Analysis of Student Learning: TWS5 While analyzing the progress of student learning, I analyzed the group as a whole, and

then separated the class with in their grade level; first and second grade. I felt the need to separate the class to analyze student learning as a grade level whole. I felt that it was not fair to only focus on my higher students, which all seemed to be second graders and my lowest which seemed to be first graders. To gain a better understanding of the class progress, both as a whole, and individual progresses, it was important to focus on a high first grader, a high second grader, a low first grader, a low second grader, and a middle student for both grade levels. High, Middle, Low The second grader that demonstrated the highest performance throughout my lessons was Abby. The first grader that demonstrated the highest performance throughout my lessons was Samantha. Both girls needed minimal help understanding and completing assignments given after lessons. They both performed very detailed work and discussions within whole group. It is important to understand the learning of these high students because it is important to make sure these girls learnings are being exposed to a lesson and activity that is appropriate for their level of learning. They both need a bit more of a challenge. They need an extra boost to keep an interest in learning different types of material. In each one my lessons students in this category scored relatively high. They added for information than was asked for. For example, in my lesson about plants, and the structures of the different parts of a plant, Abby added that bees pollinate the flower and then bring it back to be processed into honey. While discussing her work, she also went on to talk about the water cycle with me, and how important it is for the growth of plants. Samantha did a very similar thing in each one of her lesson activities, when I sent the students to work time. She came to me a few times to describe to me what she was

doing. For example, in my lesson about the body, she showed me her picture and then described to me the importance of given body parts. She also discussed the need of the heart and lungs. She told me that they help pump blood and air throughout the body, and explained to me the flow of each. The two students that ranged in the middle of the student analysis chart for first grade was Kaylee, and for second grade was Kameron. Both of these students were able to accomplish work and for the most part understood what lessons were being taught. Occasionally they asked questions during whole group and during individual work time. They were both able to work on lessons independently and with a partner with minimal problems. However, both of these students, I believe would benefit from a review and further studies of each lesson taught. Although they understood the material, a review may be needed to heighten their understanding of the material. It is important to understand where these middle students rank amongst the class as to provide work that is challenging, yet not too difficult as to eliminate discouragement. Students that rank in the middle, need a little extra boost, but are still capable of completing work and engaging in teachings with an understanding and confidence to complete work appropriately and in a timely manner. Kameron and Kaylee wanted precise examples to look at for each lesson. They wanted a visual and something hands on. They both provided work that was exactly what I wanted. They looked at my model, and asked questions that needed exact answers. For example, when Kameron was working on my map lesson, he looked at my example and thought for a while, before asking if he could do something a little different. He wanted to create his own map, compass rose and legend by looking at a map of South Carolina. He basically helped me come up with his five questions for his map, as well. Kameron and Kaylee both seemed very eager to learn. Kaylee, while working on her body lesson came to either me

or my cooperating teacher multiple times looking for what else to add to her labels. Out of 15 labels she labeled about ten without help. My lowest students that were in first grade, Briant or Kenneth, and in Second grade were Ravan or Lusi. I put these four students towards the bottom of the analysis chart on all lessons. The reason being was because in each lesson I taught, I noticed I had to spend a lot of one on one time with these students. I wanted to make sure they were succeeding with the lesson activities I provided for them to complete. Each one of these four students needed extra individualized attention to get work done, especially Briant, a first grader. Briant, I noticed would not complete his work plan for each day unless he had a teacher or another student right by his side telling him exactly what to do. He had little motivation with all of his lessons that needed to be completed. Another student, Lusi, I believe needed more help because at times there was a language barrier that needed to be overcome. As long as Lusi had individualized help, and repeating of lessons, she was able to succeed in getting the activities completed. Also, in whole group, while teaching all of my lessons, I noticed when I was asking questions, Lusi, did not ever attempt to answer. I am not so sure she did understand the conversations I was having during my teachings at all times. It is important as a teacher to have an understanding of why students are not learning the material they is being introduced. Students, who fail to understand, should not be left behind. It is the job of the teacher to be sure that students are succeeding in the classroom. There is a need for the teacher to go back over the material being taught as to help the children understand what is going on. It may also be needed for the students to be put together in a small group and taught together, sometimes in a different way than that of the whole group lessons.