Part VI: Analysis of Student Learning-Showcase Lesson

Whole-class Data: The following table shows the performance levels of the twenty students present during my showcase lesson on the conductors and insulators. The table shows performances based on pre, during, and post assessments. The performance scales are different for each assessment. For the pre-assessment students received a one for not recalling any prior knowledge on conductors or insulators. Students received a two for recalling some prior knowledge on conductors and insulators (EX: student recalled hearing the terms, and knew it dealt with heat). Students received a three for fully explaining the differences in conductors and insulators. For the during assessment students received a one for not participating and not being able to explain what a conductor and insulator was after testing a few items. Students received a two for participating but not being able to explain what a conductor and insulator was after testing a few items. Students received a three for fully participating and answering the question about conductors and insulators. For the post assessment, students took a short quiz. The quiz was scored on a one hundred-point scale. For analysis student quiz scores were converted to a three point scale: A score of one if their quiz score was between zero and seventy, a two if their quiz score was between seventy and eighty-four, and a three if their score was between eighty-five and one hundred. Students scoring a three are considered to have met expectations. The scores in the following table are based off the twenty students that participated in my showcase lesson in which students were required to identify items that were conductors or insulators. The bold green text represents the below average students, the bold red text represents the average student, and the bold blue text represents the above average student. These three students were the focus students during my showcase lesson. A score of eighty-five or higher will be considered to have met the expectations of the objective. Students 1 2 3 4 5 6 7 8 Pre 1 1 1 2 3 1 2 1 During 3 2 2 3 3 2 3 1 Post 3 2 1 3 3 2 3 1 Gain Score 3 1 0 1 0 1 1 0

9 10 11 12 13 14 15 16 17 18 19 20
Average Gains-

2 2 3 2 1 2 2 1 2 1 3 1
1.7

3 3 3 3 2 3 3 2 3 2 3 3

3 3 3 3 3 3 3 2 3 1 3 3
2.55

1 1 0 1 2 1 1 1 1 0 0 2 0.9

3.5 3 2.5 2 1.5 1 0.5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Pre Post

Based on the data collected during my showcase lesson, on average, the students didnt recall any prior knowledge on conductors and insulators or partially recalled prior knowledge on conductors and

insulators. However, I can conclude that on average from the post assessment that students gained the knowledge required to meet the objective.

Individual Data: I chose three students; one low (A), one average (B), and one above average (C). I scored students in three different sections. The first section was pre-assessment, the second section was the during assessment, and the third part was the post assessment. In the pre-assessment students received a one if they did not recall any knowledge of conductors or insulators, a two for recalling some knowledge of conductors and insulator, and a three for recalling conductors and insulators and being able to explain the two. The second section was the during assessment, students received a one for partially participating and explaining what a conductor and insulator was after testing a few items, a two for partially participating but explaining what a conductor and insulator was after testing a few items, and three if they were fully participating and fully answer the question about conductors and insulators. The third section was the post assessment. Students took a short quiz on conductors and insulators. Students received a three if they received a 0-70, a two if they received 70-84, and a three if they received an 85 or above. The most successful student was the low student, student A. This student received a two in the pre-assessment portion of the lesson. For the pre-assessment, students were asked to recall their prior knowledge of insulators and conductors. When student A was called on, she did not have any type of response. She sat back in her chair and put her head down. During the investigation part of the lesson, student A was actively participating in testing items to determine if the item was a conductor or an insulator. I asked student A to describe in her own words what a conductor and insulator was, and she correctly described both. Student A received a three for the during assessment. After the lesson, students took a short post assessment on conductors and insulators. Student A received a one hundred on this assessment and a three in my collection of data. The reason I determined student A to be the most successful was because based off of my data, she improved more than student B and C. I believe student A was the most successful because after introducing the activity, she was eager to begin. Throughout the entire lesson, student As attention never swayed away from the topic. Student A also learns best when participating in hands-on activities, and this lesson was basically all hands on. Student A also needs the encouragement of her classmates, and she received just that by working in small groups. The least successful student was student C, but not because he didnt understand the concept. Student C received a three in the pre-assessment because he fully remembered conductors and insulators from the third grade. He explained how in third grade, he learned about conductors and insulators in the terms of heat. During the investigation part of the lesson, student C was actively participating and assisting his classmates if they were having problems. When asked to explain what a conductor and insulator was in the terms of this experiment, student C clearly explain the difference between the two. Student C receives a three for his during assessment. Student C received a one hundred on his post-assessment and a three in my collection of data. Student C wasnt classified as the student who was least successful because he didnt understand the information; he received least successful because he had a three in all three parts of the data I collected. Student C did use a new term in his post assessment that he did not use at the beginning of the lesson, which was electrons. Student C is a very high student in my class. Next time, I would have an additional piece of work for this student to see if he excelled above what he knew before the lesson. Student C always finishes before others, so by having him complete this extra work I would be able to collect more data to determine his level of

understanding. I would also have student C walk around and assist his classmates who were struggling with the concept. Sometimes students understand better when taught by their classmates. I think student C would do very well explaining and helping his peers with this concept. I would do this, so that student C didnt sit around while his other classmates were busy working. Student B, the average student, did pretty well with this lesson. At the beginning of the lesson, student B recalled hearing the terms conductor and insulator in third grade. He tried to explain, but didnt quite remember the difference in the two. He did remember it had to do with heat. Student B received a two for the pre-assessment. A two was given if students recalled what a insulator and conductor was, but didnt remember exact definitions. Student B actively participated in the investigation part of the lesson, and when he was asked to explain what a conductor and insulator was during the lesson, he was able to clearly do so. Student B received a three for the during assessment. Student B received a one hundred on his post-assessment and a three for my data collection. Student B was Hispanic, so next time I would have allowed him to draw a picture or explain in words what a conductor and insulator was in the pre assessment. Student B gets very nervous when he gets called on to answer a question, and I think his nerves got the best of him when he was called on to answer the question. By allowing him to draw a picture or explain in words, I would have been able to better understand if the knew the two terms from third grade, and what they were. Student B did very well in the investigation part of the lesson because he works well in groups and with hands on activities.