KyleThain AssessingStudentLearning February14,2013

Objective:SWBATanswersimplequestionsaboutabargraph. Name Score/differentiatedlevel Darion Nyema Jada Noah Taylour JalenW Davion Katelynn Charles Willie Kayla Cameryn JalenC Summer Breonna Wynter Amia Nasir John Diante Zachery Sariyah Sam Kenyah Gregory JalenJ. 7of7med 7of7high 7of7med 7of7high 6of7med 7of7high 6of7med 7of7high 7of7high 7of7high 7of7high 6of7med 5of7high 5of7med 4of7high 4of7high 4of7med 5of7high 3of4low 4of7med 5of7med 4of7med 2of4low 2of4low absent absent

*Greenmisseddogsandcatsaltogetherquestion

*Yellowmissedmostandleastquestions

*redhadtroublecounting

Linktolessonplan: https://docs.google.com/document/d/1kqLP5aKfZsS_4V6e9ESlRFrspjYaPhJdg79 5fCYd7nc/edit?usp=sharing

Discusswhatstudentsappeartounderstandwellandwheretheycontinueto struggle,includinganymisunderstandings,developmentalapproximations, confusions,orneeds(includinganeedforgreaterchallenge). Theobjectiveofthislessonwasforstudentstobeabletoanswersimplequestionsabouta bargraph.Idifferentiatedthislessonusingthreedifferentquestionsheets.Thelow questionsheetwasgiventothestudentsthatarenotyetreaders.Therewerefour questionsthatwereaskedusingpicturesandlimitedwords.Themediumquestionsheet wasgivenforstudentsthatarereadersbutneededsomevisualsupport.Theyhadtoread thequestionsbuttherewerepicturestosupportthem.Forexamplethequestionhow manydogs?,hasapictureofadogafterthequestion.Finallythehighsheetincludedno picturesandwasgiventostudentsthatarereadingatorabovegradelevel.Thegraphthat theywereanalyzingwasofpetsthatpeoplehadathome.Thechoicesincludedwere dogs,cats,birds,fish,andnopets.Generallystudentsunderstandthatonagraphthebar correspondstoanumberofitems.Mostofthestudentsareabletolookatasimplegraph andsaytherearethismanydogs,orcats.Theyhaveanunderstandingthatagraphisused tocollectdataorsomesort.OneofthestrugglesthatInoticedwastheabilitytojustlookat thegraphandimmediatelybeabletotellwhichpethadthemostandwhichhadtheleast. Theyhaveanunderstandingthatthehighestbaristhemostandthelowestistheleast,but whenaskedtodoitontheirowntheystruggled.

Discusscommonpatternsacrosstheclassaswellasgroupsofstudentswith similarstrengthsorneeds.Citeevidencetosupportyouranalysisfromthechart and/orexamplesofstudentwork.

WhatInoticedisthatthestudentsthatreceivedthelowquestionsheetcouldnot consistentlyanswerthequestionsabouthowmanyofacertainanimalwasonthegraph. Theywouldcorrectlyanswerthequestionaskinghowmanydogs,butwouldthenmissthe

howmanycatsquestion.Thatleadsmetobelievethattheirproblemiswithsomething otherthantheirgraphinterpretationskills.SinceIhavebeenworkingwiththesestudentsall year,Iknowthattheystrugglewithonetoonecorrespondencewhencounting.Thiswould leadtoapossiblemisscount.

Thestudentsthatwereintheyellowgroupwerethestudentsthatmissedbetween2and3 questions.Thequestionsthatwerecommonlymissedwerethequestionsaskingwhich hadthemostandwhichhadtheleast.Thiswassurprisingtomebecauseitseemslikea simpleconcept.Lookatthelongestbarandthatisthemost.Thisquestionhadnovisual supportforanygroup.Itispossiblethatstudentswerenotabletomaketheconnectionof whatmostandleastmeantwhenreadingontheirown.

Thegroupthatwasingreengotallofthequestionsrightormissedonlyone.Thecommon questionmissedforthatgroupwasthequestionaskinghowmanydogsandcats altogether.Thiswasahighorderquestionbecauseitasksstudentstoapplytheiraddition skillsandtounderstandwhatalltogethermeans.Themediumquestionsheethadvisual supportforthisquestion,thehighdidnot.

Basedonyouranalysisofstudentperformanceintheassessment,describenext stepsforinstructionforthewholeclass.

Mynextstepsforinstructionofthewholeclasswastotoadifferentiatedreteachandto pushmystudentsthatperformedwellandchallengethemmore.

Describeanyindividualizednextsteps.

LookingatthedataonhowmystudentsperformeditwasclearthatIneededtomove forwardwithtwopaths.Thereweretwolargegroupsbasedonperformance.Studentsthat

understoodtheconceptsandarereadytomoveonandstudentsthatneededmore support.DuetothetimingofthislessonIwasactuallyabletofollowupandimplementthe followinginstruction.Formyyellowgroupmynextstepsweretoaddressthequestionsthat theygotwrong.Ineededtotoareteach.SowhatIdidwasareteachminilesson addressingtheirmisconceptions.UsingthediceriapplicationforIPadIcreateda5minute videoabouthowtoreadbargraphs.IusedthesamegraphsthatIusedformyoriginal lessonandalsousedthegraphthattheydidtheirindependentpracticewith.SinceIhave anIpadforeachstudenteveryoneinthatgroupwasabletoputontheirheadphonesand watchthevideoontheirown.Thisallowedmetodelivertheappropriateinstructiontoeach studentwithouthavingtoteachawholegrouplesson.

Hereisalinktothevideo: https://www.dropbox.com/s/33r0sz3viw3f629/Video%20Feb%2012%2C%207%2036%20 00%20PM.mov

ForthegreengroupIneededtofindawaytopushthemfartherandchallengethemmore. ForthemIcreatedadifferentactivity.Iuploadedanimageofabargraphaboutfavorite fruitstodropbox.Theyweretousetheeducreationsapplicationforthisactivity.Ihadthem downloadtheimageandanswerquestionsaboutthegraph.Thistimetopushtheirthinking Ihadthemrecordtheirprocessandexplaintheiranswersusingthevoicerecordfeaturein theapplication.Thequestionswerewhatisthemostfavoritefruit,leastfavoritefruit,and explainyouranswers.Thesequestionsweremoredifficultbecauseitrequiredthemto understandwhatfavoritemeantandapplythattothegraph.Itdidnotsimplyaskwhichfruit hasthemost,forexample.

Hereisalinktoastudentsampleoftheeducreationsactivity: http://www.educreations.com/lesson/view/nyemagraph/4872947/?s=7UT33C&ref=link

Forthestudentsthatreceivedthelowquestionsheetandalsoperformedintheredgroup

mynextstepsweretohavethempracticeonetoonecountingwithinthecontextofthe material.Ipulledthemforasmallgrouplessonononetoonecountingofthegraphand writingthecorrectnumber.

Torecap,Ihadthreedifferentactivitiesgoingonsimultaneouslyalladdressingtheneeds ofmystudents.BydoingitinthiswayIdidnothavetospendanyextrainstructionaltime reteachingtheconcept.Theseactivitiestookplaceina15minuteperiodoftimeafterlunch andbeforemath.

Explainhowthesenextstepsfollowfromyouranalysisofthestudent performances.

ThesenextstepsweredrivenbythedatathatIacquiredfromthestudentsindependent work.Myprocesswhendeterminingnextstepswasfirsttodecidewhattherequirementfor successwas.Ilookedatthestudentsworkanddecidedthatiftheymissed01thatwould beconsideredgreen,orreadytomoveforward.Thesewerestudentsthatachievedthe goalofthelesson,tobeabletoanswersimplequestionsaboutabargraph.Sincethegoal wasachievedforthemitwasnaturalformetodeterminethattheyneededtomoveforward andbechallengedmore.

Imadethedecisionthatifastudentmissedmorethan1questionbutgotatleast4right, theyneededsomemoresupportbutwereclosetomeetingtheobjective.SinceInoticed thatmanyofthestudentsthatwereinthisyellowgroupmissedthesamequestionsitwas naturaltometohavethemwatchareteachvideoaddressingthoseneeds.Ialsorealized thatifthesestudentshadansweredthetwoquestionsaboutmostandleastcorrectly,they wouldhavelikelybeeninthegreengroup.ItisthatreasonthatIchosetodoaminilesson tothatgroupandnotaregularwholegrouplesson.Ifeltthattheirmisconceptioncouldbe clearedupthroughashortvideo.

Ifstudentscompletelymissedtheobjectiveforthelessontheywereputintheredgroup whichmeantstopandconferencewiththeteacher.Thetwostudentsthatwereinthered grouparestudentsthatarebeingpulledoutdailyforinterventionsinmath.Theseare studentsthataremakinggainsinnumberrecognitionbutcontinuetostrugglewithnumber conceptandonetoonecorrespondencewhencountingandreading.SinceIknewthat theirstruggleshadtodowithnumberconceptandonetoonecounting,Iwasableto determinethattherenextstepsweretohaveapracticelessonwithme.