Reflection:

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I designed coherent developmentally appropriate instruction by using a plethora of materials that consistently scored positive results from my co-op. I made copies of and used them to my advantage when teaching new content each lesson. I integrated and recorded formative assessments throughout lessons and gave students feedback by using exit slips and grading them after each lesson as well as through observation and verbal one-on-one communication. I had the class complete a pre-test and post-test for this chapter of mathematics. They also completed had a mid-chapter checkpoint quiz that I graded using Standards-Based Grading. I then returned the assessment to them to have them signed by their parents and return back to me. The same process occurred for a summative end of chapter test. In addition, I had the class complete my own performance/authentic assessment over the weekend. It involved the creation of their own food truck, menu, and word problems that used concepts and strategies from that chapter of mathematics. The first set of photos is students sharing their work. The second set of photos is my sample I sent home with students to refer to over the weekend. All students were sent home with a copy of my sample (menu, word problems) (A copy of my food truck was also included, but is not pictured.) and the instructions titled Food Truck Frenzy as well as a blank layout of a  food truck. It was awesome seeing their personalities, creativity, and ability to retain mathematics shine. The class passed all assessments with the summative assessment averaging a 91%. All assessments were graded using Standards-Based grading, except the pre-test, post-test, exit slips, and performance/authentic assessment. I created those myself and graded them using a rubric and/or answer key I created on my own. Data, copies, and rubrics of assessments I created are available upon request.