Green 1 TWS 6: Analysis of Student Learning Nastasha Green

Whole-Class: For my showcase lesson, I gave the students a pre, during and post assessment. For the pre assessment, students were graded on their ability to match the correct animal classification to the pictures provided. The students were given 6 different animal classifications (mammals, reptiles, insects, birds, fish, amphibians) and six different pictures of animals. Each word would only be used once. I graded the students on the amount of matches they got correct. 12 out of 24 students were able to match all six classifications correctly. During the assessment, I observed the students and assessed them based on the criteria of the checklist created. The checklist consisted of the students participating, answers questions correctly, completing the Frayer Model, and giving reasoning for the information they gave. Majority of the students worked well with one another and were able to answer my questions using detail and evidence. For the post assessment, students were asked to choose one animal classification to be in and explain why they wanted to in that category. The students were also asked to include some physical characteristics of that animal group. I wanted them to include physical characteristics so that I could see if they met the learning objective. A checklist assessed the post assessment also. When reading the students work, I checked for correct description of their chosen classification, and if they answered the prompt correctly and with detail. The students were also assessed by their participation in the class discussion. Here is a table showing the students pre and post assessment scores. I chose to put the

Green 2 post assessment scores in number form so I could evaluate the students progress. In order for the students to score a 6 in the post assessment, they had to meet all of the criteria in the checklist. They received a 5 if they only met two requirements and a 4 if they only met one. Post Assessment (_/6) 5 6 6 5 5 6 6 6 6 5 6 5 5 6 6 6 6 5 6 5 5 4 5 5 5.458333333

Student 1 (Lower Performer) 2 (Average Performer) 3 (High Performer) 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Average

Pre-Assessment (_/6) 1 6 6 6 6 6 6 6 3 3 3 4 3 Did not follow directions 6 6 6 6 6 0 4 Absent during pre assessment and missed the beginning of the lesson 5 Incomplete 5

0 1 (Lower Performer) 2 (Average Performer) 3 (High Performer) 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Average Pre-Assessment (_/6) Post Assessment (_/6)

Green 3

Green 4 Individual Data:

Pre Assessment

Green 5 Post Assessment Here is the pre and post assessment for my high performer. For the pre assessment, the student was able to match each picture to the correct animal classification and very quickly. I decided to place this student in the reptile group to challenge her and see what she knew. As the student worked with the group to complete the Frayer model, the student used great observations. The student was able to describe the physical characteristics of the animals and answer questions when asked. The student also used her prior knowledge related to an animals environment and explains why reptiles had scales and hard skin. The student was leading the group while they were completing the Frayer model. When the group had to present the information they developed from the pictures to the classroom, I noticed that my high performer was doing majority of the talking. I ask the student to allow her group members to give their input. Once all the groups shared their Frayer model, I instructed the students to choose an animal group they would like to be in and explain why. The high performer chose the reptile group and described that reptiles have sharp teeth and scales. The student did a great job and met the lesson objective by classifying an animal group using their physical appearance.

Green 6 Pre Assessment

Post Assessment

Green 7 Here is the pre and post assessment for my average performer in the classroom. The student answered all of the pre assessment questions correctly, and was able to name the animals on the handout. As I observed the student during the group activity, I noticed that he was not participating much. When I started asking him questions about the fish group, he was able to answer the questions correctly and with detail. When his group presented, the student was still fairly quiet. Throughout the reminder of the presentations, the student reminded quiet yet attentive. When the student had to write about what animal classification they would like to be in, the student used great descriptive physical characteristics. The student stayed at the same level throughout the entire lesson and was able to meet the lesson objective.

Pre- Assessment

Green 8

Post Assessment Here us the pre and post assessment for my lower learner. This student got 1 out of 6 matching correctly for the pre assessment. I do believe that the student may have had difficulties reading the choices. This student was placed in the fish group and was a very active participant. The student wrote physical descriptions about fish and explained what they do (fish swim all day). When presenting, the student gave input of the characteristics and different examples of fish. When the student was given the writing prompt, the student did not describe the physical characteristics, but described what a bird could do (fly). I believe the student did approve and even though the student did not state physical characteristics, he was able to comprehend that birds can fly.