Courtney Cremeans

Poca Middle School

Five

Task

Post-Teaching
Reflection
The lesson was a very different form of review for the students and
they very much enjoyed the review & study activity that was similar to Who Wants
to Be a Millionaire. All of the students were active in their participation and loved
the competitiveness that it offered. Since all of the students were able to utilize the
SmartBoard when it was there turn to answer a question, this was a great way to
keep everyone accountable for what they were doing since they are participating at
the front of the class and their team must be actively engaged to help their
teammate if necessary. The students were expecting their normal study guide to
use as preparation but the exit ticket that required them to reflect and take
responsibility for what each individual knows, needs to review, and does not know
was a great change of pace from what I had observed. For next time, I will make
sure there is enough time to review the why to each questions correct answer to
go over as a class. We ran out of time or I would have conducted this as soon as the
review was complete.
Data Based Decision Making
The pre-test was done through a verbal diagnostic assessment that I
conducted. I gathered that the entire class was new to dichotomous keys. For the
review of cells for the test, the pre-test was done in the form of the review activity.
The students missed of the questions, creating an average of a 75%. From this
review activity, Mr. Smith gave bonus points to the winning team. He was able to
take the statistics from the review game and see what questions the class missed,
so he suggested that I take the grades from the test to decipher the effectiveness of
the review activities that I conducted. The test was out of 100 points and the class
average out of 18 students was a 90. I then separated the grades by gender and
the boys average out of 9 boys was a 92 and the girls received an average score of
88. The boys did better on the test than the girls did but not by much. I believe the
scores received were not only to due to the review game, but the assessment
format is one that the class is used to and expects. The test is usually around 30
questions and done on a computer. The format is majority multiple choice and
includes some true false, little matching, and around 2 essay questions. This online
format is unlike any test they had in elementary school and the students confessed
that in their other classes they do not take tests like this. I believe the average
lower score of the girls is due to the girls being out for an assembly on Abuse
presented by Branches the prior day. This missed day led to their overall lower
scores than the boys. For future instruction and teaching, I will extend the teaching
1

and instruction so the entire class has ample time to review. As this was not in my
jurisdiction to make this call, I had to adapt my lesson and be flexible with schedule
of middle school. The students demonstrated the knowledge through the unit
through many different means including labs, activities, and even the review game,
and the summative unit test reflected their work.

Test Grades from Diversity Lesson

100

92

88

90

90
75

80
70
60
Boys
Grades

50

Girls

Class Average

Pre-test Average

40
30
20
10

Disaggregated Student Data

Data

Boys

Girls

Class
Averag
e

Grades

92

88

90

Pretest
Averag
e
75

Boys // Girls