Whole Class: The following table displays the pre- and post-assessment scores of the students in my fourth grade

clinical class. Student Number 1 2 3 4 5 (Low performer) 6 7 8 9 10 11 12 13 14 (high performer) 15 16 17 18 19 20 (average performer) 21 22 23 24 25 26 Pre-Assessment Score 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 Post-Assessment Score 3 3 2 3 1 2 2 2 3 3 3 3 3 3 3 3 3 3 3 2 2 2 3 3 2 3

Overall, I was really impressed with the scores my students received after the lesson. Since the concept of rainforests was new to them, I didnt foresee very many high scores for the pre-assessment. I was very happy with the postassessment scores. It tells me that my students were, for the most, part engaged and learning during the lesson.

On the pre-assessment, only one student scored above a 1, so that tells me that going into the lesson all my students were basically at the same level of prior knowledge for rainforests. After the lesson, there was only one student who remained at a score of 1. On the post-assessment, 31 percent of my students scored a 2; this means they answered two of the three questions correctly. Then, 65 percent of the class was at a score of 3 after the lesson, meaning they answered all 3 questions correctly. I was really pleased that the percentages of students who scored a one went from 96 percent on the pre-assessment to 4 percent on the post-assessment. This shows me that pretty much the entire class greatly increased their knowledge on the post-assessment. Im very happy with the results.

Individuals: For this lesson, I chose three different levels of learners to analyze during this lesson. I chose a low performer, student #5; an average performer, student #20; and a high performer, student #14. Student #5 scored a 1 on the pre-assessment. She answered the question about the types of animals you might find in the rainforest correctly. Then she just left the other two questions completely blank. She seemed upset because she didnt know the answers right away. I told her it wasnt important that she know right now, thats why we were going to learn about it in a few days. During the lesson, she was trying to pay attention, but was continuously distracted by some of her peers. When it came to the post-assessment, she again answered the question about animals correctly, only with more detail this time. Although she didnt answer the other two questions correctly, she did attempt them this time. Student #20 also scored a 1 on the pre-assessment. Similar to his peers, he answered the question about what types of animals are found the in rainforest correctly. He attempted the other two questions, but answered them incorrectly. When asked where rainforests are found, his response was: the beach, where it is wet. He had the concept that rainforests are wet, but the wrong idea of location. For question three, he answered that regular forests differ from rainforests because there are more trees. This may be true, but it wasnt what I was looking for. During the lesson he was very attentive and participated in the group discussions. On the post-assessment he scored a 2 because he correctly answered the questions about animals as well as how rainforests and regular forests differ. Student #14 scored a 2 on the pre-assessment. This student is very bright. He listed numerous animals that one may find in the rainforest. He also answered told me that rainforests are different from regular forests because there is a lot more rain, different layers of trees, and they sometimes have waterfalls. This was a very good answer. I asked him how he knew this information and he told me he

watched a show on rainforests recently! During the lesson, he was very engaged and attentive, answering all the questions that I posed to the class. On the postassessment, he received a 3 because he answered all the questions correctly. During my lesson, the majority of the class participated and seemed interested in learning. There were a few that I had to check-in on and make sure they were doing okay and that they were sticking with us. Throughout the lesson, I kept a checklist of what was participating and demonstrated understanding. You will find my chart below. If a student received a X then he or she demonstrated understanding during our lesson and was actively participating. Likewise, if a student received a dash, then he or she did not demonstrate understanding or struggled with participation and engagement. Student Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Assessment X X --X --X X --X X X X X X X X X X X X X --X X X X