Part D
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School
University of West Alabama *
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Course
415
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
Pages
6
Uploaded by BarristerRoseWaterBuffalo23
Data Analysis and Reflection
Text boxes have been provided to help evaluators identify the information more quickly. If you need more space, you may expand the text box to fit your needs.
Candidates must teach the lesson and administer the assessment to students in the corresponding grade and content area.
Review assessment results: Select high, medium, and low assessment samples to discuss further. Be sure to cover names to ensure anonymity, and scan or photograph student work/assessment samples for submission.
Reflect on the lesson and critically evaluate the effectiveness of the planning, resources, instructional strategies, and assessment tool. In addition, reflect upon the engagement and interest of the students involved in the instruction.
Write a reflection of the lesson and report your assessment results. It should include the following parts.
1. Assessment Results:
Your assessment results should provide a clear communication of performance aligned with the key knowledge and skills identified for the standard(s). Reference student work samples to support your analysis and decisions.
Submit UWA created Excel worksheet with pre/post assessment scores for all participating P12 students. The Excel charts created by worksheet may be used to present the data (as required by the next bullet point) in the narrative or you may choose to present the data in some other format.
Present detailed and accurate data for all assessment included with the plan in a clear display (raw data, a graph, or a chart) for the whole class (or the identified student in the case of the collaborative education assessment), and identify any relevant patterns.
Analyze and interpret the student’s/students’ performance.
Write a narrative:
Overall, were the lesson standard(s), key knowledge and skills met? How do you know?
Identify which individuals had trouble and why as well as which individuals did well and why?
Precisely identify the next steps for instruction for your entire class, small groups, and/or individual students.
Page 1 of 6
Present detailed and accurate data for all assessment included with the plan in a clear display (raw data, a
graph, or a chart) for the whole class (or identified student in the case of the collaborative education assessment), and identify any relevant patterns. MET STANDARD
APPROACHING STANDARD
STANDARD NOT MET
ABSENT
0
1
2
3
4
5
6
7
8
9
8
4
4
3
Exit Ticket Post-Test Data
DATA FOR ASSESSMENT.xlsx
(EXCEL SPREEDSHEET)
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•
According to the graph, eight students met the standard because they were able Use Unit rates to represent
and describe ratios and Use ratio and rate reasoning to solve mathematical and real-world problems using a variety of models, including the tables of equivalent ratios, tape diagrams, double number lines and equations. four students are “approaching the standard” because they were able to show previous knowledge of the material. But they are in need of more practice on how to use unit rates and use ratio and rates to solve mathematical and real world problems. Lastly, four students that is “not meeting the standard” because they did not understand how to use rates to describe ratios in which the terms have different units and use rates and unit rates to solve problems. The four that did not meet standard will need
further instruction. To move this student to “meeting standard” mark, the teacher will pull those students for intervention to use the various strategies to solve how to use rates to describe ratios in which the terms have different units and use rates and unit rates to solve problems.
The teacher will show the students how to set up unit rates equations to help solve the problem. After this intervention, the teacher will give those students a similar assignment to test their knowledge how to use rates to describe ratios in which the terms have different units and use rates and unit rates to solve problems.
•
The Standard and skills were met in the lesson when each student could use ratio and rate reasoning to solve mathematical and real-world problems using a variety of models, including the tables of equivalent ratios, tape diagrams, double number lines and equations. However, many of the students improved from the pre-assessment to the post assessment. With the data that was collect each of the students increased their score from the pre-test to the post test.
•
The students who were having trouble were in the categories “approaching the standard” and “not meeting
the standard.” I believe these students had problems because they were talking and not paying attention during the lesson as it was being taught. I also think these students were letting the other students in their group solve the equations instead of working them out. A few struggled with setting up the equations on how to find the unit rates. The students in the “meeting the standard” category listened well during the lesson as it was being taught, stayed engaged by asking questions. When the students got done with both of their activity assessments, I asked the whole group what they still struggle with and further explained if
we had time. If we were limited on time, I would revisit the question later.
•
This class understood the central focus this lesson is that the students will develop an understanding of rates and unit rates and learn how to find them. Also that the students would also be able to solve real world problems. Some did not understand how to take the information from the word problem and turn it into the correct equation that represents it. Overall, most students did better than expected in this lesson. My next step with the four students who did not master the key knowledge and the skills. I will provide them with more small group instruction and more learning opportunities for them to ensure that they master the skill.
Page 3 of 6
This student is approaching standard level
This student is at level with standard
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2. Lesson Reflection:
To promote your professional growth, answer the following questions thoroughly and thoughtfully, and provide specific anecdotal evidence to support your thoughts.
Now that you have taught the lesson and evaluated assessment data reflect on what you did well when planning the lesson?
Page 4 of 6
This student does not meet standard level. This student will need intervention. My lesson was very informative and touched every concept that they students needed to learn and understand the standard that was being taught. When planning this lesson by incorporating different teaching strategies and took into consideration of different learning styles in to this lesson. I used things
such as YouTube videos, anchor charts, and hands on activities such as a graphic organizer to help the students understand what a ratio, rate and unit rate was. When teaching my lesson, all the students were
very engaged and was egger to learn rates and unit rates. The post assessment data shows improvement and mastery in the skill.
What did you do well in the teaching process? Consider the following:
How did you exhibit mutual respect for, rapport with, and responsiveness to students with diverse needs and backgrounds?
How did you challenge students to engage in learning?
How did your instruction link new learning to prior knowledge as well as to personal, cultural, and community perspectives?
How did you elicit and build upon student responses to promote critical thinking?
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By showing mutual respect for, chemistry with, and responsiveness to the students with different needs and backgrounds, I believe I performed well throughout the teaching process. By relating new information to existing knowledge, as well as to personal, cultural, and communal viewpoints. When teaching the students, I demonstrated a mutual respect with the students by calling them by their first name when calling upon them and during the discussion. I made sure to make eye contact with each student and made sure that I answered their questions with a smile. When answering the student’s questions, I made sure that I was paying close attention to what they were asking to make sure that I completely understood them. During the lesson, I stop and ask questions and call on the students who are displaying the agreed upon rules (i.e. voices off, hands raised). To further show mutual respect for students, I do not interrupt them when they are talking, and I call on a variety of student.
When challenged my students to engage in learning, I started by asking them questions about rates and unit rates that they might use in day to day activities. This made them think and have them explain to me why they might have to use rates and unit rates in day to day scenarios. I also challenged the students by given them scenarios of my own of how we would use rates and unit rates to demonstrate their skills and knowledge. My instruction linked new learning to prior knowledge because the students needed to be familiar with what a ratio was in order to figure out what a rate and what the unit rate was. My lesson was also linked to personal, cultural and community perspectives of all the students by using different learning devices and tool they are very familiar with, such as YouTube.
I promoted students critical thinking by asking the students to come up with everyday scenarios that they think that used rates and unit rates, instead of just using the examples that I had used with them. I also kept the students engaged by asking them throughout the lesson what was the difference between rate and unit rates to make sure that they were using their critical thinking skills. Instead of them just answering the regular yes or no. I had them explain why they had to use the unit rate to find the answers the questions asked.
What might you do differently next time (for whole group and/or individual students who needed greater
support or challenge)? Be sure to provide supportive reasoning for possible changes.
How useful was the assessment tool? Be sure to provide supportive reasoning for your thoughts.
Submit student work samples, lesson reflection, and assessment results and narrative.
Page 6 of 6
If I could teach this lesson again, I would be better at explaining what unit rates were and use them more in word problem form and turn it into an equation and solve. Once the students started working on the independent practice, I noticed that many students were having a problem extracting the important information that was needed from the questions that was given to them. Some of the students
was not sure if they needed to divide or multiply to get the unit rate when it comes to word problems. Once I explained to the students how to use certain context clues to help figure out what the word problem was asking and how to find the unit rate we were looking for. After explaining in more detail the students began to comprehend and understand how to use the information that was given and were able to give the unit rate. Next time, I will be more specific and spend more time with the students on how to use important information that is in a word problem and use the information to solve the problem. I make an anchor chart with my instruction with step by step instruction on how to take important information out of a word problem and use it to solve for the unit rate. My lesson plan that I created really helped me stay on track with teaching the material and promote a safe and fun learning environment for students of all learning types. The assessment tool that I used was the Pre-test and the Post test. The Pre-Test was used to test the prior knowledge of the students. They have already had ratios which helped then understand rates and unit rates. There were 6 fill in the black questions. The Post- test considered of 15 problems that were to find the unit rate of the word problem. The students turned and talked with the pre-test and with the posttest the students worked independently own their own. These assessment tools were an effective strategy that helped me see what my students knew before the lesson and what they learned after the lesson. It allowed me to see what I needed to focus on while teaching the lesson and what/who would need intervention after the lesson.
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