Artifact:
Learning Statements:
One of the things that I have learned about my students from this data analysis process is that some of my students excelled with their doubles facts in the pre-assessment, but had trouble applying these facts to the doubles minus one post-assessment. These students wrote out their doubles facts on the summative assessment correctly, but had difficulty using those facts to solve doubles minus one problems. In the future, I would use this data as a cause for a doubles minus one review lesson to ensure that all of my students fully understand this concept.
The second thing that I learned about my students was that, by examining student work, I can clearly see that the directions for my post-assessment were not clear enough for students to understand fully what they were being asked to do. Many of my students would write down correct doubles facts, but then they would use an incorrect format when writing their doubles minus one problems out. As mentioned previously, many of these students struggled with understanding doubles minus one, but by looking at student work I can see that some of them also struggled with how the assessment was set up. I gave my students four problems total, two in one format and two in another, based off of formats that my collaborating teacher used in the classroom during that week’s lessons. Many of my students correctly completed the first two problems, but then tried using that same strategy for the last two problems and did not succeed. In the future, I would improve this assessment based off of this analysis. I would include one side of doubles facts to see how my students have improved since the pre-assessment and another side with doubles minus one problems to see how my students have applied these facts in other situations. I could make the doubles minus one side all one format or I could have the two types of formats clearly separated to better indicate the difference between the two.
One of the things that I have learned about my students from this data analysis process is that some of my students excelled with their doubles facts in the pre-assessment, but had trouble applying these facts to the doubles minus one post-assessment. These students wrote out their doubles facts on the summative assessment correctly, but had difficulty using those facts to solve doubles minus one problems. In the future, I would use this data as a cause for a doubles minus one review lesson to ensure that all of my students fully understand this concept.
The second thing that I learned about my students was that, by examining student work, I can clearly see that the directions for my post-assessment were not clear enough for students to understand fully what they were being asked to do. Many of my students would write down correct doubles facts, but then they would use an incorrect format when writing their doubles minus one problems out. As mentioned previously, many of these students struggled with understanding doubles minus one, but by looking at student work I can see that some of them also struggled with how the assessment was set up. I gave my students four problems total, two in one format and two in another, based off of formats that my collaborating teacher used in the classroom during that week’s lessons. Many of my students correctly completed the first two problems, but then tried using that same strategy for the last two problems and did not succeed. In the future, I would improve this assessment based off of this analysis. I would include one side of doubles facts to see how my students have improved since the pre-assessment and another side with doubles minus one problems to see how my students have applied these facts in other situations. I could make the doubles minus one side all one format or I could have the two types of formats clearly separated to better indicate the difference between the two.
Reflection:
The most powerful adjustments that I made during the planning process were related to my colleague’s lesson as well as the post-assessment. When observing my colleague teach, I took notes to ensure that I could reflect on her teaching to better my own lesson the next day. I adjusted my lesson plan by being sure to include mentions of the doubles facts “6+6” and “7+7” since these were the facts that my colleague’s class struggled with the most during her lesson. I also adjusted my lesson by changing my post-assessment. Instead of giving the doubles facts assessment again, I created a new assessment that would more accurately assess what my students were supposed to be learning throughout my lesson. I included doubles facts as a part of this assessment, but the facts were what students used to solve their doubles minus one problems. My collaborating teacher agreed that this type of assessment would be a better indicator of student learning for the topic of doubles minus one. The most beneficial changes that I could make next to improve student learning are to make adjustments to my post-assessment to make it more understandable for my learners.
Something that I have learned about using data as a part of my teaching is that it is extremely helpful to analyze student data when planning for lessons. By looking at how students perform on pre-assessments, I can see what my students are struggling with and what my students are excelling in when it comes to a specific topic. I can use what I learn from this data analysis to better plan future lessons that will help my students learn and find success rather than be confused about what I am teaching. By evaluating data with my peers, I learned that different classes have different students and these students might not be on the same level as my students when it comes to a certain topic. My peer might have a majority of her students struggling with doubles facts, while I might have almost half who have mastered their doubles facts; it all depends on the variety of learners that one has in their own classroom.
Some of the new wonderings that I have based on this process are: how can I use what I have learned about data analysis to help me better assess my students in the future? If I create more engaging lessons, would this have a positive effect on my students’ learning of challenging topics similar to doubles minus one?
The most powerful adjustments that I made during the planning process were related to my colleague’s lesson as well as the post-assessment. When observing my colleague teach, I took notes to ensure that I could reflect on her teaching to better my own lesson the next day. I adjusted my lesson plan by being sure to include mentions of the doubles facts “6+6” and “7+7” since these were the facts that my colleague’s class struggled with the most during her lesson. I also adjusted my lesson by changing my post-assessment. Instead of giving the doubles facts assessment again, I created a new assessment that would more accurately assess what my students were supposed to be learning throughout my lesson. I included doubles facts as a part of this assessment, but the facts were what students used to solve their doubles minus one problems. My collaborating teacher agreed that this type of assessment would be a better indicator of student learning for the topic of doubles minus one. The most beneficial changes that I could make next to improve student learning are to make adjustments to my post-assessment to make it more understandable for my learners.
Something that I have learned about using data as a part of my teaching is that it is extremely helpful to analyze student data when planning for lessons. By looking at how students perform on pre-assessments, I can see what my students are struggling with and what my students are excelling in when it comes to a specific topic. I can use what I learn from this data analysis to better plan future lessons that will help my students learn and find success rather than be confused about what I am teaching. By evaluating data with my peers, I learned that different classes have different students and these students might not be on the same level as my students when it comes to a certain topic. My peer might have a majority of her students struggling with doubles facts, while I might have almost half who have mastered their doubles facts; it all depends on the variety of learners that one has in their own classroom.
Some of the new wonderings that I have based on this process are: how can I use what I have learned about data analysis to help me better assess my students in the future? If I create more engaging lessons, would this have a positive effect on my students’ learning of challenging topics similar to doubles minus one?