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Teacher Work Sample: 6.

Analysis of Student Learning

100 90 80 70 60 50 40 30 20 10 0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Post Pre

Whole Class: During this lesson, most students showed noticeable increase in knowledge related to the content presented to them. At the beginning of this lesson the students were able to answer questions related to prior events, but very few of them were able to show higher level thinking in regards to expanding said information to future events. Students who were able to show above average levels of thinking are indicated by a score of 65+ during the Pre-Assessment (Brown Squares). These students could come up with clear and logical ideas in how the events talked about in past lessons could affect future events. The blue diamonds are the grades the students made on the quiz at the end of the lesson (Post Assessment). The averages of both grades are indicated under 25 on the graph; these numbers are 53.33 (Pre) and 75.4 (Post). Altogether, 12 out of 24 students scored at or above average on the preassessment. However, on the post assessment, 17 out of 24 were at or above average. Increased scores

from pre-to-post- assessments ranged from 10 points to 70 points, but all students showed an increase in scores. Individuals: Prior to this lesson I had a conversation with my cooperating teacher regarding the students in the classroom and which students would fit into the Low, Average, and High areas. Together, we chose these three students (numbers 9, 14, and 19) because of their actions in the classrooms. Number 9 is the high level student. He often displays interest in the topic, asks many questions, and answers most questions thoroughly and with obvious critical thinking involved. Number 19 is the average student. She often participates in class, enjoys answering questions, but she does not often display higher level thinking in her answers. Number 14 is the low student. This student does not usually participate, answer questions, or display higher level thinking. These three students were important, in my opinion, to observe because they are so vastly different. Each one shows a distinct difference from the others and each student is obviously at various levels of thinking. 9(High): During this lesson, this student interacted with me and the other students to a much greater extent. Prior to the lecture, during the pre-assessment, he was able to give proper examples of how the ideals gained through the Renaissance could extend to future events. During the lecture/primary source analysis, he was willing to ask and answer questions or give his opinion on what a certain aspect of the primary source meant. He also supported his opinion giving evidence (i.e. Smoke in the background must be related to the scorched earth or that the food on the table must be related to the issues related to food that Napoleon had during his campaign). Unsurprisingly, this student also scored a 100 on the quiz. Overall, he was far above average in all aspects. 19 (Average): During the lesson this student was willing to ask questions and attempted to answer many of them. However, her answers lacked supporting evidence and were often

wrong. Also, during this lesson she often seemed to be more interested in looking at the PowerPoint and not taking notes. She was unable to make strong connections between the lecture and primary source, but some were there. On the quiz she only obtained 60 out of 100 which was below the 70% I expected the students to be able to obtain and below the average class grade of 75%. 14(Low): This student was quite interesting, to me, by the end of the lesson. She showed very little interest in answering or asking questions; though, she attempted once. She did not really attempt to interpret the primary source and was, altogether, quiet. However, on the quiz she scored an, above average, 90 out of 100.