507 TWS 6&7

1

Factor 6 and 7

Name

Department, Institutional Affiliation

Course

Instructor

Date

Factor 6

Student Progress and Advancements for Whole Groups and Entire Class

Pre- and Post-Assessment Reports

Table 1

Pre-Assessment Table

Date	Topic	Activity	Learning Goals	Assessment
Week	Pre-assessment	Pretest	1	Test answer key
1	history	Question and Answer session	2	Understanding reasons for studying history and traditions Understanding relationships between past and present
2	geography	Group discussion	3	Use of maps and globes awareness Locate places using relative terms, such as near, far, or next to Locate china, the united states, and Mexico on the map
3	civics	Individual homework	3	Understanding various roles of leaders in the community Importance of rules in the community Participate in classroom voting process
4	culture	pretest	4	Value multicultural society dimension Understand, how and why people celebrate Understand how different cultures are expressed through holidays and traditions
5	Contemporary applications	Examination	1	Recognize responsibility as a member of various groups, including school and community

Table 2

Post-Assessment Table

Date	Topic	Activity	Learning Goals	Assessment
Week in Advance	Post Assessment	Test	1	Test answer key
1	History	Question and answer session	2	Understanding reasons for studying history and traditions Understanding relationships between past and present
2	Geography	Group discussion	3	Use of maps and globes awareness Locate places using relative terms, such as near, far, or next to Locate china, the united states, and Mexico on the map
3	Civics	Individual homework	3	Understanding various roles of leaders in the community Importance of rules in community Participate in classroom voting process
4	Culture	Pretest	4	Value multicultural society dimension Understand, how and why people celebrate Understand how different cultures are expressed through holidays and traditions
5	Contemporary applications	Examination	1	Recognize responsibility as a member of various groups, including school and community

Figure 1

Graphical Representation of Student Performance and Progress

Table 3

Student Mean Performance

Learning Duration	Student Mean Performances
Day 1	37
Day 2	45
Day 3	58
Day 4	72
Day 5	85

Summary of What the Graphs Say about the Student

Assessment frames learning, creates learning activity, and orients all aspects of the knowledge acquisition process. Nonetheless, it attempts to introduce more realistic and meaningful tasks, providing broader and reliable indicators of student achievement. Several positive effects on learning have been identified and students strongly support new methods of assessment. Problems inevitably arise, since the level playing field of the exam room remains unchallenged and should be replaced with new means of establishing fairness, reliability, and validity, by embracing innovative assessment (Jung, 2011). During the start of a learning period, a greater percentage of students depict poor awareness concerning the learning process henceforth portraying low knowledge of concepts and contents being taught, as illustrated by the graph in figure 1. This translated to a low mean grade of 37, through the assessment of the test evident in table 3. However, the grades gradually improved from a mean of 37 to 85, resulting from merging assets from, the instructional strategies, leading to an improved academic rationale, ability to grasp and reason information given, improving the learning process.

Through a series of coordinated learning methods, the students learning abilities and performances were gradually improved. Although challenging considering the classroom as a dynamic environment, bringing together students from different cultural backgrounds with different abilities and personalities, it is important to implement creative and innovative teaching strategies to meet student individual needs. One size fits all solutions to teaching challenges are scarce, to inspire students learning it is imperative to embrace different teaching techniques. To start with I employed visualization, intending to bring dull academic concepts to life, assisting my students to understand how these concepts apply in the real world. Nevertheless, cooperative learning came in handy, by encouraging students of different abilities to work together in small group activities, enabling them to verbally express themselves and respond to each other I was able to assist the building their self-confidence, and advance their critical thinking skills (McDowell, 1995). Posing thought-provoking questions that inspired my students to reason by themselves, becoming more independent learners, was one of the ways I used to adopt an inquiry-based instruction model of teaching. Further, I encouraged students to ask questions, and investigate their ideas, to develop accurate problem-solving skills, gaining deeper insights into academic problems, however, insights were subjective, encouraging students to express their unique views, even though they are nonprogressive. To negate this, I employed a behavior management structure, through this strategy instructor gain students' respect, ensuring students have an equal chance of reaching their full potential. Combining discipline and reward is an effective way to administer behavior control, allowing you to mold students' values, focus and, instill the right competencies. For this to be visual, I introduced an interactive reward chart with students represented by a name. Each student moved up or down the chart concerning the behavior exhibited. To accommodate the difference in student learning abilities, adoption of the differentiation technique was inevitable, tasks were allocated based on students’ abilities to ensure no one was left behind. Students with higher academic capabilities were stretched and those of whom were slow received appropriate support, assigning tasks of different complexity to different groups was one way this strategy was accomplished. To accelerate the learning process, technology had to play a role, especially since digital media is all around young people in the 21st century, it was a great way to actively engage students. Using an interactive whiteboard to display images and videos helps students visualize and internalize new academic concepts. Mobile phones with applications such as google proved useful, allowing students to research their random ideas, mounting self-sufficiency. Some of these strategies implemented were in consequence of teacher professional development programs attended, that enhanced my skills, impacting teaching and learning in my class. Such events are paramount for educators to gain inspiration from other teachers and academicians, topics considered encompassed, new educational technologies, online learning, augmented and virtual reality, equity and inclusion, digital citizenship, socio emotional learning online safety training, and accessing online teaching assistants.

Subgroups

Identifying and explaining why I selected this group

The study group my work focused on about intellectual delivery strategies was the over-achievers. while a majority of educational programs focus on engaging the at-risk learner population, high performers often feel left out, it is equally important to recognize and address the needs of those students who are overachievers. From this angle, irrespective of learning capabilities all students must acquire full access to resources, and use these resources to be at their peak best, in this case, meet the learning objectives of the social studies class. Non the less this does not suggest that underachievers be left behind since each student needs to learn and the mean will be affected. However, understanding how to focus on high-performing students, and their aptitudes, has a significant effect and possesses a ripple effect, affecting positively the class as a whole (Macdougall et al., 2017). For instance, flipping your classroom, and challenging the traditional approach to learning to inspire overachievers by providing prerecorded lectures followed by in-class exercises, allows you to create time for needier students. In 2012 the flipped learning network in collaboration with Classroom Window reported data from a survey of 453 flipped educators, with an 80% reported improvement in student attitude after employing this approach. On the other hand, it is possible to deploy high-performing students as your teachers by introducing a buddy system between them and underachievers, so that they can teach them what they learn, improving the overall mean. To maximize the process of information acquisition I have decided to focus my attention on achievers, this is because with the right strategies they can benefit the classroom as a whole

Table 4

Overachievers Mean Performance Over Time

Learning Time frame	Overachievers’ Mean Performance
Day 1	59
Day 2	67
Day 3	75
Day 4	84
Day 5	96

Figure 2

Graphical Illustration

Explanation and summary of the graph

Figure 2 designates the step-by-step intellectual development of overachievers, whereby as exhibited in the graph they start their process at a mean of 59, above average, higher as compared to the rest of the class including medium performers and underachievers. Through these tools, it was clear to me that high-performing students had a higher aptitude compared with the rest of the class (Smith, 2007). Henceforth, based on this knowledge I was able to design strategies tailor-made to affect these students accelerating their learning process. To place matters into perspective I was able to group these students and offer them independent learning projects, permitting them to inquire about the topic more deeply and discuss among themselves till they arrived at a satisfactory answer. Through these projects I encouraged or rather strived to instill self-assessment, helping them reflect on what they had learned, so that they could see their progress and own it, over criteria lists, anecdotal records, and self-evaluation.

Individuals

· Select 2 individuals that performed differently (use pre and post- test to show examples of children’s work

· Explain how these 2 students learn and site differences

· Use pre- and post-test

· Draw conclusions

· NEED 4 chats and student work example (This is missing ) (REVISION#1-)

Individuals

Two individuals who depicted a peculiar learning pattern were Simon and Joseph. According to the test at the beginning of the assessment, they both belonged in the poor performer's group, scoring a 39 and a 43 respectively. However, upon closer evaluation, it was concluded that the low performance was not a result of low aptitude. Joseph was from an emigrant family that moved here recently, so he had not yet assimilated and grasped the English language, furthermore at home his parents communicated in a foreign language (Purwanti & Vania, 2021). To solve his case, I introduced a shot after school program to help him improve his communication, furthermore, I engaged his parents to ensure they communicated in English at home. For Joseph, he was generally slow in learning however he possessed a great memory and ability to understand, to assist him to improve I took the time to explain matters deeply, with time he was able to grasp fundamentals. At the end of the assessment he Simon and Joseph scored 78 and 84 respectively.

Factor 7

This section reflects on student learning and teacher instruction. It has 3 sections in which to focus upon in providing your response.

· Select learning goal your student was most successful

Provide 2 reasons for student success (align with goals, instruction and assessment)

· Select learning goal in which your student was least successful

Provide 2 reasons for the lack of success (align with goals, instruction and assessment) (REVISION# 2) check below

· Reflect on possible professional develop

Identify 2 professional learning goals you learned during lesson…..Discuss 2 steps you will take to improve performance (REVISION# 3)

Factor 7

The students were most successful in accomplishing learning goal 2, which aimed at understanding different American cultures and their importance at community levels. There are various reasons why they were successful in meeting this goal. The students, for instance, were assessed using different techniques, which increased their understanding of the mistakes and accomplishments that they made. Utilizing a formative assessment method that involved following up student progress and delivering feedback expanded their capacity to accomplish such goals. Additionally they were successful since they engaged in self-directed learning activities, in which they participated in the process of reading and seeking individual support from teachers and parents.

The students were, however, least successful in accomplishing learning goal 2,

Select learning goal your student was least successful…Provide 2 reasons for student success (align with goals, instruction and assessment) (This needs to be revise because Goal 2 can’t be least and most successful..choose another goal) (REVISION #2)

which focused on improving their language literacy using their first languages. One possible reason for their poor performance is that some students were not conversant with the English language as a tool for delivering instructions. Additionally, they had not mastered many English vocabularies that would enable them to gather knowledge in different subjects. Furthermore, using the same pace to teach both low and high achievers might have contributed to this failure.

To address the aforementioned concerns, it is important to implement a differentiated instructional procedure. This strategy aims at providing learning content using different methods and channels, such as teacher-centered and student-centered learning. Moreover, the students should utilize different learning materials based on their preferences and learning capabilities. These may include charts, books, tablets, and PowerPoint presentation. Finally, it is important for the school to collaborate with parents and community members and determine the most appropriate models for optimizing student learning outcomes.

Where is this area and Section of the assignment…. THIS IS MISSING (REVISION #3)

· Reflect on possible professional develop

Identify 2 professional learning goals you learned during lesson

Discuss 2 steps you will take to improve performance

References

Jung, H. W. (2011). Process attribute rating and sensitivity analysis in process assessment.

Journal of Software: Evolution and Process, 24(4), 401–419.

Macdougall, C., Epstein, M., & Highet, L. (2017). Continuing professional development: putting the learner back at the center. Archives of Disease in Childhood - Education & Practice Edition, 102(5), 249–253.

McDowell, L. (1995). The Impact of Innovative Assessment on Student Learning. Innovations in Education and Training International, 32(4), 302–313.

Purwanti, E., & Vania, G. (2021). Classroom management: Applying appropriate strategies to enhance effective teaching. Journal of Foreign Language Teaching and Learning, 6(1).

Smith, E. (2007). Considering the experiences of ‘underachieving’ and ‘overachieving’ students. International Journal of Research & Method in Education, 30(1), 19–32.

Series 1 Day 1 Day 2 Day 3 Day 4 Day 5 Series 2 Day 1 Day 2 Day 3 Day 4 Day 5 Series 3 Day 1 Day 2 Day 3 Day 4 Day 5 37 45 58 72 85

Series 1 Day 1 Day 2 Day 3 Day 4 Day 5 Series 2 Day 1 Day 2 Day 3 Day 4 Day 5 Series 3 Day 1 Day 2 Day 3 Day 4 Day 5 59 67 75 84 96