Student

List the
names of
3
students
you focus
on in the
analysis

M.

Conclusions about
learning

Evidence from
assessment

Analyze the quality of

student work and draw
some conclusions about
their learning/
understanding. Make sure
to focus on your lesson
goal(s).

Use specific evidence

and quotations from
the students
assessment to
substantiate your
claims about student
learning.

M appeared more
interested in the two
sides of the conflict
than the chronological
order of events. A
week later she was not
able to come up with
the names of the
countries on either
side on her own but
when given the name
of a country, say
Serbia, she could
determine which side
it fought for.

On the exit slip,

where she was
asked to write
about the most
interesting thing
she learned that
lesson, she
wrote:
Something I
learned to
Allies/Central was
that even if the
people on their
team had people
they did not
know they still
In general, it seems to
worked
me that M has a strong
together. This
understanding of two
was an answer I
of the three goals set
expected from M
for this lesson. She
since she seemed
understands why the
most interested
Unites States entered
in the
the war. She also has a
relationships
basic understanding of
between the
the two warring sides.
Allies during the
She needs further
lesson. [4:40]
reinforcement to help
her learn the
chronological order of

Evidence
from written
feedback (if any)

[See image gallery

for Mrs. Majors
Notes on student
engagement]

According to
Mrs. Majors
observation
notes, M.
Participated a
total of 10 times
during the
discussions in
class. Her
participation
increased as the
lesson went on
and she became
more engaged in
the topic. This
increased
interest
coincided with
my switching her
seats with F.
[3:50]

What might you

do differently or
how might you
work differently
with the same
students?
List instructional
moves you could use
in the future given
the same situation.

If I were to work
with M again, I
would put more
effort into
engaging her in
the conversation
early in the
lesson. I feel that
seating her to my
right in that room
setup led to me
overlooking her
for the first part
of the lesson. It
was only when I
switched her to
my left side that I
was able to keep
an eye on her and
pull her into the
wider discussion.

events.

S.

Based on her
participation in class
and the connections
she was able to make
during the discussion, I
feel that S has fully
comprehended the
events of WWI and is
ready to take a more in
depth look into the
events. She is still very
dependent on the
chronological order of
the events. Also, she
keeps referring to
Ferdinand as the
Grand duke which may
be a problem in a
written test. However,
through observing her
during discussions, she
seems completely
aware of who he is and
his role in history as
the Heir to the throne
of Austria-Hungary.
With regard to the
lesson objectives, I
think S has fulfilled all
three of the goals and
has a solid foundation
upon which further
knowledge can be
built.

F.

Based on his
participation in class
and the discussion he
took part in, it seems

During the lesson,

S was the most
engaged student.
She participated
regularly and
made thoughtful
additions to the
discussion.
People go to war
for natural
resources.

Mrs. Majors
notes- S
participated the
most during the
lesson, a total of
16 times. Most
of her
participation
came during the
teacher directed
discussion
around the map
S was also the
and the
student who gave
textbook.
the most detailed
answer on her
exit slip.[see
image]

I noticed that Ss
enthusiasm led to
me calling on her
more than the
other students. If
I were to work
with her again I
would probably
pair her with a
student who was
more prone to
distraction (for
example, F) since
I feel that she
would keep them
on track.

The following
week, during the
literacy lesson,
she was able to
recall the main
events of the war
and offered an
almost complete
recap of the
lesson.

Fs response on
the exit slip was
the most minimal
of all the

By reviewing the
tape and looking
at my Penn
mentors

I would give F
something to do
during the lesson
to keep him on

as though F. was able

to fully engage with
the material. He was,
however, the most
disruptive influence in
the class. Im not sure
if it was due to his
relationship with the
other students or the
timing. Based on our
conversations prior to
the lesson and after, it
seemed to me that F.
was interested and
looking forward to
learning more.
However, by observing
his behavior during
class and the short
response he gave on
his exit slip it seems as
though he was not as
engaged or interested
as I initially thought.
With regard to the
lesson objectives, I am
confident that F has
firm grasp on the USs
involvement in the war
and the different
European countries
that took part. I am not
as confident in his
ability to articulate the
reasons for each
countrys involvement
or the chronological
order of events.

students. He did
expand on his
answer and the
information he
cited as most
interesting, the
assassination of
the Archduke,
was information
he had
volunteered
during the lesson.
[2:50]
He did make a
considerable
number of
personal
connections to
make, as well as
connections to
current events.
(comparing the
sinking of the
Lusitania to the
crash of flight
MH17 US
involved once it
was confirmed
there were
Americans onboard)

observation
notes, F was the
most disruptive
student in the
group. He also
participated less
during
discussion with
relevant
information.
(total of 10
times) He did
make a
considerable
number of
personal
connections to
make, as well as
connections to
current events.
(comparing the
sinking of the
Lusitania to the
crash of flight
MH17 US
involved once it
was confirmed
there were
Americans onboard)

task. Perhaps he
could be the note
taker of the class,
making it his
responsibility to
keep track of
everybodys
comments and
the main ideas of
the discussion. I
would also take
care to seat him
away from M,
since they seem
to feed off of
each others
energy.