Hunter task 3 D171 Curriculum, Instruction and Assessment PDF

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This is the coursework to complete task 3 for this class....

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A 1. I think that the formative assessment does directly align with the learning objectives in this lesson. In the formative assessment, the first objective includes a 10 x 10 graph. On the formative assessment, there are 4 questions with 10 x 10 graphs. The formative assessment also aligns with the standard (5.NBT.7). In the standard, it includes multiplying decimals to hundredths by using drawings, concrete models and strategies based on place value. This assessment aligns also because it contains 4 questions that require the multiplication of two decimals to hundredths using the 10 x 10 graphs. This standard also requires the student to explain the reasoning to multiple to hundredths. This is aligned with the assessment because the final question requires the students to explain their answer in a short response questions. 2. I think that this formative assessment was appropriately aligned and rigorous for the students and also relevant to the lesson. This formative assessment was rigorous enough because there were multiple types of questions. The first multiple choice questions provided a picture representation in the 10 x 10 graph that was enough assistance for the students because the blocks were shaded in to represent the multiplication of tenths. Then the other multiplication graphs were left blank for the students to shade. The assessment was relevant because the problems were very similar to the lesson, the guided practice and the presentation. The formative assessment only included the multiplication of tenths which was relevant because it matched the learning objective. 3. The formative assessment measures students' learning and understanding of the concept of multiplying tenths. The assessment consists of multiple choice, calculation and a short answer question. In this short answer question, it is asking the students to explain what they know and their reasoning. By using three different types of questioning, the teacher is getting a good idea of the students comprehension of the material in different forms. For future references, if the students did not test well in one or more of the areas, the teacher would know that they need to adjust their lesson or their teaching method to help the students better understand the lesson. B. This assessment was not effective because the majority of the students performed under 80% accuracy which was in the learning objective. Only 6 out of the 26 students scored 80% or higher. Also, the data showed that there were only three students who answered question #5 correctly. The lesson plan is responsible for the students' failure as it was not explained to them exactly why multiplying tenths by tenths equals hundredths. While time was spent on the practice problems, the concept itself was not described. 1. The formative assessment did not meet the learning objective as it did not meet 80% accuracy. Only 23% of students got 80% or higher in the class on the assessment. The class as a whole only recorded 68 correct out of 130 questions, which is 52.3% accuracy. This means that the majority of the class did not meet the learning objective of the assessment. Most of the students struggled with the last question on the assessment that was a short answer response. Out of the first 4 questions, the students correctly answered 65 out of 104, giving a total of 62.5%. The final question was only correctly answered 3 out of 26 times, totalling 11.5%.

C. One main learning need for Michael P is motivation. Michael is considered to be talented and gifted, but is often unmotivated within the traditional classroom. Michael recently received a C in his classroom and the teacher is concerned that Michael is not working up to his full potential. Michael is also considered to be an economically disadvantaged student. This makes meeting with Michales mother more difficult. Maria E is a English Learner, making her main learning need to be a better comprehension of the English language. Maria works hard in class, but struggles learning new vocabulary. The confusion of Maria’s has influenced her performance on her test where she received a D. While Maria does not speak English well, her own mother also does not speak English. This causes a barrier between the school and Maria’s mother. The language barrier causes poor communication between Maria, her mother and the school. Daniel B's main learning need is the ability to focus. Daniel has a diagnosis of ADHD and struggles to focus on the grade level content. Daniel currently has an IEP due to his diagnosis. Daniel’s inability to focus has caused him to recently fail a test, even though he has accommodations. C1. The lack of motivation by Michael P has negatively impacted his performance on the assessment and it may have cause him to lose focus on the test. Michael did answer 3 out of 5 questions correctly on the first portion of the exam. Michael started out strong on the exam, but could have become disinterested quickly to finish the exam to his full potential. Maria E struggles with English language comprehension. This could have negatively impacted her performance on the assessment because its possible she did not comprehend the words on the exam. Maria struggled with the words “grid” and “model” because they were not in the lesson plan vocab. Maria could have been confused and just picked an answer because she did not know the meaning. Daniel B and his inability to focus could have negatively affected his performance on the assessment because he could have lost focus and did not finish the exam. Daniel only answered 1 out of 5 questions correctly. Although, the assessment data does not explain whether Daniel answered the first 4 questions. Daniel left questions number 5 blank. Daniel could have gotten distracted and failed to answer any of the questions after the first one due to his ADHD. D 1. I would reteach the Multiplying Tenths by Tenths lesson for the entire class based off of the scores. I would incorporate other teaching strategies, like group work and learning games to make it more interesting for students. I would create game boards made of 10x10 grids in different colors so that the students could practice with them. I would show the students how to use the grids to represent the multiplication of tenths and then let them practice with them. I would then use a group activity where students can work together playing a game of how to shade in the grid based off of the multiplication that they each chose. The students would then figure out the overlapped squares on the grids and write them on a piece of paper and check each other's work afterwards. I would then ask the students to complete ten different multiplication equations together. The game helps students with repetition and visual representation. 2. Differentiating instruction for these three students is all unique. For Daniel P and his lack

of motivation, I would give him a choice of working alone or working with a partner playing the game. For Maria E and her language barrier, I would have Maria pair up with a student in the class that is a strong English speaking student and has good language skills. In Maria’s situation, I would pair her up with Penny due to her scoring so high on the formative assessment. For Daniel B and his inability to focus, I would have him and his partner in a quiet and distraction free area in the classroom. I would also like to pair him with a student who is reliable and able to stay on task. a. Differentiated instruction for Michael P allows him to choose between the activities. This allows him to feel in charge and keeps him motivated. Giving the student a choice often they put in more effort and stay focused more. Michael should be motivated to complete his assignment when given the choice of the partner activity or working alone. By pairing Maria with a student who is a strong English speaker and has strong language skills will benefit Maria. This can help Maria with comprehension of the lessons. By using peer scaffolding, Maria should be able to focus more on the concept of the lesson rather than the language in the lesson. This will give the teacher a better idea of what Maria really knows in the class and her comprehension instead of focusing on her language skills. Daniel B and his partner being positioned in a quiet and distraction free environment should help Daniel stay on task more. During an interactive activity, it is important that the students stay on task and do not get distracted by other students or him disrupting others. Daniel needs to be paired with a responsible student who will prevent Daniel from losing focus and getting through the lesson. 3. In this classroom I would use partner checking activity and the board game as my form of formative assessment. I would make sure to ask each student to show me a specific example of multiplication of tenths on the game board and also ask them for an explanation of the product after they multiply the numbers. I would use a checklist and record the answers. a. The formative assessment in this lesson, of asking students questions during the activity and writing down the answers would show me individual students’ learning while it engages them in the classroom. I would frame the questions and focus on what they see in the product after the numbers are multiplied together. Students can use deeper thinking on the concept. The answers would also provide me as the teacher with insight into the students' understanding of the concept. By recording the answers, it would give the teacher the data needed to determine if modifications were needed in the lesson. This assessment aligned with the lesson because it has a student demonstration of multiplying tenths by tenths using pictorial representations. This is a learning objective from this lesson. Having the students use another medium than the graphs, it allows the students an opportunity to show their understanding. By asking students questions about the final product of the equations that align with the learning standard, specifically “explain the reasoning used.” The assessment aligns with the three students profiles as well because it gives them the opportunity to show their knowledge with accommodations and scaffolding. One example is talking to Michael P alone about the concept of multiplication of tenths can keep him motivated and engaged better than a quiz. Using a dialogue assessment

with Maria and her language needs, it can clearly show the teacher Maria’s comprehension and have her demonstrate content knowledge. Finally, this assessment benefits Daniel B because the teacher is able to provide accommodations for him by using prompting and leading questions. Using one on one aspect in the assessment benefits Daniel by limiting his distractions. This new formative assessment aligns with the previous assessment because it contains similar questions but uses different methods for students to show their understanding and builds on the requirements. The previous assessment contained three different 10x10 grids which they are to show three corresponding equations. On the new assessment, it has game boards and allows students to choose their own equation to show to the teacher. This change is beneficial because it allows the students to feel more comfortable and it is their choice. The new assessment builds onto question five on the former assessment because the teacher has the students explain their reasoning and how they completed the multiplication problem. This is another benefit because it is often easier for students to verbally explain their reasoning rather than writing it on paper....