Name:
Lynzee Cohen_________
RED 4350
Summer 2012
Florida Educator Accomplished Practices (FEAP) Reflection—Strategy Application
Project
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;
Briefly explain how you fulfilled each FEAP indicator in
your lesson plan.
I aligned instruction with state-adopted standards at the
appropriate level of rigor. The Strategy Application
Project was created for a fifth grade classroom and my
state-adopted standards were for a fifth grade classroom
as well. The standards I used included: LACC.5.SL.1.1,
LACC.5.RI.1.2, LACC.5.SL.1.2, LACC.5.RL.1.3,
LACC.5.RF.4.4, and SS.5.A.1.1.
A.1.d.
Selects appropriate formative
assessments to monitor learning;
I selected appropriate formative assessments to monitor
learning by using comprehension based assessments to
learn what my students knew before the reading and
after the reading. For example, in my lesson for the
strategy, Anticipation Guide, my first formative
assessment was for students to read the statements on
the Anticipation Guide and to check whether they agree
or disagree with the statement, based on their prior
knowledge; this formative assessment allowed me to see
what the students knew prior to the reading. My
formative assessment for students after reading was to
put a smiley face in the Anticipation Guide, if their
thinking had changed on a statement; this formative
assessment allowed me to see how the students thinking
had changed after reading the text.
FEAP Indicators: A. QUALITY OF
INSTRUCTION
2. The Learning Environment
A.2.d.
Respects students’ cultural and
family background;
Briefly explain how you fulfilled each FEAP indicator in
your lesson plan.
A.2.h. Adapts the learning environment to
accommodate the differing needs and
I adapted the learning environment to accommodate the
differing needs and diversity of students. One way I
I respected student’s cultural and family background by
teaching the students about the Civil Rights Movement
through reputable secondary sources and by not
incorporating my opinions or outsiders opinions into the
lessons. I also kept the lessons age appropriate by
giving little details about the specifics of certain events
during the Civil Rights Movement, while still getting
the needed information to the students.
Name:
Lynzee Cohen_________
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.
RED 4350
Summer 2012
adapted the learning environment was by incorporating
a range of books and articles to meet the students
reading levels. The readings ranged from third grade to
seventh grade. I also incorporated the three learning
styles into each of the strategies. For visual learners, I
used to the doc cam to visually demonstrate the
strategies and I gave the students graphic organizers, so
that they could visually see how to organize their
information. For auditory learners, I orally read the
directions and explained the strategies. For kinesthetic
learners, I integrated writing into each lesson.
Briefly explain how you fulfilled each FEAP indicator in
your lesson plan.
I applied varied instructional strategies and resources,
including appropriate technology, to provide
comprehensible instruction, and to teach for student
understanding. One way I did this was by demonstrating
each strategy using the doc cam. The students were able
to visually see how to do each strategy and hear the
directions and explanation of the strategy. I included a
variety of resources including: Informational Texts in
book form, Historical Fiction books, and Informational
Text through articles on the internet. I also had students
work independently, with partners, with small groups,
and as a class group throughout the unit.
I differentiated instruction based on an assessment of
student learning needs and recognition of individual
differences in students by incorporating activities to
meet each of my student’s intelligences. For students
who learn best linguistically, I integrated writing within
each of my lessons. For students who learn best
spatially, I incorporated a form of a graphic organizer
into each of my lessons. For students who learn best
interpersonally, I incorporated independent activities
and readings into my lessons. For students who learn
best intrapersonally, I included partner activities, small
group activities, and whole class activities into the
lessons and for students who learn best kinesthetically I
integrated writing activities and drawing activities
within my lessons.
Name:
Lynzee Cohen_________
RED 4350
Summer 2012
In order for a unit to be effective, an educator must consider the quality of instruction. I
considered the quality of instruction by focusing on the instructional design of my unit, the
learning environment, and the instructional delivery and facilitation of my unit. By considering
the quality of instruction I am able to have an effective unit.
I aligned instruction with state-adopted standards at the appropriate level of rigor. The
Strategy Application Project was created for a fifth grade classroom and my state-adopted
standards were for a fifth grade classroom as well. The standards I used included:
LACC.5.SL.1.1, LACC.5.RI.1.2, LACC.5.SL.1.2, LACC.5.RL.1.3, LACC.5.RF.4.4, and
SS.5.A.1.1.These six state-adopted standards were aligned at the appropriate level of rigor for
this unit.
I selected appropriate formative assessments to monitor learning by using comprehension
based assessments to learn what my students knew before the reading and after the reading. For
example, in my lesson for the strategy, Anticipation Guide, my first formative assessment was
for students to read the statements on the Anticipation Guide and to check whether they agree or
disagree with the statement, based on their prior knowledge; this formative assessment allowed
me to see what the students knew prior to the reading. My formative assessment for students
after reading was to put a smiley face in the Anticipation Guide, if their thinking had changed on
a statement; this formative assessment allowed me to see how the students thinking had changed
after reading the text. By using comprehension based assessments as my formative assessments,
I was able to select appropriate formative assessments to monitor learning.
I respected student’s cultural and family background by teaching the students about the
Civil Rights Movement through reputable secondary sources and by not incorporating my
opinions or outsiders opinions into the lessons. I also kept the lessons age appropriate by giving
little details about the specifics of certain events during the Civil Rights Movement, while still
Name:
Lynzee Cohen_________
RED 4350
Summer 2012
getting the needed information to the students. By teaching the students only the facts about the
Civil Rights Movements and by keeping the unit age appropriate, I was able to respect the
student’s cultural and family background.
I adapted the learning environment to accommodate the differing needs and diversity of
students. One way I adapted the learning environment was by incorporating a range of books and
articles to meet the students reading levels. The readings ranged from third grade to seventh
grade. I also incorporated the three learning styles into each of the strategies. For visual learners,
I used to the doc cam to visually demonstrate the strategies and I gave the students graphic
organizers, so that they could visually see how to organize their information. For auditory
learners, I orally read the directions and explained the strategies. For kinesthetic learners, I
integrated writing into each lesson. I accommodated the differing needs and diversity of students
by adapting the learning environment.
I applied varied instructional strategies and resources, including appropriate technology,
to provide comprehensible instruction, and to teach for student understanding. One way I did this
was by demonstrating each strategy using the doc cam. The students were able to visually see
how to do each strategy and hear the directions and explanation of the strategy. I included a
variety of resources including: Informational Texts in book form, Historical Fiction books, and
Informational Text through articles. I also had students work independently, with partners, with
small groups, and as a class group throughout the unit. To provide comprehensible instruction
and to teach for student understanding I applied varied instructional strategies and resources.
I differentiated instruction based on an assessment of student learning needs and
recognition of individual differences in students by incorporating activities to meet each of my
student’s intelligences. For students who learn best linguistically, I integrated writing within each
of my lessons. For students who learn best spatially, I incorporated a form of a graphic organizer
Name:
Lynzee Cohen_________
RED 4350
Summer 2012
into each of my lessons. For students who learn best interpersonally, I incorporated independent
activities and readings into my lessons. For students who learn best intrapersonally, I included
partner activities, small group activities, and whole class activities into the lessons and for
students who learn best kinesthetically, I integrated writing activities and drawing activities
within my lessons.
While creating my unit, I focused on the instructional design of my unit, the learning
environment, and the instructional delivery and facilitation of my unit. By focusing on those
three indicators, I was able to have an effective unit.