M8 U5 Activity 3: Third Student Data Evaluation
Project Description
Overview This is the midway point for data tracking of your students during your clinical practice. 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 Unit 1.
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.
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.
Vocabulary: Record a percentage from 0% to 100% per student
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 1-3 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
(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 was engaged and enjoyed my class. There was a challenge due to the language and knowledge abilities of my students (aged 5-6). I found it difficult to explain more complex concepts in Chinese, such as respecting differences and finding common ground. Therefore, during the second part of the class, I had to switch to their second language, English, to explain these topics more effectively.
2. Are there areas that need improvement?
I believe I was doing well, but I will make a note in my PowerPoint presentation as a reminder, just in case I forget something.
3. What are the areas of strength or growth that you see?
I have improved from my performance last time. Everything ran well and smoothly. To achieve this, I took several steps such as narrowing my teaching goals into smaller chunks by breaking up the lesson into smaller parts and allowing for more opportunities for discussion and practice. I also modeled good behavior for the class by demonstrating the appropriate way to sit, for example, "Everybody please sit down, just like Tom." Additionally, I made sure to finish the class on time and asked for feedback and checked for understanding. I stopped to double check if my students had any questions after my instructions or demonstration, to ensure that they had a clear understanding of the material and that any questions or concerns were addressed.
4. How will you use the data to drive your instruction and instructional focus in upcoming lessons?
The use of storytelling was a successful strategy, and I plan to incorporate it more in the future.
I will 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.
Resources
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