Name: Marissa Dobbert
RED 4350
Summer 2013
Florida Educator Accomplished Practices (FEAP) Reflection—Lesson Plan
List how you fulfilled the following FEAP descriptors in creating your lesson plan and Webquest. On the following page,
write a paper using each line of the chart as a topic sentence for each paragraph (i.e. I aligned my instruction with
state-adopted standards at the appropriate level of rigor…)
FEAP Indicators: A. QUALITY OF INSTRUCTION
1. Instructional Design and Lesson Planning
A.1.a. Aligns instruction with state-adopted standards
at the appropriate level of rigor;
A.1.d. Selects appropriate formative assessments to
monitor learning;
FEAP Indicators: A. QUALITY OF INSTRUCTION
2. The Learning Environment
A.2.d. Respects students’ cultural and family
background;
A.2.h. Adapts the learning environment to
accommodate the
differing needs and diversity of students.
FEAP Indicators: A. QUALITY OF INSTRUCTION
3. Instructional Delivery and Facilitation
A.3.g. Apply varied instructional strategies and
resources, including appropriate technology, to provide
comprehensible instruction, and to teach for student
understanding;
A.3.h.Differentiate instruction based on an assessment
of student learning needs and recognition of
individual differences in students.
FEAP Indicators: A. QUALITY OF INSTRUCTION
4. Assessment
A.4.b. Designs and aligns formative and summative
assessments that match learning objectives and
lead to mastery
Briefly explain how you fulfilled each FEAP indicator in your lesson
plan.
Since my strategy application project was completed at a fourth
grade level, I created my webquest at a fourth grade level. I used
both common core literacy standards and sunshine state
standards at the fourth grade level.
For each role in my webquest students are required to complete
specific tasks. Each student must create a semantic map on their
religion or culture. Each student must either answer questions
about a book pertaining to their religion or culture, or write a one
page summary. Each student must learn about the migration of
their religion or culture. Each student must research artifact of
their religion or culture. Finally each student must work together
to complete a group book of the different religions or cultures they
researched.
Briefly explain how you fulfilled each FEAP indicator in your lesson
plan.
All websites used as resources for students in my webquest have
been previewed to make sure they are as unbiased as possible and
not degrading in anyway. They are all informational sites to
provide students with raw information on their religion or culture.
I allow the students to pick their own roles in the webquest. Each
role is designed to allow different types of students to succeed.
The recorder may have high intrapersonal intelligence and would
rather write down the groups information than present it in front
of the class. The map maker may have high logical or mathematical
skills and would enjoy making the maps accurate. The drawer may
have high spatial or visual intelligence and learns through mental
images in their minds. Finally, the presenter may have high
interpersonal intelligence and may thrive from verbally explaining
to the class what they have created and learned from the
assignment.
Briefly explain how you fulfilled each FEAP indicator in your lesson
plan.
Similar to the differences in roles in this webquest, the resources
available for student also varied. The students had informational
text, realistic fiction, video clips, interactive pictures, and maps to
learn from. They were not limited to one type of learning material.
The students had clear rubrics to refer to while working. Since the
students were working together as a group they could help each
other in any part of the assignment if needed. Even if the student
was struggling with their own research, it is eventually needed for
the entire group, so their group members should be willing to help
them.
Briefly explain how you fulfilled each FEAP indicator in your lesson
plan.
While all individual work like the semantic map, writing
assignment, migration map requirement and visuals were required
formative assessments, the group book could have been the
summative assessment in this lesson. If there wasn’t an additional
test, the presentation of their book could be summative.
Name: Marissa Dobbert
RED 4350
Summer 2013
I aligned instruction with state-adopted standards at the appropriate level of rigor. Since
my strategy application project was completed at a fourth grade level, I created my webquest at a
fourth grade level. I used both common core literacy standards and sunshine state standards at
the fourth grade level.
I selected appropriate formative assessments to monitor learning because for each role of
my webquest students are required to complete specific tasks. Each student was required to
create a semantic map on their religion or culture. Each student had to either answer questions
about a book pertaining to their religion or culture, or write a one page summary. Each student
was required to learn about the migration of their religion or culture. Each student needed to
research artifact of their religion or culture. Finally each student had to work together to
complete a group book of the different religions or cultures they researched.
Throughout this assignment I respected student’s cultural and family background because
all websites used as resources for students in my webquest have been previewed to make sure
they are as unbiased as possible and not degrading in anyway. They are all informational sites to
provide students with raw information on their religion or culture.
I was sure to adapt the learning environment to accommodate the differing needs and
diversity of students. In my webquest I allow the students to pick their own roles in the
webquest. Each role is designed to allow different types of students to succeed. The recorder
may have high intrapersonal intelligence and would rather write down the groups information
than present it in front of the class. The map maker may have high logical or mathematical skills
and would enjoy making the maps accurate. The drawer may have high spatial or visual
intelligence and learns through mental images in their minds. Finally, the presenter may have
Name: Marissa Dobbert
RED 4350
Summer 2013
high interpersonal intelligence and may thrive from verbally explaining to the class what they
have created and learned from the assignment.
Throughout the lesson I applied varied instructional strategies and resources, including
appropriate technology to provide comprehensible instruction and to teach for student
understanding. Similar to the differences in roles in this webquest, the resources available for
student also varied. The students had informational text, realistic fiction, video clips, interactive
pictures, and maps to learn from. They were not limited to one type of learning material.
I used differentiated instruction based on an assessment of student learning needs and
recognition of individual differences in students. The students had clear rubrics to refer to while
working. Since the students were working together as a group they could help each other in any
part of the assignment if needed. Even if the student was struggling with their own research, it is
eventually needed for the entire group, so their group members should be willing to help them.
Finally I designed and aligned formative and summative assessments that matched
learning objectives and lead to mastery. While all individual work like the semantic map, writing
assignment, migration map requirement and visuals were required formative assessments, the
group book could have been the summative assessment in this lesson. If there wasn’t an
additional test, the presentation of their book could be summative.