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Kellie ThompsonStudent Teaching
Evidence Based Practices
Evidence based practices consist of checking students for understanding, comparing a
subject that you are teaching to a real life situation or object, or types of assessment.
Assessments are not always in the form of a test or quiz in many cases. On this page, I will
discuss some of the evidence based practices that I have used in my class. Under each picture, I
will explain the practice in the photograph.
Visual evidence for a math lesson on arrays.
Kellie ThompsonStudent Teaching
I used these pictures and items in a lesson for Engage New York Math. In this lesson, we
were focusing on arrays. We discussed the meaning of arrays and how objects in arrays are
arranged in rows and columns. I found as I taught arrays, students continued to get confused
about the difference between rows and columns. I went to the internet and printed pictures of
items in rows and put them on the Elmo for the class to see. We discussed how flowers and
corn are planted in rows. We also talked about how movie theater seats are arranged in rows.
When I discussed columns with the class, I put up a picture of the White House with the long
white columns on the front.
I also brought a checkerboard from home which is arranged in both rows and columns
and shared it with the class. The other item I brought from home was an unopened box of Ritz
Crackers. I showed the students how when you open the box it reveals a row of 4 sleeves of
crackers. When you pull the sleeve out, the crackers are packaged in columns. The class was
really engaged in this lesson. The photos of the rows of flowers, corn, and movie theater seats
and the columns on the White House were provided as a visual to the students. The
checkerboard, and the box of Ritz Crackers demonstration gave students a picture in their mind
of rows and columns that they could relate to in real life. This was also effective for the ELL
students I have in my class as pictures can speak louder than words when there is a language
barrier. I continued to use these examples of each day while studying arrays to talk about our
prior knowledge of rows
and columns. In
conclusion, this was an excellent
lesson for visual learners and was
relatable to real life.
Kellie ThompsonStudent Teaching
This is a picture of my class giving me a thumbs up for understanding. If the class
understands the concept I am teaching, I tell them to give me a thumbs up. If they partially
understand the lesson, I tell them to give me a sideways thumb. If they don’t understand, they
are instructed to give me a thumbs down. This helps me decide if I need to provide more
examples and continue to teach the lesson or continue on to the next subject. It has been a
great tool to check for student understanding and I use it daily.
My School Promise is a poem that we
shared with the class this week. I really liked this
poem as it encourages students to always do their
best in school. We just completed a week of
studying poetry, rhyming words, and how rhymes
give the poem a beat. This past week, students
were instructed to memorize a nursery rhyme and
recite it to the class. There were 12 points
possible on the rubric. This is a copy of the rubric
verbal assessment the students were graded on in
reciting their nursery rhyme. This common core
standard relates to R.L.2.4. Describe how words or
phrases supply rhythm and meaning to a story,
Checking for student understanding using the thumbs up signal.
Kellie ThompsonStudent Teaching
poem, or song. Most students did very well reciting their poem. This was a verbal assessment
rather than a written test or quiz.
Poetry recite rubric:
Did they memorize the poem? 3 points possible
Did they speak clearly and loudly? 3 points possible
Did they stand well during their presentation? 3 points possible
Did they make eye contact with their audience and not look down? 3 points possible
Total possible points=12
This concludes my examples of evidence based practice.