Adjustment to Practice

What is Adjustment to Practice

Adjustment to Practice is one of the seven essential elements of CAP and is a part of the first standard, "Curriculum, Planning & Assessment". 

Element: 1.B.2:  Adjustments to Practice

Proficient Descriptor: "Analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement differentiated interventions and enhancements for students"(Candidate Assessment of Performance (CAP) - Educator Preparation, n.d.).

Adjustment to Practice in the Classroom

Well-structured lesson plans are crucial for teacher success, but they cannot account for unpredictable scenarios such as power outages, fire drills, unscheduled announcements, internet crashes, or students needing extra time. Adaptability is key to both teacher success and the educational enrichment of student learning. During my student teaching experience, I came to realize that no two lessons are ever the same. Even though I taught 9th-grade honors biology, each class section was unique. While I planned my lessons based on universal design for learning philosophies, each section had its own pace, required varying amounts of time and resources, and had distinct learning needs.

After each lesson, I reflected on what worked best, how I could improve explanations, which activities to modify or include, and what real-world applications would engage my students. While instructing the class, I recognized the need for live and specialized differentiated instruction to accommodate the diverse learning styles of students in the classroom. Every minute of the class, I considered student readiness, interests, learning profiles, and individual learning styles. Pear Deck, a software I used, was instrumental in tracking student learning in both in-person and remote settings. I applied the same reflective questions to my classroom instruction as I did when creating lesson plans.

Student feedback played a significant role in shaping my instructional style. After breakout rooms or group activities, I sought my students' thoughts on the lesson, whether they found it enjoyable, and if it was meaningful for their learning. Establishing a safe learning environment, I emphasized to my students that their input mattered and that the classroom was theirs. Throughout the semester, I conducted anonymous student feedback surveys to gauge areas for improvement, identify activities students enjoyed, and determine which activities were most effective for their learning.

From these surveys, I discovered that many students disliked assignments such as Learnsmart and Labsters but enjoyed class discussions and project-based learning. To adapt my practice, I replaced automated homework assignments with tasks that built upon each other, culminating in mini-projects at the end of the week. Examples of these projects can be found in the section on Meeting Diverse Needs. Additionally, the feedback revealed that I sometimes spoke too fast and that students were hesitant to ask questions or request additional time. In response, I encouraged students to let me know if I was speaking too quickly, assuring them that I welcomed their interruptions and questions. To address student shyness, I introduced the "1 or 2" system. For instance, I would ask the class if they understood the instructions for an activity, and students would indicate with a "1" in the chat if they understood or a "2" if they needed further clarification. I also used the "1 or 2" system for interactive activities, where students would indicate their readiness or need for assistance. Pear Deck proved particularly useful for this system since I could view individual student screens while maintaining their privacy. It allowed me to identify areas where students were struggling and provide general advice to the class.

By remaining adaptable and responsive to student feedback, I was able to refine my teaching practice, creating a more inclusive and engaging learning environment.  

Program Supervisor & Supervising Practitioner Feedback

Announced Observation 1: 

"Paul is doing a wonderful job with frequent checks for comprehension. He has used the pre-established norms and routines as well as developed his own strategies to check for understanding. Paul is then able to adjust his pacing according to the live data being collected. He gives individualized feedback and encouragement to all students."

Unannounced Observation 1: 

"Paul adapts well to classroom pacing. He is able to encourage participation, answer questions and keep students on track. He is really good at transitioning the conversation back to the scheduled content when Q&As start to get off track. Paul pops into each breakout room and gives hints to students as they work in small groups. The hints, though often procedural such as "one of you share your screen so you can work together" help students focus.  

Paul often will ask students to put a 1 in the chat if they are ready to move on, a 2 if they need more time.  This allows him to adjust the pace of his teaching, which is so hard to see remotely."

Announced Observation 2:

"Paul has successfully grasped the challenge of pacing a 70-minute class over 4 days and the challenging task of covering an immense amount of material in a short week-long unit plan. Paul is receptive to feedback and is able to adjust his lesson extremely efficiently. Paul is honest and self-reflective with himself, his lessons, and his pedagogy. He has also taken chances and explored numerous techniques throughout his student teaching experience. Paul has been extremely flexible and adapts well to this extremely difficult and constantly varied remote and hybrid experience."

Unannounced Observation 2:

"Mr. Pacheco has developed exemplary strategies to gauges student comprehension and adapts the pacing of his delivery to that feedback. Mr. Pacheco has learned the skill of assisting students in scaffolding and chunking material and even assignments. 

Paul posts all notes after class so notes can be completed. He always asks however before moving on about student readiness.  

He is allowing students to choose as opposed to assigning biome so they can follow their interests. He has assigned due dates to help them structure their time to complete the project.  To encourage their learning of time management, the scaffolding is there but will not be graded until the end of their work."

Formative Assessment Evidence:

"Paul is receptive to feedback and is able to adjust his lesson extremely efficiently. Paul is honest and self-reflective with himself, his lessons, and his pedagogy. He is really good at transitioning the conversation back to the scheduled content when Q&As start to get off track. Paul pops into each breakout room and gives hints to students as they work in small groups. Paul has been extremely flexible and adapts well to this extremely difficult and constantly varied remote and hybrid experience."