TWS Section 5: Analysis of Student LearningShowcase lesson (LO

4.1 & 4.2) (APS

3 & 7)

TWS Standard
The teacher uses assessment data to profile student learning and communicate information about
student progress and achievement.
Task
Analyze your assessment data, including pre/during/post assessment data summary (formative) to
determine students progress related to the lesson objective(s) got your "showcase" lesson. Use visual
representations and narrative to communicate the performance of the whole class and three (3) individual
students (one low, one average, and one high performer). Conclusions drawn from this analysis should be
provided in the Reflection, Self-Evaluation, and Professional Development section.
Prompt
In this section, you will analyze data to explain progress and achievement toward "showcase" lesson
objective(s) demonstrated by your whole class and then focus on three (3) individual students (one low,
one average, and one high performer). Suggested Page Length: 2-3 pages + charts and student work
examples
Whole class. To analyze the progress of your whole class, create a table that shows pre- and postassessment data on every student on each lesson objective(s). Then, create a graphic summary that shows
the extent to which your students made progress (from pre- to post-) toward the learning criterion that you
identified for each "showcase" lesson objective(s). (These assessments should be identified in your
"Assessment Plan" section). Summarize what the graph tells you about your students' learning in this
lesson (i.e., the number of students met the criterion).
This section should provide an analysis of your student assessment data relative to student learning and
meeting the objectives of the showcase lesson. Section should include the following:
Assessment Results Whole Class:
Data table with pre- (if applicable) and post scores (for individual students) and summarize data
to include average.
The use of a clear and accurate graphic to supplement your discussion (i.e., table, graph, bar
chart, picture of student pre/post performance, copy of KWL-pre/post).
Individuals. Select three students that demonstrated different levels of performance. Explain why it is
important to understand the learning of these particular students. Use pre-, during, and post-assessment
data with examples of the students work to draw conclusions about the extent to which these students
attained the lesson objectives. Graphic representations are not necessary for this subsection. Note: You
will provide possible reasons for why your students learned (or did not learn) in the next section,
Reflection, Self-Evaluation, and Professional Development.
This section should report the results of 3 Individual Students Performance (one low, one average, and
one high performer). Section should include the following:
An analysis and discussion of the impact of instruction on student learning in meeting all lesson
objectives should be provided. This is your results section. Discussion should include:
An objective analysis of 3 students performance relative to achievement of selected
lesson objective(s) (quantitative data) (e.g. percentage of responses correct, # of items on
a KWL, percentage of students mastering skills on a checklist, etc.);

An objective analysis of 3 students performance relative to achievement of selected

lesson objective(s) (qualitative information) (i.e., class/individual dispositions or attitudes
toward the content, participation/effort, factors associated with instructional space, etc.).

What were your findings? Insert or attach chart and student work examples as separate attachments.

Safety Equipment

100
90
80
70
60
Score they
50
recieved
40
30
20
10
0

Pre assessment
Post Assessment

Students Name

Reflect on the analysis of student performance. An analysis and discussion of the impact of instruction
on student learning in meeting all lesson objectives should be provided. This is your results section.
Discussion should include:
An objective analysis of 3 students performance relative to achievement of selected
lesson objective(s) (quantitative data) (e.g. percentage of responses correct, # of items on
a KWL, percentage of students mastering skills on a checklist, etc.);
Student B: Pre 25% Post 100%
Student H: Pre- 25% Post- 50%
Student L: Pre- 50% Post- 50%

Whole group:
Overall, the students were all actively engaged and paying attention, answering questions when
asked. The lesson objective: The students will be able to identify safety equipment such as goggles,

gloves, aprons and sinks and know how to utilize them with 80% accuracy, was almost achieved
fully. The students really seemed to enjoy the lesson and really enjoyed getting to wear the
equipment. I feel like the students that were chosen to answer questions really engaged in the
lesson more and in fact helped their test scores. I feel like every student improved, regardless of

the post assessment. I know this because, after I graded the post test, I went around and asked the
students that seemed to have difficulty, which piece of equipment went where. The students that
answered this wrong on the test answered correctly orally. Yes, some of my students perform
better orally and this really let me know that. Every student was able to answer questions
regarding the lesson correctly. If the students did not understand something, they quickly asked
me and I quickly reviewed. The average pretest score was a 55%, the average post score was a
78% that takes students from failing to passing. Those scores allowed me to see that the students
understood the material better than when I started. I had my objective set to where students
should know the material with 80% accuracy, the average student was lacking just a few points
which is very positive. This also shows that the material should be reviewed a few more times,
before the students enter the classroom science lab.

An objective analysis of 3 students performance relative to achievement of selected

lesson objective(s) (qualitative information) (i.e., class/individual dispositions or attitudes
toward the content, participation/effort, factors associated with instructional space, etc.).

Student B Her score went up so much because she was my student helper, she was actively
engaged the whole time, answering questions and paying attention. She was very interested
in the content and really tried her best. I feel like giving her the control allowed her to
succeed more. The students were supposed to learn how to properly use the safety
equipment and she exceeded the expectations.
Student H- His score went up but only by one question, I feel like he would have done better
had he known how to take the test. He was not as engaged, but paid attention. In my
opinion he did not put forth his full effort. I feel as if he understood the material, and knew
where the safety equipment went when he was asked to put it on but had a difficult time
with the test.
Student L This student was actively engaged the whole time but did not want to put on the
safety equipment and wanted to play around. If I would have dwelled on his behavior and
made him answer more questions, I feel as if his pre and post would have differed. Instead,
I made him wear the safety equipment but, I did not make sure that he understood. I feel
like it would have also gone better had I shown an explanation of the test.

Three (3) Individual Student reflective discussion should include:

Identify and describe the student that was most successful. Provide two or more possible reasons for this
success. Consider your objectives, instruction, and assessment along with student characteristics and other
contextual factors under your control.
Student B was the most successful in the lesson, she was very engaged and listening to
everything I said, answering questions and really paying attention. I think that putting her
in the spotlight as my helper really made her feel needed and to help her connect with the
lesson. Her medical condition makes her do a lot in her head that is unrelated to school
and giving her the control of being in the spot light really helped with her performance.
Identify and describe the student that was least successful. Provide two or more possible reasons for this
lack of success. Consider your objectives, instruction, and assessment along with student characteristics
and other contextual factors under your control. Discuss what you could do differently or better in the

future to improve your students performance.

The student that was least successful was student H, I feel like he understood what was
going on in the class but had a hard time with the assessment, he may have not as been
engaged as the other students. He tends to be kept to himself and does not like to be given
directions, he is one of the students that is graduating this year, and can often not work to
his full potential. His pre assessment was a 25 and his post assessment was a 50, yes this
was an improvement but not as great as it should have been.
Identify and describe the student that was about average in performance. Provide two or more possible
reasons for this success. Consider your objectives, instruction, and assessment along with student
characteristics and other contextual factors under your control. Discuss what you could do differently or
better in the future to improve your students performance.
Student L was the student that was average, he had no raise in his performance but was
actively engaged and answering when called on. He also has a difficult time taking tests
but really enjoyed the lesson. I feel like if I could have orally given him the assessment, he
would have made a 100. In the future, I would allow myself time to make sure that the
students understood the test and how to take it, even administer it orally.

Think of a time during your lesson when a students learning or response caused you to modify your
original design for instruction. (The resulting modification may affect other students as well.) Cite
specific evidence to support your answers to the following:
- Describe the students learning or response that caused you to rethink your plans. The students
learning or response may come from a pre, during, or post planned assessment or another
source.
- Describe what you did next and explain why you thought this would improve student progress
toward the lesson objective(s).
When asking questions and reviewing my lesson, the students were not getting the safety equipment
correctly. After they took completed the hand washing activity, I was going to finish the lesson. I
made sure that I reviewed my lesson twice making sure that every student was answering and
attending to the safety equipment. Overall, I think that this was a good lesson and that it was on my
students level, they were able to understand

TWS Section 6: Lesson Reflections

First lesson: ELA
For my first lesson ever teaching, I taught ELA to the yellow reading group, we focused
on the book, The Big Cat. This reading group is the group that is in the middle and is very
energetic about reading and learning in general. I taught this lesson beginning on Monday and
ending on Friday. On Monday I was very nervous, speeding through the reading, not pacing
myself at all. As the week went on, I became more comfortable. By Thursday, when Dr.
OConnor came to observe, I felt very confident in my teaching. I knew that the material I was
teaching the students understood. They were spouting off information about the book faster than
I could write it down. I began to worry though because I had not planned any critical thinking, I
just planned to what Mrs. White told me. The students knew all of the information and needed
more. For future lessons, I will ask about other animals, I will have students look at the
beginning sounds instead of just the pictures; I will have students teach me the sign language for
the words that they know.
I also handled their spelling words for the week, we practiced these daily in shaving
cream. The next time that I do this lesson, if I choose to do shaving cream, I would have the
students practice writing the words on paper and then practice in the shaving cream. The shaving
cream proved to be very distracting and I was unsure if the students were actually learning their
words. By the end of the week, I had changed my teaching method and realized that they knew
their words. To make the students dig deeper, next time I will review previous spelling words,
combined with their new words. At the end of the week, I knew that I had done a good job
teaching because they passed both their reading and spelling assessments. That in itself was a
great reward.
The students were actively engaged and listening the whole time. They had no behavior
problems. I chose not to use technology in my lesson because of the other materials that I chose
to use. I wrote key points from the book on a whiteboard for the students, this was a difficult task
because, for me I was writing right but for the students the writing was upside down. That was a
quick fix and I kept on moving. The material was very straightforward and easily relatable to the
students, we made text to real life connections about themselves and the cat, and the different
things that the cat did in the story.
Second Lesson: EEDA/SSCA
For this lesson, Mrs. White and I co-taught for the week. This was very interesting because I was
unsure of what to expect or how well the lesson would take. On Monday, Tuesday, Thursday,
and Friday we showed the students the proper behaviors for talking to adults. We focused on
greeting each other, eye contact, positioning, and giving and taking within a conversation. I
started the lesson, and reviewed the information from the day before while Mrs. White asked the
students questions and questioned them as to whether we were having the right kind of
conversation. Every day, we had students come to the front of the room and practice what we
were teaching. The students loved seeing us act silly and being a part of a normal conversation.
By the end of the week, students were raising their hands more, waiting to be called on and really
grasping what we had been teaching. Next time, I would make sure to follow through with all of
the students, and everyday make sure they were following these rules. Co-teaching with Mrs.
White went really well because she knows her students better than anyone else. Having her coteach with me helped me to connect with the students better. She knows exactly how to ask them

questions in way that they understand. I really understand that you have to be very basic and ask
one step questions. They cannot be in depth for these learners. For this lesson, we talked about
what needed to be covered during the lesson and how we were going to do this. We then talked
about the expectations of each other and what I needed help with. She was very understanding, in
helping me get through to the kids. Overall this lesson went very well, on Friday I gave interest
inventory surveys and took down data of everything that we had learned. With the exception of
two, everyone did a great job implementing what they had learned.
Lesson #3 - Math Lesson
During this lesson, the students created either a touch point book or cards, depending on their
skill level. They were given templates and then as a class we went through the numbers and they
glued pumpkin seeds and rubber bands as touch points on to each number. The pumpkin seeds
were perfect but some of the rubber bands did not fit around all of the pumpkin seeds. The
students were all engaged and entertained with gluing their touch points. This lesson went well
overall except, at the end the students had trouble using their new touch points to add numbers.
All of the students correctly counted their touch points with little to no difficulty. The activity
was straightforward with the expectations laid out clearly. If I could change anything, I would
have made the numbers on the purple groups worksheet bigger and I would have had an actual
activity for the white group. The only that I had for this was developmentally appropriate but
they were bored because they only counted their touch points over and over again. I would have
also started with a story that told the students where the pumpkin seeds came from. This would
have brought the lesson to life, and help them make a connection to fall or Halloween. Everyone
was on task the whole time and really enjoyed the lesson. I would do this lesson again at a
smaller scale to really individualize on the lesson.
Lesson 4 Showcase Science Lesson

Of the five lessons, this one was my best lesson; the students were actively engaged the
whole time and really enjoyed everything that we were doing. We started this lesson by taking a
pre- test of the safety equipment; this allowed me to evaluate the students. We then reviewed the
science rules on the PowerPoint and discovered the different safety equipment. As I talked about
each item, I put this item on, and then the students followed and also put it on. I feel like
including them in this brought the material to life and they understood where each piece was
supposed to go and why it was supposed to go there. We reviewed each piece and then took our
gloves off and had yucky germs put on our hands. The students were then required to properly
use the sink and wash their hands. We went back to the front of the room and looked at how dirty
our aprons were but how clean our clothes stayed, which allowed them to make a connection on
why we wear aprons. They then went back to their seats and took a post test. The students all
improved and were confident in the material. If I could redo this lesson, I do not think that I
would change anything. This lesson went very well and the students were engaged the whole
time. Every student had the opportunity to put on the safety equipment and learn why we do this.
The students are preparing to go into the lab and this was one of the sequences of lessons, they
needed to learn the rules, about the equipment, review and then continue on. This lesson will be
reviewed again several times before the students can go into the lab.

Lesson 5 Sequencing Naughty Parents

This lesson went very well and the students did exceptionally well. I started the lesson by
reading Naughty Parents; there were several things that the parents did that were naughty. After
each event, we stopped and talked about what the parents did. After we finished the book, I
opened a power point and we went through the different things that the parents did and I asked
the students what happened and first, next, and so on. We also sequenced the six different
pictures on the board. I think told the students to go back to their desks and cut apart the six
pictures and glue them in order. The students did very well at listening to what happened in the
story and putting them in order. Some students were not as engaged as others, which made it
difficult at times. I feel like having the material displayed on different mediums really helped
with the comprehension of the whole story. This also reiterated the story several times. If I could
redo this lesson, I would have the students do the independent work first and wait to glue until
after we reviewed the material. I would not review the material as much as I did before I let them
do their independent work. This lesson was very logical and easily summarized to the students;
there was no difficulty in figuring out the expectations. The ones that were not as engaged, I reengaged by having them come up and put the pictures in the correct sequence or answer
questions that needed to be answered. I feel as if I treated everyone fairly, they all had a chance
to come to the board and or answer a question depending on what they felt comfortable doing.
Reflection on possibilities for Professional Development. Describe at least two professional
development goals that emerged from your insights and experiences with the TWS. Identify two specific
steps you will take to improve your performance in the areas you identified.
1. I will continue to learn about the different learning styles to make sure that I teach to those
different styles that are in my classroom so that my students can thrive.
2. I will increase student use of technology for learning in my classroom, the technology

is growing and I should have more lessons engaging in technology.