IMPACT ON STUDENT LEARNING

EDE 4944 Impact on Student Learning 2016

*All responses to each criterion are displayed in black beneath explanations of each section.
Blog posts can be found on Artigas.weebly.com/intern-experiences.
Criterion # 1: Introduction- Connecting theory and practice (5 points).
Description: Interns will be engage in reflection on context and present a rationale that demonstrates an area of
professional growth that will support student learning (FEAP 5a).
Interns will provide a short introduction to context that includes:

Standard and learning objective

Why the task is important to student learning in your classroom/school context (School improvement plan,
grade level goals, CT and intern PD goals).

-Standard: MAFS.3.MD.3.5: Recognize area as an attribute of plane figures and understand

concepts of area measurement
a. A square with side length 1 unit, called a unit square, is said to have one square unit
of area and can be used to measure area.
b. A plane figure, which can be covered without gaps or overlaps by n unit squares is said to
have an area of n square units.
MAFS.3. MD.3.6: Measure areas by counting unit squares (square cm. square m, square in,
square ft, and improvised units)
-Learning Objective: Given a word problem to solve, SWBAT identify area, define area, and use
square tiles to measure the area of the object given in the problem.
-Why is this task important?:
This task is important because it is the first time students are being introduced to area and
perimeter. This third grade standard is very in depth and vocabulary heavy because it
emphasizes the importance of differentiating between area and perimeter. Across the grade level,
students learn area for 2D shapes because they move on to area of 3D shapes in higher grades.
This is why there is a strong push for students to not use the words inside and outside when
discussing perimeter and area, but instead use words such as around and cover, as provided
by the district plans and the math improvement plan for third grade. My personal goal, and goal
created with my CT was to have students be able to make the connection to arrays and
multiplication through HOT questions and class discussions.
In addition, intern will provide a rationale for the teaching strategy implemented:
Name the teaching strategy (ie: mathematical practice, inquiry based science, etc.) that will be
implemented in the connected lesson.
Explain the teaching strategy and cite relevant literature
State why the strategy and standard chosen are important for student learning and their own professional
growth.

-Rationale: This objective is being taught to help student identify differences between area and
perimeter.

IMPACT ON STUDENT LEARNING

The lesson prior to this lesson covers the identification and measurement of perimeter. Students
can make connections with what they have learned in order to solve for the area.
This lesson is being taught in this way, using models/square tiles, to give students a concrete
example to what area is and what a square unit is before introducing students to formulas with
multiplication
(length x width = area)
It is important for students to learn this concept in order to further their knowledge of algebraic
thinking
Students can have difficulties separating area and perimeter because these two concepts are often
taught together. It is important to utilize physical models and emphasize vocabulary of these two
concepts separately for students to understand them as their own concepts. Connecting to
multiplication, arrays, and the knowledge of rows and columns emphasizes what area is
measuring by relating back to concepts that they have already learned. (Van de Walle, 2016)
Pre-assessment data shows that even though all students have a basic knowledge of
measurement, multiplication, and repeated addition, students do not know the vocabulary that
belongs with it. None of the students were able to correctly identify the area and perimeter
vocabulary, which is why the SMP being focused on is #6, attention to precision. With attention
to vocabulary students will be able to correctly identify and measure area and perimeter.
Criterion #2: Assessment- Focus on data collection and analysis (20 points)

Description: To complete this criterion, interns will share artifacts and answer the following questions.

Identify the standard and learning objectives targeted in the assessment and the connected lessons.
Artifact: Share Formative/Summative Assessment Tool.
Artifact: Create and share chart/graph of student results from formative assessment administered before
connected lessons (Feap 4f). Please use initials or otherwise protect student identity
Reflection questions
1. How is the assessment tool appropriate to determine student learning needs and aligned with the learning
objective? Intern will make explicit connections between the standard and assessment. For example if the
standard says students will be able to identify shapes-- what question did you ask in the assessment that is
aligned with that part of the standard? (FEAP1d, FEAP 4b)
2. What do students know and what are they able to do? Intern will name explicit objectives, skills etc
related to the standards and identify student current understanding (strengths and areas of need).
(FEAP1d, FEAP 4b)
3. How will you differentiate this lesson based on student need? (FEAP 3c),
4. Explain the ways the assessment selected will/could meet the needs of ELLS (ESOL 5.1)

-Standard: MAFS.3.MD.3.5: Recognize area as an attribute of plane figures and understand

concepts of area measurement
a. A square with side length 1 unit, called a unit square, is said to have one square unit
of area and can be used to measure area.
b. A plane figure, which can be covered without gaps or overlaps by n unit squares is said to
have an area of n square units.

IMPACT ON STUDENT LEARNING

MAFS.3. MD.3.6: Measure areas by counting unit squares (square cm. square m, square in,
square ft, and improvised units)
-Learning Objective: Given a word problem to solve, SWBAT identify area, define area, and use
square tiles to measure the area of the object given in the problem.
The goal of this assessment was to assess students in the areas of measurement, repeated
addition, multiplication, and vocabulary in regards to area and perimeter. Assessing prior
knowledge of repeated addition, multiplication, and measurement allows us to get a better idea of
where we can start when teaching area, since area builds on these concepts.
-Artifacts and Reflection:
The formative assessment tool was a Show What You Know worksheet from the students Go
Math! textbook. Details of this pre-assessment as well as results from that assessment can be
found below and also in my blog post titled Analyzing Formative Assessment Data. In this
section, the reflection is explained beneath the chart displaying the formative assessment data for
each student
Pre-Assessment:
The formative assessment tool for this semesters connected lesson is a "Show What You
Know" pre-assessment from the students Go Math! textbook. This pre-assessment was given to
students prior to beginning lessons on perimeter and area. The answer key to the assessment is
shown below:

Results of each students data can be found in the chart below. In the chart you will find the
students total percentage of correct answers, if they can measure, if they can multiply, and if they
have any basic knowledge of perimeter and area.

IMPACT ON STUDENT LEARNING

Since this pre-assessment is directly from the students text book, it directly aligns with
their previous and future math lessons, meaning that the assessment gives authentic results
related to what they should already know and projecting the things that they will learn in the
future. When organizing this data into the chart, the categories of measurement and
multiplication were selected based on concepts that the students have already learned. Seeing
that all students understand measurement and multiplication, they are prepared for more in depth
concepts. The columns on area and perimeter were selected because that is the focus of the next
unit. There were only three students who had any knowledge of perimeter, while no students had
knowledge about area. This information shows that when creating a lesson, basic explanation
and exploration of area and perimeter concepts are needed because students have had no
previous experience with either.
Students will be introduced to perimeter first, and then area. This helps scaffold the
concepts of measurement as students move into more abstract content from perimeter to area.
For differentiation purposes, students who need additional support can use manipulatives while
measuring, if needed. Additional one-on-one support is also given during daily independent
work time. For enrichment, students will be given irregular polygons to measure rather than
simple rectangles. This concept is introduced in future units as well. Although there are no
ELL's in this group of students, this pre-assessment is useful for ELL students because it uses a
lot of visual representations rather than reading word problems. However, the back of the
worksheet is strictly vocabulary, which could be difficult for an ELL student. If this assessment
was given to an ELL student, visual representations could be made to represent words in the
venn diagram activity that way the student could demonstrate their knowledge in this way as
well.
-The summative assessment tool was a journal question given at the end of this lesson, shown
below. Results from the test at the end of the unit as well as differentiated group work were also
graded and taken into account.

IMPACT ON STUDENT LEARNING

Criterion #3: Connected Lessons: Using Data to Drive Instruction (15 points)
Description: Interns will present lesson plans that are highlighted based on formative data collection, ongoing
assessment during instruction, and analysis of student work/video/peer discussion between lesson one and lesson
two. Interns will answer questions to demonstrate the ways they used assessment data and student response to drive
their instruction.

Artifact: Two connected step-by step lesson plans (highlighted)

Interns will:
1. Highlight day one of the lesson plan to demonstrate the ways they used the formative assessment to plan
instruction. Explain how you used the formative assessment to plan instruction and why your instructional
decisions address student learning needs (FEAP 1e)
2. Highlight day two of the lesson plan to demonstrate the ways you used your analysis of student
work/video/observation data to adapt/modify/add to the lesson plan based on student response to instruction.
Explain how you used the analysis of student work/video/observation data to drive your instruction and why
your instructional decisions address student learning needs (FEAP 3d)
3. Explain how you planned for and implemented a variety in formative assessments, and summative
assessments (including during lessons) to assess ELLs, (ESOL 5.3 )

-Artifact: The lesson plans can be found below and also in my blog post titles Connected
Lesson Plans-Teaching Area. There is a key on the top of each page that indicates the meaning
of each highlighted section as well as the response to student instruction and how the student
data was used.

IMPACT ON STUDENT LEARNING

Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards. Rarely do
teachers use just one: theyd never
get through them all.)

MAFS.3.MD.3.5: Recognize area as an attribute of plane figures and under

measurement

c. A square with side length 1 unit, called a unit square, is said to have on
be used to measure area.
d. A plane figure, which can be covered without gaps or overlaps by n unit sq
of n square units.

MAFS.3. MD.3.6: Measure areas by counting unit squares (square cm. squ
and improvised units)
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to rewrite the sentence in future tense
D: with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit within
a larger plan?
Why are you teaching it this
way?
Why is it important for students

Essential Question: What is area?

Essential Understanding; Students will begin to investigate and explore are

SMP #6: Attention to Precision: This SMP will be addressed with attention

Given a word problem to solve, SWBAT identify area, define area, and use
area of the object given in the problem.

This objective is being taught to help student identify differences between a

The lesson prior to this lesson covers the identification and measurement o
make connections with what they have learned in order to solve for the area
This lesson is being taught in this way, using models/square tiles, to give st
to what area is and what a square unit is before introducing students to form
(length x width = area)
It is important for students to learn this concept in order to further their kno
thinking

IMPACT ON STUDENT LEARNING

to learn this concept?

Evaluation Plan- How will you

know students have mastered
your objectives?
Address the following:
What formative evidence will you
use to document student learning
during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

What Content Knowledge is

necessary for a teacher to teach
this material?
What background knowledge is
necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?

What misconceptions might

students have about this
content?

Pre-assessment data shows that even though all students have a basic know
multiplication, and repeated addition, students do not know the vocabulary
of the students were able to correctly identify the area and perimeter vocab
SMP being focused on is #6, attention to precision. With attention to vocab
to correctly identify and measure area and perimeter.

When looking over the pre-assessment data results I could see that stud
understanding of perimeter or area. When introducing the concept of a
concrete as possible for the students. By providing students the opportu
mathematical manipulatives and exposing them to a variety of differen
will be able to achieve this goal.
Using the data from the pre-assessment to have pre-determined differe
activity.
Using HOT questions as formative assessment throughout the lesson.
Monitoring independent work time and observing strategies used by studen
to share their work with the class
Activity worksheets given to differentiated groups can be assessed for mast
Task cards will be given to students to differentiate instruction.
Journal Question at end of lesson is used for a grade/formative assessment.

Basic concepts of measurement

Basic knowledge of perimeter
How to estimate
-How to use tiles/cubes to measure
-How to respectfully discuss problems
-Basic measurement concepts
-How to correctly use a geoboard

-Confusion between perimeter and area

-Square tiles must be touching in order to measure area accurately

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples

-Guided Release: allowing students to discover the meaning of area through

-Demonstration/modeling through student examples shared with the class

IMPACT ON STUDENT LEARNING

include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)

-Differentiated group work

-Direct Instruction
-Partner Work
-Sharing

SMP #6: Attention to Precision: Emphasis on appropriate vocabulary use in

This SMP will be addressed through modeling of vocabulary use and encou
the vocabulary as well. Vocabulary words will also be displayed on the boa
Time
Who is
Each content area may require a different step-by-s
responsible plan is appropriate for the content taught in this les
60
(Teacher or science, you would detail the 5 Es here (Engage/En
Mins Students)?
Exploring the Idea; Explanation/Organizing the Ide
Idea; Evaluation).
Teacher

Where applicable, be sure to

address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be distributed?
Who will work together in groups
and how will you determine the
grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the room
doing? How are they supporting
students learning?
What model of co-teaching are
you using?

Both

Students

(7 Mins) Begin the lesson by activati

knowledge with perimeter.
o Begin by asking students what
Allow 1-2 students to sha
o Next, ask students how to find
Restate both the definiti
perimeter to the student
Instruct students to take out their P
Ask students the 2 review questions
o Definition of perimeter
o Solve the equation for perimet

-Present the Mrs. Carwise problem

Mrs. Carwise wants to tile her bathroom floor
many square tiles will she need to cover her bathro
Teacher

-Give students a 3x5 or 4x6 index card (the bathroo

estimate how many color tiles can fit on their floo
problem. Then, use the color tiles to see if their es
students independent work time and select students
share with the class)

Teacher

(10 Mins) Introduce the math EQ. W

Have students make an educated gu
think area is. (1-2 students.)
Provide students with the definition
standards.
Pass out a piece of graph paper to e
o On that piece of graph paper t
that has been drawn.
Inform students that we will be finin
this object.
o Explain again to students what

IMPACT ON STUDENT LEARNING

Teacher

Student

Pose the following question to stude

o How would I find the area of th
will say, by counting the squa
Explain the square units to students
finding area it is important to be pre
all of our squares are neatly put tog
requirements of SMP 6)
Find the area if the object through w
instruction.
(2-5 Mins) Ask the students if they u
found the area. (Thumbs up or down
o There will be a back-up object
draw if many of them do not u
count the square units.

-Have students explore estimating and finding the

the room, rounding to the nearest whole tile/inch/n
(Ex. Textbook, notebook, etc.)
-Students share their observations with the class an
for area(the amount of space taken up by a 2D ob
*Generating a class definition relates to the SMP, p
vocabulary and the difference between area and pe

HOT Questions:
-What strategy did you use to solve this problem?
-How can you find the area of a rectangle if you do
cover the whole shape
-How is area similar/different than perimeter?
*SMP is addressed while asking HOT questions-en
appropriate vocabulary when explaining their think

(7-10 Mins) Pass out another sheet o

the students. This graphing paper is
bold line. Students will be using this
graphing paper to solve 2 math prob
o Instruct students to draw a sha
units.
o Before releasing students, enc
their math geoboard before dr
the paper. This is to help the s
more precise in their work. (Me
Have students share the
eyeball partner.
While students are
walk around the ro
that students are m
sure they are using
language.

10

IMPACT ON STUDENT LEARNING

Have 2 students come up

class.
Choose 2 students that c
area models.
Have a classroom discussion about t
Ask students to find the area for the
models.

-Present Schoolhouse Construction Company Ques

Construction Company wants to lay square tiles in
Elementary. If they only have 12 square tiles to co
what measurements could the PE storage room be?

-There are many possible answers to this question

rectangles, and irregular polygons. After problem
independent work time and circulate room to moni
questions while circulating

HOT Questions:
-Why is area measured in square units?
-What is area?
-How can two different shapes have the same area?
*These HOT questions directly relate to the SMP.
square unit and area

(7 Mins) Have students create a diffe

bottom of the graph paper.
o Have students find the area of
Share with their eyeball
Eyeball partner will chec

-As students begin to finish the problem, present d

on responses. Three different group activities:
Reteach Group: Find the Area activity (use color
(attached at end of lesson plan)
Core Group: pgs. 451-452, #2-7, 9-10
Enrich Group: Arnold or Arthur Activity (attache

-Give students independent work time to complete

groups begin to finish, present journal problem for
assessment grade.

(10-15 Mins) Using the pre-assessme

performance during the beginning o
the three different area task cards.
o Reteach group: envelope will b
o Core group: envelope will be m

11

IMPACT ON STUDENT LEARNING

Enrich group: envelope will be

No two task cards are th
they are divided by comp
Give the students independent work
task card.
Have a few students come up and sh
o When sharing encourage stude
language, such as including ar
(Meeting SMP 6)
o

Journal Problem: Sense of Non-sense Question (att

What will you do if

(5 Mins) Instruct students to turn ba

graph sheet and answer the questio
the page.

a student struggles with the content?

-Provide one-on-one assistance during independent work time

-Students may work together if they are struggling
-When using differentiated groups, give these students the reteach activit
individually
a student masters the content quickly?

-Ask student HOT questions

-Ask if they can figure out how area and arrays are related
-Turn and talk with group members about problems and explore different s
-When using differentiated groups, give these students the enrich activity
-Share their work with partners and explore different strategies that th
-During differentiated instruction time, students who received envelope
Meeting your students needs as
people and as learners

If applicable, how does this lesson connect to the interests and cultural
students?
n/a

If applicable, how does this lesson connect to/reflect the local communi

Area can be found/practiced anywhere in the community. Many jobs, such

architects, etc. use area daily.

How will you differentiate instruction for students who need additiona
lesson (enrichment)?

IMPACT ON STUDENT LEARNING

12

-Use differentiated activities (Reteach, Core, Enrich) that apply to different

How will you differentiate instruction for students who need additiona

-Use differentiated activities (Reteach, Core, Enrich) that apply to different

-Provide one on one instruction during independent work time.
-Allow groups to discuss problems for deeper understanding.
-Using manipulatives
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

-AP: Gets off task easily and likes to talk- seated at front of room
-DA: Sometimes needs encouragement and extra support: Seated at table w
who are willing to help

-When working on individual portions of the lesson studen

additional time if it is so required.
-2 ELL students are in this classroom. These two students
but if additional language support is required students sh
support. To receive this support, students are simply requ
hands.

-Index cards- Mrs. Carwise problem

-Square tiles or snap cubes to measure/model
-Student math journals
-Projector
-Worksheets for differentiated activities
-PowerPoint
-Plickers
-Graph paper
-Unit squares
-Geoboards
-Math journals
-Task cards

Journal Question:

IMPACT ON STUDENT LEARNING

13

CONNECTED LESSON CRITICAL TASK

14

CONNECTED LESSON CRITICAL TASK

15

Criterion #4:
Reflection on Student Learning and Teaching Practice (10 points)
Description: The teacher candidate will present learning statements garnered from analysis of the data collected
across both lessons about the impact of the teaching on student learning. In addition, teacher candidates will draw
conclusions about the process as a whole.
Teacher candidates will share the following:
Artifact: Create and share a chart/graph of student results that compares formative and summative assessment
data (FEAP 4f). This chart will be used as a form of evidence in at least one learning statement. Please take
steps to protect student identity

Learning Statements: Interns will share what they learned about their students as a result of analyzing their data
and present two to three learning statements that are supported by summative analysis chart and other data
(observation data, video, course readings, student work, peer feedback) (Feap 5b)

16

CONNECTED LESSON CRITICAL TASK

Reflection: Interns will answer the following questions and support their answers using the most powerful data
(FEAP 5c):
1. What were the most powerful adjustments you made during the planning process? What do you believe
would be the most beneficial changes you could make next to improve student learning?
2. What have you learned about using data as a part of your teaching? What did you learn by evaluating data
with your teaching peers?
3. What new wonderings do you have?

-Artifact, Learning Statements, and Reflection: These elements have been addressed in a
reflection on the connected lesson, displayed below, and also posted on my blog titled
Connected Lesson Individual Reflection. In this section, you will find a chart of both the
formative and summative data, learning statements with explanations, and reflection questions
based on the data gained from this experience.
Pre-Assessment Data
Can
Can
They
They
Basic
Measure Multiply Concept
?
?
of Area

Basic
Concept of
Perimeter

Journal
Question
Correct?

Summative
Assessment
Score

39%

yes

yes

no

no

Yes

87%

39%

yes

yes

no

yes

Yes

100%

39%

yes

yes

no

no

Yes

93%

61%

yes

yes

no

yes

Yes

100%

50%

yes

yes

no

no

Yes

77%

44%

yes

yes

no

no

Yes

73%

44%

yes

yes

no

no

Yes

93%

39%

yes

yes

no

no

Yes

100%

44%

yes

yes

no

no

Yes

73%

56%

yes

yes

no

yes

Yes

87%

44%

yes

yes

no

no

Yes

93%

44%

yes

yes

no

no

Yes

73%

39%

yes

yes

no

no

Yes

93%

39%

yes

yes

no

no

Yes

100%

39%

yes

yes

no

no

Yes

93%

39%

yes

yes

no

no

Yes

67%

39%

yes

yes

no

no

Yes

100%

39%

yes

yes

no

no

Yes

93%

Class
Average

88.60%

Pre
Assess
ment
Score
Stude
nt 1
Stude
nt 2
Stude
nt 3
Stude
nt 4
Stude
nt 5
Stude
nt 6
Stude
nt 7
Stude
nt 8
Stude
nt 9
Stude
nt 10
Stude
nt 11
Stude
nt 12
Stude
nt 13
Stude
nt 14
Stude
nt 15
Stude
nt 16
Stude
nt 17
Stude
nt 18
Class
Avera
ge

43%

Summative Data

17

CONNECTED LESSON CRITICAL TASK

Artifact
FEAP: 4F

CONNECTED LESSON CRITICAL TASK

18

Learning Statements
From observational data and student assessment data, it is evident that focus on
vocabulary, in regards to SMP 6: attending to precision, was effective in teaching students area.
As seen in the pre-assessment, all students were able to measure and multiply, but none of them
had any knowledge of the basic concept of area. This led us to teach this concept with a focus on
vocabulary. From teaching this lesson with focus on SMP 6 and accurate vocabulary use,
students were able to successfully master this unit, as evidenced by the student data in the chart.
From observational data collected in both of these lessons, we learned that students need
to have a basic concept of the unit square, in regards to both perimeter and area, before
addressing vocabulary. The concept of the unit square should be explicitly taught to students as
its own lesson before introducing it with perimeter and area. This allows students to understand
how unit squares are measured within both concepts and how to differentiate between the two.
Although students were successful in the end, many of the questions during the area lesson could
have been avoided with more attention to the unit square.
FEAP: 5b
Reflection
In our approach to this connected lesson, we chose to focus on the effectiveness of
different teaching methods on the same concept. Although both lessons taught area with
attention to SMP 6: attention to precision, the methods to teaching both lessons were different
and we were able to analyze which methods the students responded to best. From the first lesson
to the second lesson, the most powerful adjustment that we made was the presentation of the
vocabulary to the students. In the first lesson, the students explored area problems independently
and then generated a class definition of area from what they learned while working. It took a lot

CONNECTED LESSON CRITICAL TASK

19

of redirection and guiding from the teacher to get the students to the correct definition. Not only
did this take a lot of time, but also was not as effective as we thought it would be. Seeing this,
we presented the definition of area, directly from the standard, to the students before they
worked through their practice problems. Teaching this definition explicitly was much more
effective and easy for students to understand.
Although this was an effective way to teach students the basic concept of area, there was
still some confusion with the idea of the unit square. Because students learned perimeter before
this lesson was taught, they had some exposure to the unit square without even knowing it. The
unit square was integrated with area into both the first and second lessons. This would be the
main point of revision to further improve this lesson for the future. Students should learn the
unit square as its own individual entity along with its properties and how it is different when
measuring area and perimeter. This would make a great foundation to teach students area
because they would already know the unit of measurement and how it is different than perimeter.
I have learned the importance of progress monitoring when it comes to keeping track of
student data. It was very interesting to break apart the pre-assessment and see which areas the
students needed more instruction in. All three of our classes had similar results on the preassessment, which lead our focus to be on vocabulary. Not only were we able to keep track of
student progress, but also we were able to carefully look at the effectiveness of our teaching
practices. The emphasis of this connected lesson was the presentation of the information to the
students, and looking at student data gave us the ability to see what needed to be taught and also
measure the effectiveness our methods.
Going forward, I am wondering how my CT uses student data to drive her lesson
planning. I am looking forward to being a part of this data collection and planning process full

CONNECTED LESSON CRITICAL TASK

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time. By doing this, I hope to learn how student data collection and planning will work best for
me in my future classroom.
FEAP: 5C

CONNECTED LESSON CRITICAL TASK

References
Van de Walle, J., Karp, K., & Bay-Williams, J. (2016). Elementary and Middle School
Mathematics. (9th Ed). Boston, MA: Allyn and Bacon

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