TWS 5 (Analysis of Student Learning-Showcase Lesson) Whole Class Data Students Name: PrePost

assessment assessment Student A Student B (Low student) Student C Student D Student E Student F Student G Student H Student I Student J Student K Student L Student M Student N Student O Student P Student Q Student R 10/12 1/12 10/12 8/12 6/12 8/12 8/12 Absent 8/12 8/12 10/12 8/12 8/12 10/12 Absent 5/12 9/12 8/12 10/12 1/12 10/12 9/12 8/12 8/12 8/12 7/12 8/12 6/12 10/12 8/12 9/12 10/12 10/12 8/12 10/12 8/12

Pre-assessment Median: 8/12 Mode: 8/12

Post assessment Median: 8/12 Mode: 8/12

Post assessment

Post-assessment: Students stayed at the average level or either rose up a few points. Average Postassessment grade: 10/12= 83%

Pre-assessment: Students started either very low, or average.

Pre-assessment

Average Preassessment grade: 8/12=67%

During Assessment: Student A Student B Student C Student D Student E Student F Student G Student H 100 100 100 100 100 100 100 100

Student I Student J Student K Student L Student M Student N Student O Student P Student Q Student R

100 100 100 100 100 100 100 100 100 100

The students had to fill out their bookmarks as I read the literature both days. Each student had to have 3 or more character traits about the two main characters we were comparing and contrasting. This was a formative assessment. After the reading on day two, I walked around with a checklist to see if the students had 3 or more character traits for each character. If the student had the three or more character traits they received a one hundred as their grade for the assessment during the lesson. Three Individual Student Numeric Data Pre-assessment Student A Student B Student C 10/12 1/12 10/12 Post assessment 10/12 1/12 10/12

Individuals (importance of knowing students) It is important to know how these students work and learn so that the teacher can accommodate these students when teaching or giving an assessment. Since these students all learn differently the teacher has to know how to differentiate her lesson so that each of the students benefit. Teachers may need to give more one-on-one assistance to the lower than average student, but would not know this unless she or he knows how that student learns and does his or her work. It is very important to know each of your students, this way the teacher and the student benefit and work efficiently throughout the year. The teacher will be able to teach better and more competently and the student will be able to learn better and more competently. Summary of all three students Student A, B, and C are all different types of learners. Student A, which is a GATAS student, learns content quicker and easier than student B and C. Student A needs little help when working, student C needs some help when working and student B needs the most help when working on assignments. Student A can learn with just auditory elements of teaching, whereas Student C needs auditory and visual elements, and Student C needs auditory, visual, and kinesthetic elements to learn by.

Student A Student A was one of the students that scored the highest on the test. She received 10/12 points on the pre and post assessment. Student A hit all of the content areas on the rubric except

for one area. On the pre-assessment Student A hit all content area except one; she was very brief in her explanation. She simply explained her answer to the question by writing out the steps she would use and then drew a simple Venn diagram. She did answer the question fully; however her response was not very detailed. Student As post assessment answer was much more detailed and concise. Student A also touched on all of the content area except for one area for her post assessment. Student A was much more detailed with her response for the post assessment. I was able to see that she did understand the content I taught by looking at her post assessment. I knew that she had grasped the concept and would be able to compare and contrast characters in a text in the future independently. Student A also had a good attitude towards the lesson and as she responded to the assessment question. She seemed to enjoy comparing and contrasting the characters from the text and was engaged in all of the activities. Student A put forth positive energy towards the activities she did with her group during the lesson. She had a good attitude and jumped right into the work she was asked to do. Student A does sit in the front of the room to help her to pay attention and not talk continuously with others. This does help her to focus and get more of her work done. Over all, student A is a very intelligent student, and does try her best to do well on her work. Student B Student B scored 1/12 on the pre and post assessment. His response to the assessment question stayed the same for the pre and post assessment. Student B only touched on one of the criteria on the rubric. He was not very vivid in his response. For his pre-assessment I expected not very much from this student, however for his post assessment I expected more, and a

response that correlated with the content and the key words I used often. Based on Student Bs response and the grade he received I do not feel as if he understood the content that was taught. Student B is taken out of the room once to twice a day for resource which I feel could be hurting him. He misses lots of content and lessons he should be hearing because he is taken out of the classroom. Student B, however, was in the room for my lesson. So I feel as if he should have understood more than he did. Student B is placed in the front of the room to help him to listen and focus when a lesson is taught. Most of the time, Student B has his head down or is playing with an object at his desk instead of paying attention. When asked to work with his group to create a Venn diagram, Student B stood and watched the other students as they worked. He still did not participate in the activity after I redirected his behavior. Student B chooses not to participate in many lesson activities, leading me to understand that this could also be hindering his learning. Student B continuously has a poor attitude towards learning and working with his classmates during group activities. Student C Student C was my average student for the pre and post assessment. She also scored 10/12 points on the both the pre and post assessment. Student C hit all of the criteria from the rubric except for one. Student C is not as precise as Student A is in her responses. She did progress in her responses from the pre-assessment to the post assessment. I can also tell from her responses that she was able to understand the content that was taught, and that she understands now how to compare and contrast characters from a text better than she did before the lesson. Student C is seated towards the middle of the room. She focuses during lessons well and does her work as she is asked to do. Student C participated in the group activity as she was asked

to do. She worked well with her group members and helped them create a Venn diagram. Student C had a very good attitude towards the content that was taught. She seemed to enjoy the lesson and was very interactive with the lesson as it was taught.