Haley Wilson Haley Wilson Educ 329 TWS #6 Data on Whole Class The table below shows the

data I collected before, during, and after my Showcase Lesson. The objective of this lesson was: After reading Good Morning, Africa!, the students will be able to identify natural resources, schools, communities, and other important facts about Africa by writing at least 5 facts on each chart. Student Number PreAssessment-did they recall a fact Yes Yes Yes During Assessmentwere they working in groups together Yes Yes Yes Yes PostAssessment

1 2 3 4 High Student 5 6 7 8 Low Student 9 10 11 12 13 14 15 Average Student 16 17 18 19 20

100 100 100 100

Yes Yes Did not recall fact Yes

Yes Yes Yes Yes Yes Yes-Very good Leader Yes No-Not a good leader No Yes Yes

100 100 100 100 100 100 100 100 100 100 100

Yes Yes Yes

Yes Yes Did not recall fact Did not recall fact Yes Did not recall fact

Home Office for Behavior Yes 100 Yes Yes 100 100

Haley Wilson 21 22 23 24 Yes Yes Yes Yes Yes Yes Yes Yes 100 100 100 100

The data in the table above represents the scores or check list from my pre, during, and post assessments. For the pre-assessment, I gave each student a chance to recall a fact about Africa. If they did not want to recall a fact, or didnt remember one, I gave them a no. It was a checklist to see who remembered a fact about Africa from the previous lesson. The post assessment was graded based off the charts that each group made. The charts were graded off whether they had pictures and five facts listed out. For this assessment, students were working in groups to accommodate the students who couldnt have done this on their own. Each group was assigned a group leader to manage the flow of their group. The four group leaders were some of the highest achieving students in the class. Results on Three Individuals Students When I examined the data for my low-achieving student, the pre-assessment showed that she was able to recall a fact about Africa. During the lesson, the student paid attention and attempted to work on the poster with her group. The group leader and this particular child didnt get along very well, and this caused some arguing in the group. This student did contribute to the work of her poster. The post-assessment showed that this student was able to contribute to the groups poster. Mostly, this student is not working in class and does not follow along with the teacher, although she really surprised me during the group time. She put in effort towards her group, and tried her best to work well with others. While this student tried her best, naturally she gets off track and had to be reminded to get back to work within her group. When I examined the data for my middle-level student, the pre-assessment showed that she was able to recall a fact about Africa. Normally, she is really quite, but since I asked every student to answer the question, she did recall a fact about the previous lesson. During the lesson, the student worked in her group. She is normally quiet so during the group work she was quiet as well. She did help her group write on the poster, and offered to glue down pictures. The post-assessment showed she was able to work well within the group. She got along with everyone in the group and contributed. When I examined the data for my high-achieving student, the pre-assessment showed that this student was able to recall multiple facts about Africa. During the lesson, the student was actually a team leader and assigned each of her other team members a position within the group. She had each task organized by who was doing what within the group. She assigned people to write the facts on the chart, and let her group members take turns gluing. The post-assessment showed that this student was able to step up and be a leader within the class. She helped get her group get started on their poster, and assigned roles for each member of her group.

Haley Wilson

It is important to understand the learning of these particular students, because I can see how these students work in groups on this particular lesson. Also, by watching these students, I can see how they develop and learn as individual students on three different levels. It is interesting to understand how scores correlate with the ability to lead a group, because assigning groups in a particular way can help other students progress. If you understand who the best leaders are, you can spread them among the groups, and allow them to help others. Attached you will find examples of these three students post-assessments. They worked in groups to finish their posters, and each student contributed to the making of the posters. The groups that these three students were included in were the following. Schools: Neighborhoods: 13 4- High 9 24 15- Average 8- Low 25 19 22 10 1 18