Allocate at least 4 hours in the field to support this field experience.
Part 1: Mini-Lesson Plan
Prior to going into your clinical field experience classroom this week, use the data received from the pre-assessment to complete the Clinical Field Experience C: Science Mini-Lesson Plan template. If applicable, integrate relevant health standards or learning into your lesson. This mini-lesson plan will be administered to the selected group of students to support instruction to meet the standards.
The Science Mini-Lesson Plan includes:
- Science standard and grade level
- Learning objectives
- Instructional strategy
- 100-150 word description of a science learning activity
- Formative assessment
Part 2: Mini-Lesson Plan Implementation
After completing the Clinical Field Experience C: Science Mini-Lesson Plan, share it with your mentor teacher for feedback. Revise the lesson plan based on the mentor teachers feedback.
Provided permission, teach the created lesson plan to the group of selected students. During your lesson, ensure you are answering questions from your students, asking questions that support critical thinking and problem solving, and observing the understanding from each student (this might require formative assessments before, during, and after the lesson to determine understanding).
If you are not able to implement the lesson, speak with your instructor for an alternate assignment.
Use any remaining field experience hours to speak with your mentor teacher and, provided permission, seek out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.
Part 3: Reflection
In 250-500 words, reflect and discuss the process of using pre-assessment data to develop a lesson plan. Discuss the following:
- How does data support the developed instruction, selected strategies, and differentiation strategies to meet learning needs?
- What modifications supported the learning outcome?
- What considerations need to be made regarding ethical issues when using student personal, background, and learning data to inform instructional planning?
