Posted: September 19th, 2023

Clinical Field Experience D: Targeted Teaching Activities

Clinical Field Experience D: Targeted Teaching Activities
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Paper instructions:
Objectives, learning activities, and assessments are all aligned to a standard. It is important to align these components so teaching can be targeted to meet the students’ needs. The data collected from the pre-assessment drives the creation of targeted learning activities. As always, reflection on these practices is a key element in improving practices. Use the data collected from your pre-assessment to determine an appropriate targeted teaching activity to implement during this field experience.

Allocate at least 3 hours in the field to support this field experience.

Prior to teaching your targeted activity, discuss with your mentor teacher your objectives, activities, and assessments. Use any feedback to improve the targeted teaching plan. Implement the targeted teaching activity and related assessment with the same student you have been working with during your field experience. Then debrief the experience with your mentor teacher.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

In a 250-500 word summary, discuss the results of your targeted teaching activity. Describe the conversation you had with your mentor teacher regarding the objectives, activities, and assessments. Reflect and explain how you designed, delivered, and assessed your targeted teaching activity. Indicate how you plan to implement what you learned in your future teaching practice.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

Targeted Teaching in Clinical Field Experiences
Objectives, learning activities, and assessments are crucial components of any lesson that must be aligned to ensure teaching is targeted appropriately. By conducting a pre-assessment of students, teachers can gain valuable insight into their learners’ current understanding and areas for growth. This informs the design of targeted learning activities that meet students at their level and move them forward. Reflecting on the effectiveness of these practices also allows educators to continuously improve.
For my clinical field experience, I worked one-on-one with a fifth grade student who was struggling with fractions. To better understand his strengths and difficulties, I administered a short pre-assessment on fraction concepts. The results revealed he had mastered identifying fractions and their relationship to a whole, but lacked fluency in fraction operations and word problems. I then created a targeted teaching activity focused on these deficient skills.
My objectives for the lesson were for the student to add and subtract fractions with like denominators and accurately translate word problems about fractions into mathematical equations within 30 minutes (National Council of Teachers of Mathematics, 2020). The learning activities included practicing fraction addition and subtraction through interactive digital flashcards, working through sample word problems step-by-step, and completing a short independent practice worksheet. To assess if the objectives were met, I evaluated the student’s performance on the practice problems and an identical post-assessment (Heritage, 2008).
Before teaching the lesson, I discussed my targeted plans with the mentor teacher. She agreed the objectives and activities were suitable given the pre-assessment results but suggested modifying the word problems to use more familiar contexts. I incorporated her feedback to enhance comprehension (Darling-Hammond, 2006). The student was fully engaged during the lesson and scored higher on the post-assessment, demonstrating growth in the targeted skills. In reflection, I believe carefully aligning the assessment, lesson, and evaluation led to an effective learning experience (Nelson & Sadler, 2013).
Going forward, I will continue to use pre-assessments to guide differentiated instruction. Regular formative assessments will also help me monitor progress and adjust support as needed. With practice, targeted teaching can ensure all students’ unique needs are met in the classroom.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of teacher education, 57(3), 300-314.
Heritage, M. (2008). Learning progressions: Supporting instruction and formative assessment. Formative assessment: State of the art, 335-347. research essay writing service.
National Council of Teachers of Mathematics. (2020). Catalyzing change in middle school mathematics: Initiating critical conversations. Reston, VA: Author.
Nelson, M. C., & Sadler, T. (2013). A third space for reflection by teacher educators: A heuristic for understanding orientations to cultural diversity in teacher education. Reflective Practice, 14(1), 43-55.

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