Task 2 Analyzing Students\' Individual Differences D187 PDF

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Task number 2 for d187 - analyzing students' individual differences...

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Task 2: Analyzing Students’ Individual Differences Katlin M. Koons MSCIN Program Western Governors University D187 – Differentiated Instruction – D187 (PRFA – ONMI 1) Paula Westerman December 21, 2021

2 A. Determining Student Information Most of students’ information can be gathered through a survey or through our PowerSchool database. For the students’ learning preferences and interests I do a learning questionnaire at the beginning of the school year that collects this data. For student interests I also do a “Monday Check-In” every week to ask how their weekend was and what they did. This allows me to collect information on what their interests are as they change throughout the school year. For student intelligences I will observe students during different types of lessons as well as collecting this information from various formative assessments. Lastly I can collect culture and gender influences on all students from both their demographics page provided from parents in PowerSchool as well as sending out a get to know your child survey to all parents at the beginning of the school year. B. Learner Profile Student A is a 7th grade student who struggled last year learning from home every other day. Student A works well in a group and strives in a setting where they can explain concepts to other students. Student A does very well when in school but when they are absent or need to learn from home due to quarantine, they struggle. Student A loves math and does extremely well in math but struggles in Language Arts. Student A has intrinsic motivation and parents expect them to complete the work but do not push them to get great grades. Student A’s parents rarely reach out and allow Student A to be responsible for their own learning. Student A is influenced heavily by their peers and wanting to impress them by being the funny student. Student A’s interested include racing mini sprints on the weekends, the school wrestling team and any sort of racing.

3 C. Assessing Readiness The standard I’ll be pre-assessing students on after winter break is MA.7.C.6: Use proportional relationships to solve ratio and percent problems with multiple operations, such as the following: simple interest, tax, markups, markdowns, gratuities, commissions, fees, conversions within and across measurement systems, percent increase and decrease, and percent error (2021). The pre-assessment I’ll be using is actually our post unit assessment with an incorporation of student reflection.

C1. Purpose of Assessment This particular pre-assessment serves two purposes and benefits. The first benefit is that it gives me as the teacher specific levels of where students understand various parts of the standard. There are different depths of knowledge levels on the pre-assessment for each part of the standard so I’ll be able to identify whether students knew the basics or more complex parts of the standard. The second purpose of my pre-assessment is a self reflecting piece for the students. The diagnostic assessment asks students how confident they felt with each piece so they are reflecting and telling me if they simply guessed or felt like they really knew that topic. This information will give me data that I’ll be able to use when grouping students throughout the unit when we complete different skills from this content standard. C2. Design of Assessment for Readiness The design of this assessment is broken into levels and various skills within this content standard. There are 18 questions on this diagnostic assessment. There are 3 levels for each of the 6 skills covered in this content standard. The 3 levels for each skill will allow me to assess if students had no understanding, some understanding or a solid understanding of each of the 6

4 skills. The self reflection piece of the assessment will also tell me if a student felt confident enough on a specific skill to complete an enrichment activity on their own when we get there. By breaking the skills of this content standard down into 6 separate specific skills it allows students to move readiness levels if they were more ready for a one skill over another. The design of this diagnostic assessment also lends itself to be easily imported into a spreadsheet to quickly reference throughout the unit. Each student can be imported into a row and their readiness levels will be listed per skill. C3. Distinguishing Readiness Each of our 6 specific skills that we cover during this content standards’ unit can be broken down into 4 student readiness levels. The first level would be for students who entered question marks for the questions covering that skill and self-reflected that they did not feel confident in this skill. These students show little to no prior knowledge on the topic and will need to thoroughly cover the topic prior to the post assessment. The next level would be for students who got a partly correct answer to the depth of knowledge level 1 questions but did not show the correct work. This standard is specific in that students must use a proportion to solve the problems so the students in this level may have used a calculator or other way to solve the problems rather than a proportion. The third level of student were able to answer all 3 of the questions about a specific skill and felt confident but still did not show the work using a proportion. These students show an understanding of the topic, for example for tax they knew to add their answer to get a total, but need to review how to solve using a proportion. These students showed some level of work still on their diagnostic assessment and were confident on their self reflection piece.

5 The fourth and final level of student readiness are students who were able to find the correct answer for all 3 levels of a skill, felt confident in their answers, and showed their work using a proportion. These students showed an understanding of the material and are ready for an enrichment over that skill.

D. Sources

Doe. Indiana Math Content Standards DOE. (2021). Retrieved December 20, 2021, from https://www.doe.in.gov/sites/default/files/standards/2014-ias-mathematics-resourcesgrade7-draft.pdf....