TWS 6 Analysis of Student Learning Data on Whole Class The table below shows the data I collected before,

during, and after my Showcase Lesson. My objective for this lesson was that students should be able to understand that research can be presented in a number of ways, including graphs with 80% accuracy. Students should also be able to compare bar graphs to understand historical information with 80% accuracy.

Pre-Assessment
Students Classroom Number Student # 1 Student # 2 Yes Was Participating in probing question: What is a bar graph? Yes Comments

Raised hand, but I did not have enough time to allow him to answer. At first seemed upset, but still maintained control and continued participating.

Student # 3 Student # 4 Student # 5

Yes Yes Yes I moved him to the side of the classroom away from distractions. I was able to see that he was more involved in answering my questions.

Student # 6 Student # 7

Yes Initially did not respond to the probing question, but after one-on-one instruction he comprehended the information and responded when I asked him to tell me what he knew about a bar graph.

No & Yes

Student # 8 Student # 9 Student # 10 Student # 11 Student # 12 Student # 13 Student # 14 Yes Yes Yes Yes Yes Yes She was the first to raise her hand and answer. She responded with basic concept knowledge on what

a bar graph should look like. She did not use terms that I taught until after instruction. Student # 15 Student # 16 Student # 17 Yes Yes Yes After two students answered she raised her hand. I did not have enough time to answer her question. But when I walked over to her during instruction she was following along and answering my questions directed towards her. This student has a hard time focusing in class. He is a resource student. After I called on him to refocus he was able to pay attention, but did not participate in answering questions until after my lesson.

Student # 18

No

Student # 19 Student # 20 Student # 21 Student # 22 Student # 23 Student # 24 Student # 25

Yes Yes Yes Yes Yes Yes No Resource student. He has a hard time understanding material that is verbally instructed. He became more participated when I allowed them to get up and place the signs on the bar graph.

Key: Red: Low Level Student Yellow: Average Level Student Green: High level Student

After I calculated 3 out of 25 students did not participate in the probing question. There was a class total of 88% accuracy and participation.

During Assessment Percentile Chart Student 1 100% Student 2 100% Student 3 100% Student 4 100% Student 5 100% Student 6 100% Student 7 95% Student 8 80% Student 9 100% Student 10 100% Student 11 100% Student 12 90% Student 13 100% Student 14 100% Student 15 100% Student 16 100% Student 17 100% Student 18 100% Student 19 100% Student 20 90% Student 21 100% Student 22 100% Student 23 100% Student 24 100% Student 25 100%

Post Assessment Percentile Chart Student 1 100% Student 2 100% Student 3 100% Student 4 95% Student 5 100% Student 6 100% Student 7 90% Student 8 100% Student 9 100% Student 10 100% Student 11 95% Student 12 100% Student 13 100% Student 14 100% Student 15 100% Student 16 100% Student 17 100% Student 18 100% Student 19 95% Student 20 100% Student 21 95% Student 22 100% Student 23 100% Student 24 100% Student 25 100%

During Assessment: Accuracy of Worksheet Student 1(#14) (high-level learner): The student completed their worksheet with 100% accuracy. The student even worked out question number three and showed his or her work. Student 2 (#17) (average-level learner): The student completed his or her worksheet with 100% accuracy. The student also showed his or her work on the worksheet for question number 3. Student 3 (#7) (low-level learner): The student completed his or her worksheet with 100% accuracy. Although, the student did not show his or her work on question number 3. I told them to show their work so the student was not as focused as he or she should have been.

Images of Students work is below:

Post Assessment: Accuracy of Bar Graph Student 1 (high-level learner): Student 1 followed all of my instructions. They included a label on their scale and bottom of the bar graph. They also colored each row with the appropriate color that corresponded with that M&M. She received 100% accuracy. Student 2 (average-level learner): Student 2 followed all of my instructions. The student colored the correct color for each set of M&Ms. The student also made sure to label all of the parts of the bar graph. Student 3 (low-level learner): This student did follow directions. Although, the students handwriting makes it hard for me to read exactly what his or her labels are saying. The label the student put beside the scale is in the correct space and labeled correctly. Although, the label that was supposed to read Color of M&Ms on the bottom of the graph is illegible. The student also followed directions by coloring in the correct color for each column of M&Ms I would score this student 90% accuracy.

Images of Students work below:

To summarize, my data showed that with instruction all of the students were able to remain focused and complete the activities with 80% and higher accuracy. The worksheet showed that the students were able to comprehend not only the parts of the bar graph, but how to use that information to answer comprehension questions about the graphs shown. The bar graph that they made allowed me to see if they were able to follow directions and remember the placement of the labels needed when making a bar graph. The graphs also allowed me to see if the students were able to correctly count their data and display it. Results on Three Individual Students When I examined the data for my low-achieving student, the pre-assessment showed the right amount of checks needed for 100% accuracy. Although the student was not the first to respond, he or she did respond after one-on-one reinforcement of lesson material. The student was not excited about me going over background information, but put in a lot more effort once they saw that I was allowing the students to come to the board to answer questions. The student did not have trouble concentrating due to the instructional space. During the lesson, the student tried his or her best to read the problems by him or herself. I had to come by and read them aloud before the student was able to answer the questions with 100% accuracy. Although, the student did not show his or her own work I am convinced that they were able to understand the information because of my conversation with the student. The students morale was very poor during the lesson because it was all reading and analyzing data presented in the graph. This student suffers in reading, so because they could not read the information they were unable to comprehend the questions or the data. The student was able to tell me what year had the lowest record of slaves and what year had the highest, but they were able to gain this information by looking at the picture of the graph. The post-assessment showed a great advancement in the retention of information. The student had 100% accuracy by having all the correct labels and following all of the directions. The student was able to discuss with me where each label was supposed to go and what each part of the bar graph tells us. The students demeanor was much better during this activity. The students attitude toward having candy to count and crayons to color excited the student into learning. I thought that the commotion in the classroom during this activity would distract the student, but it did not. When I examined the data for my middle-level student, the pre-assessment showed that after she listened to other students responses, she were able to come up with an answer to my probing question and received a check mark for doing so. The student seemed to be engaged during this time because they continued to raise their hand when asked questions. The students attitudes were lifted when I asked if anyone could place the sign labeled scale next to the bar graphs scale on the board. The student did sometimes place her head on the table but with motivation from

myself, they were able to stay involved the whole time. During the lesson, the student received 100% accuracy on the worksheet assessment. The student even showed her work after I worked out and explained the reasoning for the answer on the ELMO. The students attitude was consistent. She did not put her head down and remained busy working throughout the allotted time assigned for the worksheet. The post-assessment showed that she was able to follow my instructions and complete her bar graph to acceptable measures. It also showed that she was able to collect and display data properly. When I examined the data for my high-achieving student, the pre-assessment showed like normal everyday instructional time they were the first to raise their hand. I had to remind them not to blurt out answers, but after reinforcement the students did not blurt out again. The students morale was high throughout this portion of the lesson. He or she received 100% accuracy for answering my probing question. The student did show a little bit of anger and discouragement when I did not call on him or her for an answer. But with my constant praise for doing what she or he was supposed to do the student continued to have high motivation and participation. During the lesson, the student received 100% accuracy for completing the worksheet correctly. The student showed his or her work before I showed the class on the board. The student had high morale during this part of the lesson because she comprehended the material and was able to answer the questions with a higher level of speed than the other students. The post-assessment showed he or she was able to follow directions and remember the material I taught them at the beginning. He or she placed the labels in the correct spot. He or she received 100% accuracy for completing their bar graph depicting their individual data. The student seemed a little bored after he or she finished but during the activity the student had a huge smile on his or her face. I made sure to keep an eye on him or her because the student struggles with not talking to others during instructive activity. It is important to understand the learning of these particular students because if I am able to mold and revise my lessons to fit the needs of a high, middle, and low level student I will be able to teach all levels in my classroom. I learned that having something that interests each child will help them focus and retain information better. Attached, you will find examples of these three students pre, during, and post assessments.

Key to Worksheet is below: There is not a key for the graph because each student had a different data pool.