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Component C

Throughout this component I picked two students to collect data so


that I can inform future instruction for those students. My EC student was
easy to pick because I only have one EC student in my classroom. The other
student was a little more difficult to choose. At the beginning of my student
teaching experience I had discussed with me CE which student I should
choose. I needed to pick a child that was not at the AIG level but also not
one that really, really struggles in school. I was looking for a student that
would be vaguely defined as an Average student. I think so many times we
only focus on our academically gifted and our academically challenged
students that we look past our students in the middle. This is why I was
looking for a student like this so I could learn how to better reach the needs
of every single student not just the two groups that I stated above. When I
discussed this with my CE she agreed that far too often these students are
overlooked. They are not pushed enough because we see these scores and
these test results and think oh these students are fine but we dont look to
see what else can I do to benefit those students.
A little background on the information that I knew when I chose these
students. I knew my EC student had the reading level of a 1st grader and had
trouble writing any responses that were not yes or no questions. He could
mentally, and auditable answer the questions but when it comes to putting it
down on paper he struggles. He comes from a family that is very supportive
and willing to do what they need to for him. However there have been major
signs that direct his teachers to believe that he might fall somewhere on the
AU level. His parents refuse to believe this and will let him be placed at that
level. So I talked to his EC teacher and asked how can I benefit this student
the most. She went on to tell me that visual representations really help him.
Even if he is the only student in the class with the manipulative I should try
any way possible. The problem with this, what I learned from my CE and
observing the class, is that the other students begin to ask questions and
complain that they dont have what this student has. It becomes a major
issue, so in order to do this I would have to make sure every student has that
manipulative. Which makes thing very hard when planning for this student.
The other student that I chose I was told has average grades and test
scores. She is not a very consistent student. There will be some test scores
where she does really well and others where she does not. She is a very kind
student and listens well to directions however sometimes she does not follow
procedures that she needs to in order to do well on her tests. I did not know
much about her family life other than they are supportive but not over
supportive or under supportive.
As I began I decided that I would take not data from homework as well
as formative and summative assessments in class. This way I could see how
involved the parents were. If the students did very well on the homework
but not in class than it would tell me there is too much parent involvement
when it comes to homework. If the students are doing okay in class but
when it comes to homework they do not do well then it tells me the parent

involvement needs to be improved. The formative assessments are what


really helped me as I was teaching the lesson, by asking them questions I
could see what material they understand and what material I either need to
go over within that time period or what material I can move on from. Even
formative assessments such as exit tickets at the end of class helped
extremely. I could pin point not only if these two students were
understanding the material but others as well.
The summative assessments showed me not only how they do on tests
but also how much information they were able to retain and understand the
material. The formative assessments really helped me figure out how and
when to change instruction quickly if need be. The summative assessments
however helped me see if my changes in instruction really helped or not. For
example one major change in instruction for my EC student was to make
sure each material was either being read aloud or he was able to read aloud
the material himself. The reason why I changed this was because I noticed
from walking around the room asking students questions that if I were to ask
him the question after I read aloud the material or he or peers did then he
could audibly tell me the answer. However if I did not ask him then he would
not put the correct response down. I talked to my CE and I was informed
that this student has an IEP and is allowed to read aloud any English material
on the EOG. Since he cannot have anyone read the passages to him for his
EOG I began to make sure that for his summative assessments he read aloud
the passage and questions to either my CE or myself. Once I made this
change not only did his involvement change throughout class but his test
scores did as well. For some reason when he is reading a passage in his
head he cannot comprehend the material. However as soon as he is able to
read aloud the passage he does very well. Another change that I made to his
summative assessments because of his formative assessments is modifying
the number of questions he has on each test. He becomes so exhausted
trying to read these fourth grade passages that it is not fair to him to have
the same amount of questions when he is on a 1st grade reading level. His
attitude about taking tests changed as well. Before implementing these
changes he would dread taking tests, after he does not see it as a chore but
more of something that he can accomplish without becoming extremely
frustrated.
Now surprisingly my other middle of the road student was harder to
adjust and plan for than my EC student. When there are no major problems
or issues it is hard to fix something that is not easily seen. I collected
everything from her answers and attitudes when asked formative
assessment type questions to results from summative assessment questions.
The major key in helping her succeed that I found was just reviewing
directions before beginning a test or before they answer a question. So
throughout class I made it a point to make sure I was giving clear instruction.
I saw that when I did do this she did much better not only on tests and
summative assessments but in class discussion and participation as well.

She has begun to raise her hand and ask more critical thinking questions
throughout the lessons.
Overall this component has re-iterated my philosophy on teaching.
Every student is different and every student deserves for their teacher to put
in enough time and effort so that that student may possibly succeed to the
next level. Whether that next level is getting a B instead of a C, or even
finishing a test without frustration. In order for this to happen though
formative assessment needs to happen on a regular basis. While formative
assessment takes place it helps the teacher understand what kind of
summative assessment each individual student needs. Some students are
visual others are not. It all depends on how that child functions and
processes information. It does not mean that one student is smarter than
another just because they do not need the visuals. Every student is capable
of learning, the hard part is figuring out what method will work best for that
individual.