Standard Reflection- P3

November 16, 2012

P3 – Practice standards-based assessment.

On Thursday, November 15th, I presented a lesson on 6 of the color relationships during our small unit on color theory. I lead students in a discussion about the 6 relationships; Monochromatic, Analogous, Complementary, Split Complementary, Primary, and Secondary. By using a slide presentation that presented each of these relationships and also using student discussion and responses, I could formatively assess some of the group and how they understood the lesson. I attempted to include this more formative focused lesson in light of some suggestions I received from my coordinator on my previous lesson. When students were asked to identify the color relationships, I asked students to raise their hand if they could summarize to the class one of each of the color relationships. Most students were unsure and did not raise their hands, but could participate more effectively when one of their classmates explained it in terms they could understand. We also split into groups during this lesson to assess the color relations in 4 different magazine colors. Each group tried to determine what each color relationship was, and then we came back together to discuss what we had learned. During the discussion I talked to various groups to assess their understanding of the color relations so that I could better tailor the rest of the discussion toward addressing the issues they may be having understanding the color relationships.

Color Wheel Questions

After discussing these ideas together, the groups split apart into individuals and we started work on an assignment that they could each apply the color relationships to.

During the discussion, I had particular things I was looking for from the students. If they didn’t meet these objectives, I would help lead their questions to make their learning more effective. In this way, I had to use different strategies to help them understand the objectives and concepts that we were discussing.

A big part of the P3 standard is using standards based assessment to help teachers learn how they can implement better strategies to help their students learn more effectively. By using formative assessment, teachers can measure the progress of each student. If a student doesn’t learn effectively from a certain strategy, it helps that the teacher understands and adjusts the lesson to be better and more effective.


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