M8 U8 Activity 3: Fourth Student Data Evaluation
Project Description
Overview You are now ready to record your fourth set of student data. In this activity, you will review the data collected from your previous lessons, record current data, reflect upon the data, and plan for future data-driven instruction. Think about the progress students have made from their diagnostic assessment to now; reflect on gains they have made and identify areas of growth to be addressed. Consider the strategies you used between the diagnostic assessment and now to increase student achievement and track their progress. What is working? What needs to be improved? As you analyze the data, begin to plan to meet the needs of each student in your future lessons.
Performance outcomes
Candidates will reflect upon the data from diagnostic assessments to plan for data driven instruction
Candidates will collect, analyze, and report student learning and achievement data
What will you do?
Review the student achievement data from your diagnostic assessment in Units 1, 3, and 5
Track the student achievement data against the goals that you and your mentor have set for the students in your class. You can use any form of assessment to track student learning and achievement.
Fill out the student achievement data on the Submissions page for all the students in your classroom after you collect and record baseline data from your students in three areas: subject specific data, vocabulary, and collaborative problem-solving.
Vocabulary: Record a percentage from 0% to 100% per student
Subject Specific Data: Record a percentage from 0% to 100% per student in your selected subject area topic or unit that you will be covering during the 12 weeks of your clinical practice. Refer to the Resource Guide for guidance on assessment.
Collaborative Problem Solving: Utilize the following rubric to record a 1,2,3, or 4 for each student:
Insufficient (1 point): Student does not collaborate with peers or demonstrate problem solving skills.
Basic (2 points): Student minimally collaborates with peers or demonstrates minimal problem-solving skills.
Proficient (3 points): Student collaborates effectively with peers and engages in active problem solving.
Outstanding (4 points): Student actively seeks opportunities to collaborate with a variety of peers to find effective solutions to problems.
Reflect upon the data that you have collected and recorded for your Standards 6-8 lesson. Write or record a reflection (approximately 500 words or 3-5 minutes) that answers the following questions:
What does the data show you?
Are there areas that need improvement?
What are the areas of strength or growth that you see?
How will you use the data to drive your instruction and instructional focus in upcoming lessons?
Continue to plan for data-driven instruction based on the areas of student learning gaps that you have identified through the data you have collected and analyzed. Begin to ponder how you will meet the needs of your struggling learners and/or challenge your excelling learners in your next lesson. When you prepare your next lesson plan, you will show evidence of data driven instruction through your differentiation and next steps. The data driven instruction will be evident in your recorded lesson that aligns to the lesson plan. Based on your data analysis, discuss with your mentor whether your overall unit plan needs to be modified as well.
Report requirements
Student achievement data for vocabulary, subject area, and collaborative problem-solving
Written or recorded reflection
Notes You will be collecting the same three areas of data throughout your clinical practice. Utilizing this data to drive your instruction will enable your teaching to be more focused on student learning growth and will maximize the potential for each student to show growth and proficiency. You will be demonstrating how you are utilizing the data to drive future instruction by showing specific plans for grouping, interventions, or differentiation in future lesson plans and teaching videos.
(The above information was cited from the TEACH-NOW Teacher Preparation Certificate Program)
My Work
Reflect upon the data: 1. What does the data show you?
The positive aspect was that everyone in the class remained engaged and enjoyed the lessons. However, during a self-assessment, I discovered that one student was not happy with my Chinese lessons. Upon speaking with this student privately, I realized that language barriers and his shy personality had made it difficult for him to understand the material.
2. Are there areas that need improvement?
To address this issue, I provided additional explanations and resources during and after class to help him better grasp the material. I also made a conscious effort to maintain eye contact and offer encouragement to help build his confidence. As a result of these efforts, I was pleased to see an improvement in this student's performance and understanding of the material.
3. What are the areas of strength or growth that you see?
I gave students the opportunity to share what they liked about their peers' presentations by giving a thumbs up. While I tried to encourage constructive feedback in a positive way, language barriers made it difficult. To improve communication, I invited the teacher to explain in their native language that if a student disliked a presentation, they must also provide at least one suggestion for improvement, in case they were expressing dislike just for fun. In the future, it would be beneficial to provide more support for English language learners, such as peer tutors or nonverbal cues.
4. How will you use the data to drive your instruction and instructional focus in upcoming lessons?
Going forward, I am dedicated to regularly assessing my teaching methods through peer assessment and self-assessment. This allows me to make necessary adjustments to ensure that all of my students are able to learn and succeed in my class.
I will continue to make an effort to encourage and give extra attention to the students who are shy. Some ideas I can implement include creating a comfortable and supportive learning environment, providing individualized support and attention, and recognizing their strengths and accomplishments.
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