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Unit of Study

Our main goal by giving the pre-assessment you see shown in the following pages was to see
where the student’s knowledge is and where we can progress their learning through our time
being there. We created our pre-assessment with questions compiled through lesson 1-5 of
chapter 15 to be able to gather data to build our leading lessons from. Once we gathered the
data we took what we saw and made our lessons accordingly. Some of our students knew the
difference between angles but not what a ray is. One of our students knew how to find the
perimeter of a missing side length and the measurements of a circle with different angle types.
On November 27, 2017, we administrated the assessment to the students in the same room.
Each student had their own space and were given the same amount of time to take the test.
Each student was given protractor that they could use throughout the assessment. I feel that
the pre- assessment and post assessment was valid. There was no way I saw if the test was
reliable but given that everyone was given the same assessment and for the most got around
the same grades.
Our main goal through our lessons:
• Can build off their prior knowledge
• Give them time to review from last lesson before gaining new material
• To give them the knowledge the need to be able to know the most about angles and
measurement
• Have it be interactive through, note sheet, activities and conversation
• Make them confident in their knowledge to teach it to their peers
• Get them all the knowledge to be able to succeed on the post assessment with no
surprises
COMPARISION IN PRE AND POST
pre-assessment post-assessment

50 41
40
30 21
19 18
20 14 16
11 13 12
10 8 9
7 6 6 6.5 6 7
10 4 3
0
1 2 3 4 5 6 7 8 9 10

COMPARISION OF PRE, POST AND


UNDERSTANDING WS
pre-assessment post-assessment understanding worksheet

100
79
80
60 41
37.5 32 36
40 26 24 28
22 19 18 21
14 12 13 12 14 16
20 4 7 3 6 6 11 6.5 10 6 7 8 9
0
1 2 3 4 5 6 7 8 9 10

Overall Reflection
When starting the Lincoln project, it seemed so overwhelming and I had a lot of stress
that I was going to fail with teaching my students, and that they were going to end up being
more confused through my teaching. After the pre-assessment, and after looking at the data
that we had obtained, it seemed to feel more manageable because we could see exactly where
our students understanding was. Writing the lesson plans, I looked at their book that they use,
and it gave me a foundation of where to start my lesson. I wanted to have guided notes for the
students to follow along and on the top of the page it gave them clues on things that could get
lost on. My main goal through all my lessons, were that they were fun and interesting to my
students so that they enjoyed coming with me from their main class.
When preparing for the first lesson my partner and I decided that we were going to split
up our big group into two small groups. After the first lesson, I was very lost and worried about
the lessons to come. But after reflecting on my lesson and what I could have improved on, I felt
reassured that I could do better. Throughout all the lessons, I always reflected on what I could
have done better and what other activities I could add on. I found that my students were more
engaged when there were games and other activities besides the note sheets. I had to be
prepared for a lesson to go quickly or slowly, so I always had a backup plan in case activities
when fast.
I learned a lot about myself throughout my time at Lincoln Elementary. Mostly, I learned
about myself as a future teacher and how I can reach all the students that will be in my class. I
learned that it is okay to improvise outside of the lesson plan prepared for the day. I thought it
was such a great experience to be able to create a pre-test, and lessons based off the result,
and seeing the how much the lessons taught them based on the post assessment scores. I think
that this experience was such a great one and will take what I experienced and learned teaching
a group of 4th graders through the rest of my schooling, and into my teaching career. I loved my
experience at Lincoln and the experiences that I had and the students I could teach.
When teaching my five students it seemed like everyone got it but this one boy who
seemed more to clunk than click. I spent more time explaining the concepts to him more than
the others. When we were doing one on one the rest of the group was teaching each other
about what they understanding and what they still need help on.
Over all this was such a meaningful and great experience, I would not change any
challenging concepts or easy one.

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