guided response: using data for instructional improvement

 

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 Guided Response:  Respond to at least two classmates’ posts and provide specific feedback regarding their analysis and ideas for differentiation, student reflection, and reassessment. 

 

 

How you will identify particular areas of need/misunderstanding (what will you look for? See Chapter 6 from Ward, Fischer, Frey, & Lapp).

To identify particular areas of need/understanding, I will look for lack of responses, common mistakes, and inaccurate answers. Analyzing students formative assessments throughout the lesson will demonstrate areas of misunderstanding as well. “Criterion-referenced approach which is an assessment that determines if students have achieved this level of capability” (James-Ward, Douglas, Frey, & Lapp, 2013). This is one way to analyze students data.

How you will address and re-teach with differentiation, so students meet the learning objective?

For a re-teach with differentiation, I will narrow down the area of skills that students struggled in the most. “The item analysis is critical as it allows teachers to look across the student body for trends— lessons that need to be retaught, assessment items that need changing, or pacing guides that need revision” (James-Ward, Douglas, Frey, & Lapp, 2013). I will analyze and change the instructional strategy and materials used for the new lesson. I will use a new approach that should benefits students who didn’t catch on the first time. My lesson would include more technology and try address all of the different modalities.

How you will employ students in the process of self-reflection and identifying areas of misunderstanding?

After completing an assignment, I will allow students to check their own work instead of taking it up for grade. We will go through it together and they will be able to correct their mistakes. By this doing this, they can see exactly where and how they made the mistake.

How you will reassess for the learning objective?

To reassess for the learning objective, I will take up an exit slip. The exit slip will determine if students actually retained knowledge from the new revised lesson. The exit slip will be aligned with the learning objective and pretty sum up the lesson.

How will these instructional adjustments better prepare them for the impending summative assessment?

The instructional adjustments are made to ensure students master the needed skills. When students understand the skills and perform higher on the formative assessment, it will most like result in a good score for the summative assessment.

Reference

James-Ward, C., Douglas, F., Frey, N., & Lapp, D. (2013). Using data to focus instructional improvement. Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved from http://www.ebrary.com

  

 

 

 

  • How you will identify particular areas of need/misunderstanding (what will you look for? See Chapter 6 from Ward, Fischer, Frey, & Lapp).

I will identify by observing and monitoring, performance a thorough analysis seeing if there are patterns of where the student is struggling the most. Looking for areas where tests are scored the same so where they are missing the most I will be able to target the student weakness and guide the situation differently or come up with a better approach so they are able to understand efficiently. Using common formative assessments allow for the administration and scoring of assessments and then discussions about the results. The process we have outlined elsewhere includes the following steps (Fisher, Grant, Frey, & Johnson, 2007). 

  • How you will address and re-teach with differentiation, so students meet the learning objective?

I will address the class as a whole do a thorough analysis individually, advise more group participation. I would implement bench mark assessments to trigger the things they are struggling wit instruction wise. Most commonly, these instructional changes are evidenced in the identification of students who are lagging behind. The data analysis results may also alert teachers about curriculum gaps. In addition, there is speculation that exposure to benchmark assessments has a practice effect for students because it cognitively prepares them for the summative test (Carlson et al., 2011). This than will assimilate the students and prepare them moving forward to the next lesson. Than the data that is obtained can be utilized for future references and assessed if the students struggle with future lessons.  

  • How you will employ students in the process of self-reflection and identifying areas of misunderstanding?

First I will have my students write down their goals they want to accomplish during the lesson. Next they will write down what they feel they are struggling the most with in their journals. Class discussions are incorporated to get a whole class understanding on why we are reflecting more on the lesson than moving on. After that mini assessments will be implemented before the lesson to see where they are at with the comprehension level of the material being presented. I will grade the assessments where ever they struggle the most at that is where the student will begin. Certain techniques will be applied within the lesson and strategies will be used targeting specifically what they are having hard time with. For example, if it Math in multiplication then students will just work on techniques that pin point their weaknesses. Using strategies such as, flash cards, Math match up games, and technology tools that will gauge students access to certain techniques that meet the requirements to understand better in the areas that they need it the most. So, they can level up and move forward with their classmates this way they gain the learning objective and are able to move further into the lesson 

  • How you will reassess for the learning objective?

Recall, Recognize, and identify the objective. Objective tests, items such as fill-in-the-blank, matching, labeling, or multiple-choice questions that require students to answer to the best of their knowledge. Recall or recognize terms, facts, and concepts This than will verify to me if they are progressing or not. More so, I will be able to see if I need to take a different approach or advise different strategies to tackle their weaknesses

  • How will these instructional adjustments better prepare them for the impending summative assessment?

These will help the students prepare better and reflect as well. They will be more self aware as far as what type of learner they are to themselves and what works best for them in time of need. These guidelines will show them the importance of evaluating their own learning process and self-regulation. Therefore, when the summative assessment comes up they will remember the approach and be able to thoroughly understand what the learning objective is and why they need to learn it. This way their mind is illuminated with confidence and they are comfortable with what they have gained and are able to apply what they learned.

References:

Carnegie Mellon University, (2016) Teaching Excellence & Educational Innovation https://www.cmu.edu/teaching/assessment/basics/alignment.html (Links to an external site.)Links to an external site.

James-Ward, C., Douglas, F., Frey, N., & Lapp, D. (2013). Using data to focus instructional improvement. Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved from http://www.ebrary.com

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