JOT2 Learner Analysis Keach PDF

Preview

Summary

Submitted Paper...

Description

Learner Analysis regarding Written Answer Responses

Learner Analysis regarding Written Answer Responses Christopher Keach Student ID: 004439432 Program Mentor: Sierra Dixon Assessment Code: JOT2 Task 1 5/24/2021

Learner Analysis regarding Written Answer Responses

2

Learner Analysis regarding Written Answer Responses Instructional Setting and Content Area The learners are 10th grade students in a U.S. history classroom within . The students attend school at St. Bernard Elmwood Place High School; an inner-city district high school in southwest Ohio. School population is 51% African American 47% Caucasian, 2% Hispanic and 1% other/unidentified. The specific class in this analysis consists of 17 students, 9 of which are male and 8 of which are female. 7 students identify as Caucasian, 1 student identifies as Hispanic, and the remaining 9 students identify as African American. Students range in age from 15-16. A large number of the students within the district are classified by the district transient students, meaning they have changed school districts at least twice within their primary and secondary school years. This is partially due to socioeconomic issues, and partly due to our school offering open enrollment to any student that can find transport to our school The classroom has been modified from a typical setup in order to allow for socially distanced learning. Originally, the class was set up for both lecture and small group formats and was designed and assembled around teaching a group of 20-25 students in a typical classroom setting. To cope with Covid-19, the desks have been spaced out at 6 feet intervals and faced forward instead of inward towards group collaboration. Group work is facilitated through the Google Classroom digital platform which students access through Chromebooks, which have been issued to the students at a 1-1 ratio. Students are encouraged to respond both on their digital assignments through the platform as well as during class discussion. In addition to the digital resources. Students also have access to Paraprofessional help in classrooms that have IEP students.

Learner Analysis regarding Written Answer Responses

3

Instructional Problem A large portion of 10th grade students are unable to write a properly formatted short answer or extended response essay in response to critical thinking questions on classwork, homework assignments and assessments. Instructional Goal Statement The tenth grade students will be able to consistently answer questions posed to them in an appropriate length written format for the question given by restating the question, answering the question with their opinion or data based on documentation and cite evidence supporting their answer. Requisite Entry-Level Knowledge and Skills In order to meet the instructional goal statement, students must be able to read at or near to grade level in order to appropriately examine and reference primary and secondary source documents and examine critical information within textual evidence. Students must have writing skills on or near grade level in order to properly express their opinion and learned facts in a grammatically correct format. Students will also require basic computer use skills and typing fluency, as well as the ability to log into and navigate the Google Suite of programs. Students will also need the ability to understand both written and spoken directions, modeling and group discussion in order to complete the lesson Learners will need to be proficient in all these areas in order to be successful in their 10th grade instructional year.

Learner Analysis regarding Written Answer Responses

4

Prior Knowledge and Skills Students should have prior knowledge of Claim, Evidence, Reasoning question response format as well as exposure to MLA format of document citation They should also have had exposure to basic historical and writing terminology such as primary source, secondary source, thesis, claim, evidence, conclusion and reasoning. Discussion with the 9th grade Social Studies teacher and 9th grade Language Arts teachers have determined that all of these items of knowledge are indeed taught to students the year prior to 10th grade. Exposure and grasp of knowledge prior to 9th grade year however remains inconsistent. Students are given a basic introductory assessment questionnaire at the beginning of the year that evaluates their writing skills, correct response style, formatting and grammar, and ability to follow basic directions through written and verbal instruction as well as their familiarity with citing source documents. Remediation is provided to students on a class by class and individual basis depending on the results of these assessments. Some students in the group of learners have had exposure to Claim, Evidence and Reasoning (CER) style format, though this varies by student due to issues with transience and prior year education. Students that have been in district longer tend to have a higher grasp on the proper formatting of C.E.R. answers as well as proper citation of textual evidence and necessary terminology. Review of these areas are generally required in order for students to succeed.

Learner Group Unique Characteristics The students within this particular 10th grade classroom are between the ages of 15-16 years old. The class consists of 17 students; 9 male and 8 female. While there are ethnic differences in the classroom, with African-American, Caucasian and Hispanic students present,

Learner Analysis regarding Written Answer Responses

5

the students are not truly culturally diverse as many of them are longtime families whose parents grew up in the local community and attended the very same school that their children now attend. Said community is very close knit and nearly every parent knows every other parent. Most students present have a moderate to high motivation to perform well in class as they either desire to complete their high school career, or seek enrollment at a local technical/career school their junior and senior year. As such, the students are prepared to engage and work each day and are willing to learn new skills and information that will challenge them. All students in the class are considered low-income students by the state and receive free breakfast and lunch. Three students within the class have an Individualized Education Plan (IEP) and receive modifications to their lessons, typically extended due date deadlines and simplified question terminology, as well as direct support from an IEP Paraprofessional that is assigned to my classroom for the duration of the instructional period. One student within the class is chronically absent and has been brought up on a 504 plan as well as academic probation due to attendance issues. Attempts to contact the family regarding the issue have proven difficult.

Accommodating Unique Characteristics Out of 17 students, 3 of them are on a school issued IEP for various academic issues. For these 3 students, the in class Paraprofessional will work with them on assignments in a small group setting, as well as offering individual support. In addition to this, the instructional support requirements ask that assignments for these students include simplified language and text within special copies of assignments to make it easier to comprehend and analyze as per the requirements of each students IEP. These students are also frequently checked in with during the instructional period to review their answers, correct minor mistakes and discuss their thoughts

Learner Analysis regarding Written Answer Responses

6

and responses with them verbally in order to help thought processing. These students receive similar accommodations on examinations and assessments whenever possible.

Performance Context The performance context is the 10th grade U.S. History classroom at St. Bernard Elmwood Place High School. The students will use the skills and knowledge they gain from lessons to write properly formatted and compelling answers to short answer and extended response questions that utilize textual evidence to support said answer. They will also improve answer length as well as proper use of grammar and citation of sources for their responses. This will further benefit the students academically in their 11th and 12th grade history and language arts classes, as well as their future academic pursuits should they attend college....