Evidence Analysis Guide Evidence of goal achievement (written work / student talk / student performance) What was Who

learned? learned / not How do you learned? How know? do you know?

Objective Learning Goal

Contributing Instruction Teacher Actions

Recommended Changes

Maintain focus on stated learning goal throughout! Does instruction align with the learning goal? Does the assessment of student learning align with the learning goal? Does the evidence of student learning align with the learning goal? Does the analysis of the evidence align with the learning goal? Do the teacher actions cited align with the stated evidence and the learning goal? Do the recommendations made align with the evidence, analysis, and the learning goal? Students were reviewing vocabulary on probability and some answers. Then vocabulary for dependent and independent variables. Lela and Vicky seemed to be on point. The boy in the white in the front row was following along as well. Mohamed was having difficulty. Natalia seemed more or less following along, but it seemed like the teacher was helping her a bit too much during the activity. Student choices during the activity, as well as, verbal responses were Again, it was the choices they made during the activity and the verbal responses that indicated who knew what. The activity made it pretty easy, and many students were still unsure. I did not see much evidence of conceptual understanding or connections. What I saw was a lot of lower order, almost, guessing answers. * Moving throughout the classroom. * Engaging student through participation (reading). * Forced students to give complete answers. * Encouraged risk taking. *Used a kinetic activity in the lesson. * Honored student responses, particularly the phrase, well the people that put this together had a different pair for incorrect answers. * Repeats and rephrases students answers using more technical jargon. There was a lot of sitting and telling, and telling, and telling, and telling! Make the students interact move by placing them in groups and have them discourse. Call on students, not just taking volunteers. Dont finish student answers or give them hints. Too much funneling. Ask questions that require longer Use manipulatives and let the students play around with chance events before introducing the vocabulary. Ideas then vocabulary.

Evidence Analysis Guide the ways I could tell who was and wasnt getting it. It was a bit more difficult for me to identify who in the far corner of the room was responding when. * Had students explain their answers. * Directed student questions to other students. But, this only happened once. more thoughtful answers. Rather than, does anyone have any questions? (students are unlikely to admit they dont know). Call on someone you think might not be paying attention, or who looks confused, or who you know from experience might be having trouble following.

Evidence Analysis Guide