Aimee Reardon March 13, 2014 Reflection 2 Selecting and using particular methods to check and understanding and

monitoring student learning: The class I chose for this task was a freshman U.S. istor! class. This class is made "# of a$o"t 2% st"dents, with a wide &ariet! of intelli'ence. (e ha&e $een learnin' a$o"t the )i&il Ri'hts Mo&ement for o&er a week. (e are a$o"t half wa! thro"'h the "nit. I wanted to check to see if m! st"dents are reall! learnin' and "nderstandin' the information we ha&e $een disc"ssin'. I fi'"red that we are half wa! thro"'h the "nit and the! ha&e learned the $ase of the content relatin' to the )i&il Ri'hts Mo&ement. To check their "nderstandin' and monitor their learnin' I choose se&en $road *"estions that the st"dents sho"ld "nderstand. +efore $e'innin', I #redicted that the ma,orit! of the class wo"ld find these *"estions to $e eas! to answer. I do ha&e a handf"l of st"dents who str"''le connectin' content and "nderstandin' it. So I knew that some wo"ld str"''le with these *"estions. As !o" can see from St"dent A, the st"dent clearl! "nderstands all the *"estions. This st"dent re#resents the a&era'e to a$o&e a&era'e intelli'ence of this class. As !o" can see from St"dent +-s answers, this st"dent needs e.tra hel# in "nderstandin' and makin' connections to the content. /or e.am#le, when asked what was the ci&il ri'hts mo&ement he didn-t clearl! "nderstand what it was. (ith o"t "nderstandin' what the ci&il ri'hts mo&ement was he won-t $e a$le to make connections with the rest of the content.

0&erall, I think more than the ma,orit! of the class "nderstand and are makin' connections with the content. The! are e.actl! where I wo"ld like them to $e half wa! thro"'h the "nit. I do ha&e to read,"st m! "#comin' lesson #lans to tr! and make it easier for the st"dents who are str"''lin'.