessling modeled her on thinking and went ahead to examine students’ thinking capacity by telling them to write meaning of concepts in their own words. Also, students worked in groups, and this helped them to think together and come up with ideas.

Question 5: 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 has the notion of gradually releasing the responsibility, and she does so by designing instructional model. Using the knowledge application concept she tries to make the students recall and comprehend on the ideas. For example, she told students to think and write meaning of certain concepts in their own words. Also, she asked the students to explain their brain came up with the idea.

Question 6: What did you see from the video that you would like to try (remember best practices are transferable across grade and age levels)?

The part that I would like to try is the concept of sticking notes.  It is a good idea to ask my students to describe or explain how their brain came with the idea.

Reference

Wessling, S. B. (2013, October 15). Improving practice with Sarah Brown Wessling. Retrieved from http://www.teachingchannel.org/videos/increase-engagement-and-understanding.

Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.

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