Student Teaching Evaluation of Performance (STEP)

Template

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Table of Contents

Student Teaching Evaluation of Performance (STEP) Template ..............................1

Table of Contents .......................................................................................................2
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .....3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal .....5
STEP Standard 3 - Assessment and Data Literacy ....................................................7
STEP Standard 4 - Unit and Lesson Planning .........................................................12
STEP Standard 5 - Implementation of Instructional Unit .......................................26
STEP Standard 6 - Analysis of Student Learning....................................................28
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ...........30

© 2019. Grand Canyon University. All Rights Reserved. Page 2 of 32

 STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

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STEP Standard 1 - Contextual Factors: Knowing Your School and
Community
Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following
link:
STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning
Management System (LMS).

© 2019. Grand Canyon University. All Rights Reserved. Page 4 of 32

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal

Unit Topic: FRACTIONS

Unit Title: COMPARING FRACTIONS

National or State Academic Content Standards

3.NSF.1:
Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers.

3.G.2:
Partition two-dimensional shapes into 2, 3, 4, 6, or 8 parts with equal areas and express the area
of each part using the same unit
fraction. Recognize that equal parts of identical wholes need not have the same shape.

3.NSF.2:
Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10).

3.NSF.3:
Develop an understanding of mixed numbers (i.e., denominators 2, 3, 4, 6, 8, 10) as iterations of
unit fractions on a number line.

3.NF.A.3.D:
Students will be able to compare fractions with like numerators and different denominators.

3.NSBT.5: Compare and order numbers through 999,999 and represent the comparison using the
symbols >, =, or <.

7b: Use technology to design and implement a variety of formative and summative assessments
that accommodate learner needs, provide timely feedback to students and inform instruction.

Learning Goal

Students will be able to compare fractions with like numerators and different denominators.

Students will be able to understand fractions as numbers.

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Students will be able to partition two-dimensional shapes into 2,3,4,6, or 8 parts with equal areas
and express the area of each part using the same unit fraction. They will recognize that equal
parts of identical wholes need not have the same shape.

Students will be able to explain how fractions are equivalent.

Students will be able to develop an understanding of mixed numbers as iterations of unit

fractions on a number line.

Measurable Objectives

Students will use models to show their understanding of comparing fractions.

Students will compare two fractions using the correct symbol w/ 90% accuracy.

Students will show representation of comparable fractions w/ 90% accuracy.

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STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to
determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal
and measurable objectives.

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© 2019. Grand Canyon University. All Rights Reserved. Page 8 of 32
 Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic, collect and
analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable
objectives that will be addressed during instruction.

Number of Students

Highly Proficient (90%-100%) 6

Proficient
(80%-89%) 7

Partially Proficient
(70%-79%) 1

Minimally Proficient
(69% and below) 5

Pre-Assessment Analysis: Whole Class

After reviewing the results from the pre-assessment, I see a need to add the standard 3.NSBT.5: Compare and
order numbers through 999,999 and represent the comparison using the symbols >, =, or <. The majority of
problems missed resulted from students not being able to choose the appropriate symbol to represent number
order although they had no problems shading the correct numerical portion on the provided shapes . This
standard will remind students how to choose the appropriate symbol to show comparison in numbers.

The effect of adding the additional state standard

3.NSBT.5 Compare and order numbers through 999,999 and represent the comparison using the
symbols >, =, or <, will provide the additional assistance students need to successfully excel in learning how
to show comparison and equivalence in number order. I will need to use this standard and include a mini-
lesson in the beginning to remind students what the appropriate symbol needs to be used. I am almost certain
making the following changes in my lesson plan will yield better results in the post-assessment.

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 Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.

© 2019. Grand Canyon University. All Rights Reserved. Page 10 of 32

© 2019. Grand Canyon University. All Rights Reserved. Page 11 of 32
STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Compare Compare Compare Compare Fractions Compare
Lesson or Fractions/Differe Fractions Models of W/ Like Numerators & Different Fractions/Differe
Activity nt Denominators W/Same Different Denominators nt Denominators
Denominator Fractions
s Compare
Fractions using
Correct Symbol

Compare
Fractions
W/Same
Denominators

Standards Standard: Standard: Standard: 3.NF.A.3.D Standard:

and Standard: 3.NF.A.3.D 3.NF.A.3.D Learning Objective: Students will be able to 3.NSF.2:
Objectives 3.NSF.2: Learning Learning compare fractions with like numerators and Students will be
Students will be Objective: Objective: different denominators able to explain
able to explain Students will Students fraction
fraction be able to will be able equivalence with
equivalence with compare to compare denominators 2,
denominators 2, fractions models of 3,4,6,8,10.
3,4,6,8,10. with the different
same fractions 3.NSBT.5:
3.NSBT.5: denominator with Students will be
Students will be s denominator able to compare
able to compare s of 2 & 4 to two fractions
two fractions using the correct

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 using the correct determine symbols >, =, or
symbols >, =, or value. <.
<.

Standard:
3.NF.A.3.D
Learning
Objective:
Students will be
able to compare
fractions with the
same
denominators

Academic Numerator Numerator Numerator Numerator Numerator

Language and Denominator Denominator Denominato Denominator Denominator
Vocabulary Fraction Fraction r Equivalent Equivalent
Greater Greater Fraction Fraction Fraction
Less Less Greater Greater
Less Less

Summary of *Teaching point: *Review key *Review key *Teaching point: Today I want to teach you *Review
Instruction Today I want to vocabulary: vocabulary: that “I can compare fractions with like vocabulary:
and Activities teach you that “I numerator, numerator, numerators and different denominators.” numerator,
for the Lesson can identify denominato denominato denominator,
equivalent r, greater, r, greater, *Write the fraction 1/5 and 1/6 side by side. greater, less,
fractions with less less Show that the numerators are both the same, fraction,
denominators 3, but the denominators are different. equivalent,
4, 6, 8, 10. *Tell a story
about being

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 *Define the word *Write a list hungry for *Explain that when we divide 2 equal
fraction as a of fractions dessert and wholes into more pieces, the size of the
number that can with the having to pieces becomes smaller. *Ask students to
represent a part same choose a Turn and Talk
of a whole. The denominator slice from *Address that even though the denominator about what they
number on top of on the board one of two of 1/6 is greater, the fraction of 1/5 is know about
the line is the choices. Tell actually greater than the fraction 1/6. fraction
(ex: 1/3 &
numerator and them that Explain that it is because there are MORE equivalence and
2/3).
it shows the one piece of parts in the whole with 1/6, therefore the comparing
number of parts cake came part will be smaller if there are only 5 parts fractions.
in the whole. The *Ask student from a cake in the whole as shown in 1/5.
number below volunteers to sliced into 4 *Show specific
the line is the share out a pieces and problem
denominator fraction the other examples from
and it shows the comparison from a cake the learning
number of parts that they sliced into 2 objective(s)
by which the noticed. (ex: pieces. students
whole has been 1/3 is less struggled with
divided. *Show a the most.
than 2/3) and
visual model
write out
*Tell students to of the 2 *Show an
answers on additional
remember that cakes. Point
we know that we board: out that the 2 BrainPOP
can order 1/3<2/3 (whole) Fractions video
numbers that are *Ask cakes are the on that skill if
less than, greater students to same size. necessary.
than, or equal turn and talk
one another. about the *Explain
comparisons that in order
*Show the on the board to choose a
Learnzillion and slice, you
video on determine if need to look
they can at each piece

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 Comparing identify any as a fraction.
numbers. patterns. (ex. Dive the
If the “cakes” into
denominator halves and
is the same, fourths.
*Show the the larger
Learnzillion numerator *Teaching
video on will be the point: Today
Equivalent greater I want to
Fractions fraction.) teach you
. that, “I can
*Write the *Teaching compare
fraction: ½, then point: Today
models of
point out that the I want to
different
1 represents how teach you
that, “I can fractions
many parts there
are, and the 2 compare with
represents how fractions denominator
many parts the with the s of 2 and 4
whole is divided same to determine
into. denominator the value.”
s”
*Draw a visual *Hold up a
model of the *Draw a picture one
fraction to number line “slice” of
demonstrate the on the board cake from
numerical from 04/4.
each. Write
expression. Label each
has mark as ½ and ¼ on
*Teach students 0/4, 1/4, 2/4, it. Tell the
that equivalent 3/4, and 4/4. students to
fractions have take notice
the same, or of the

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 equal, value, *Plot 2/4 and denominator
even though they 3/4 on the s and size of
may look number line. each slice.
different. Explain that
Equivalent 0/4 is the *Facilitate a
means that two same as 0 discussion
things are equal. and 4/4 is the
about how a
same as 1.
greater
*Display the Illustrate
equivalent with a circle denominator
fraction activity. divided into does not
Model by fourths. necessarily
identifying the mean a
fractions by *Show larger part.
filling in the students that Discuss
blanks. 3/4 is closer which slice
to 4/4 or one is greater.
*Show that the whole and For
denominator 2/4 is closer example,
come from how to 0/4 or 0. “Why is 2/4
many parts the
not bigger
whole is divided *Draw 2
into. Model circles of the than 1/1?”
counting the same size *Give
parts and that are another
showing how the divided into example,
denominator fourths, comparing
reflects that Shade 3/4 of 2/4 to 2/2.
number. 1 circle and
*Point out the 2/4 of *Discuss
visual another with the
representations circle. Write students the
of the equivalent 3/4>2/4 next value of

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 fractions show to your each fraction
the same amount drawings. compared to
of shaded space. each other
Make the *Explain that and the cake
connection that using a as a whole.
the shaded area number line
in the visual and drawing
model is where a picture are
the numerator two different
comes from. ways that
can help
*Explain that the determine
equivalent fraction
fractions of 4/8 comparison.
and ½ can be
found without
visual models.
First look at the
relationship
between the
denominators.
What does 8
need to be
divided by in
order to get 2?
The answer is 4.
Next, divide the
numerator by 4
and get 1. Both
the numerator
and the
denominator
must be either

© 2019. Grand Canyon University. All Rights Reserved. Page 17 of 32

 multiplied or
divided by the
same number in
order to find an
equivalent
fraction.
Differentiatio *Students will be *Students *Students *Students will work in small groups to *Students will
ns helped as needed will work will work in complete the Comparing Fractions use Fraction
based upon my with partners pairs to worksheet. Magnets Slices
observation. to complete complete the for additional
the Same Comparing visual support
*Students with Denominator Fractions for Post-
an IEP and Partner activity. Assessment
struggling Problems
students will Activity.
work with a peer
partner to *Struggling
complete the students will
Finding receive one-
Equivalent on-one or
Fractions small group
activity. institution
based upon
my
observations.
Required -Teacher copy of - White -White -Magnet Fractions -Smart Board
Materials, Equivalent board board
Handouts, Fraction -Construction paper -Internet
Text, Slides, worksheet -Dry erase -Dry erase
and markers markers -Comparing Fractions Worksheet -BrainPOP Jr.
Technology -Index cards
with equivalent -11”x18” -White board
fractions. (Write construction

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 a pair of paper -Model of ½ -Dry erase
equivalent (halves) total and ¼ “cake markers
fractions on a of 20. slices”
single index card
and then cut the -Word -Cake Mania
card in half; Problems worksheet
include a Comparing
-Scissors
combination of Fractions
written and with the -Glue stick
visual same
representations Denominator -Crayons
of fractions.) worksheet

-Class set of
Finding
Equivalent
Fractions activity
sheets.

-Class set of
Matching
Equivalent
Fractions activity
sheets.

Whiteboards and
dry erase
markers (one per
student).

-Smart Board

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 -Internet

Instructional *Inform students * Use a half *Prepare to *Hold up a piece of construction paper. *Go through
and that they will be sheet of distribute Fold it in half. Explain that the size of the examples from a
Engagement completing an 11”x18” Cake Mania whole paper did not change, just it now has PowerPoint to
Strategies equivalent construction Worksheet. 2 parts within the whole. Point out 1 of the review all the
fraction paper and Model how two parts to emphasize the size of it. Then, problem types
matching game. model how you will fold it again (showing fourths). Do the same from the above
to fold it in color and cut in pointing out 1 of the fourths. learning
*Each student half three out each objectives
will receive a times (to slice. *Ask, “Which had the larger share? ½ or .
card with either show ¼?” *Students will
the visual or eighths). *Complete solve the
written fraction. one of the * Hand out a paper to each student to do the problems on
They will be *Unfold the Cakes as the same folds. Then, have them fold the paper individual white
given time to paper to students one more time to show eighths. Have them boards.
mingle with show watch and notice how one of those eighths is smaller
other students to students how help give than the fourth and especially smaller than
find an it is like a ideas. the half. Have them turn and talk to discuss
equivalent number line, *Send with a partner why they think that is.
fraction match. where the students off
Once students edge is 0 and to do the *Discuss the idea that each time there are
find their match, each fold is same and more parts to the whole, the smaller each
partners will see an eighth. return back part gets. Therefore, the greater the
the teacher to as a group to denominator, the smaller each part.
pick up a copy of *Give Reiterate using the construction paper.
discuss.
the activity. Each students a Emphasize that the size of the paper never
student will have piece of changed.
a copy of the paper to do *Have
Finding the same. children turn * Distribute the Comparing Fractions
Equivalent Have and tale to worksheet to be individually completed.
Fractions activity students turn discuss
and practice which

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 sheet to complete with a fraction of *Walk around and monitor and assist
together. partner the cake struggling students. Pull a small group if
saying they would necessary.
*Distribute an comparisons choose if
index card with a based on they wanted
fraction to each their paper rainbow
student. Instruct model. (ex:
cake… ½ or
them to find their “1/8 is less
¾?
equivalent than 5/8” or
fraction partner. “7/8 is Practice with
Circulate and greater than more
help, redirection, 4/8” etc.) examples.
and praise as
needed. *Have *Distribute
students the
*Make sure each share out and Comparing
partnership has a write down
Fractions
copy of the these
activity
Finding comparisons
Equivalent on the white sheet.
Fraction activity board using *Complete
and monitor >,<, or = the first
student progress example
as they create * Distribute with the
equivalent the Same students.
fractions with Denominator Relate
visual models. Partner models to
Problems the cake
*Gather the class worksheet pieces that
together to (word the students
discuss the problems).
previously
equivalent
used.
fractions found

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 in the activity. *Send *Have
Have students off students
partnerships to work with work
stand up and a partner or independentl
read their independentl y or in pairs
fractions aloud. y completing to complete
the word
the
*Prompt students problems
worksheet.
to explain how and using a
they know they picture or Circulate
are equivalent number line and help
fraction partners. to solve. students who
Look for student are
use of content *Circulate struggling.
vocabulary, such around the
as numerator, classroom to
denominator, and ask students
equivalent. to verbally
explain their
*Distribute a work. Help
copy of the students who
Matching are
Equivalent struggling.
Fraction
worksheet.

Instruct students
to find
equivalent
fractions based
on the visual and
written fractions
worksheet.

© 2019. Grand Canyon University. All Rights Reserved. Page 22 of 32

 Formative *Bring students *Bring *Have *Gather students together. Discuss how to *Wrap up this
Assessments back to the rug students students compare the value of a fraction when both week's unit on
and ask them back to the return to the numerators are the same. equivalent
what is an rug and ask rug. If there fractions and
equivalent “How can I is time, have *Review why a greater denominator does shared fractions.
fraction? compare students not mean a greater fraction.
Students will fractions bring down *Explain to
Turn-and-Talk. with the white boards *Have children write a “what stuck” on the students how the
same and fill in a above prompt to show understanding. knowledge of
*Call on a denominator symbol (>,<, this will help
volunteer to ” have or =) with them for their
explain. students turn review future skills in
Review using a and talk and fractions on math.
few more call on a the board.
examples. volunteer to
explain his *Facilitate a
or her discussion
answer. about the
work they
*Direct completed.
students to
Focus on
create a
discussing
fraction rule
or pattern how to
when prove that
comparing the
fractions comparisons
with the are accurate
same using
denominator models.

*Have *Go through

students use a few more
examples

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 the and have
knowledge students
learned show white
through the boards to
lesson to display their
solve the answers.
following
problem:

Sam ran 4/6

of a mile and
Ben ran 2/6
of a mile.
Who ran
further?

*Call on a
student to
write a
comparative
statement on
the board
using a
drawing or
number line
to explain
their answer.
Summative, Students will write fractions that are greater and less than the example to allow them to demonstrate their
Post- knowledge of comparing fractions. They will answer fraction word-problems, color and compare models, and
Assessment draw the correct symbols to show representation of comparable fractions.

© 2019. Grand Canyon University. All Rights Reserved. Page 24 of 32

© 2019. Grand Canyon University. All Rights Reserved. Page 25 of 32
STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-
assessment. In this topic, you will implement all lesson activities, correlating formative
assessments and the summative post-assessment. Choose one of the lesson activities to video
record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating
teacher/mentor review the recording and provide feedback, if possible.

Video Recording Link: If you are turning your video in through OneDrive, just note it here.

Summary of Unit Implementation:

On the first day, the objective was to learn about equivalent fractions and how to use the
appropriate symbols to identify less than, greater than, and equal to. The vocabulary was reviewed and
explained. Students watched a video on equivalent fractions. They worked with partners matching
equivalent fraction visual models with the numbers. They completed the “Matching Equivalent Fractions
activity independently. On day two, the objective was to “Compare Fractions with the same
denominator. I drew circles on the whiteboard that showed ¼, and 2/4ths. I explained how the over size
of the circle did not change. We used circle construction paper and folded it into 4ths to see how the
numerator changed, but the denominator was still the same. Students then completed an activity where
they solved fraction word problems and drew models to show how they compared. On day three, the
objective was to compare models with denominators 2 and 4. I pretended to be hungry and had to
decide which cake had the biggest slice. Students helped me choose which piece would yield the biggest
piece after they viewed the models and turned and talked. They completed an activity to compare
fractions. They worked together to create fraction cakes. This really had students excited.
On day four, the objective was to compare fractions with like numerators and different
denominators. I asked students if they had to share a whole cake and they had to share with 4 students
verses 8 students, if we had the same size cake, will the slices be bigger with more friends to share with
or fewer friends. They looked at the models and provided the correct answer. We folded long strips of
construction paper in eighths to show how the numerator remained the same, but the denominator
continued to get bigger. They independently completed the “Comparing Fractions” activity. Students
struggled with this concept a little, so I called them back to the rug and completed more demonstrations
on the whiteboard and used models until they understood. On day five, I combined all the learning
objectives and used a combination of activities as a review. Students turned-and-talked and participated
in an open-discussion about what they learned. I showed a BrainPOP Fractions video. Students also
came to the rug with dry-erase boards and practiced as I used different slides from a PowerPoint. All of
these activities helped foster the learning objectives and the evidence really showed on the post-
assessment.

© 2019. Grand Canyon University. All Rights Reserved. Page 26 of 32

Summary of Student Learning:

My initial perception of students learning was that they might have a hard time grasping the
concept. In the beginning students’ knowledge of fractions was very poor, especially with using the
correct symbols for greater than, less than, and equal to. They knowledge increased tremendously by day
3 of the lesson. On day three the objective was to compare models of different fractions with
denominators 2 and 4. I showed them a model of two whole cakes. I used the magnetic fractions to
demonstrate how the denominator of 2 had a larger share than the denominator for 4. They were really
surprised at first but as they chose the cake that had the biggest share, they really started to grasp the
concept. Next, they began working on the cake mania activity. They had to follow a recipe that required
them to identify the correct fractions to fulfil the recipe. They cut and pasted the fractions pieces to make
different cakes. They really enjoyed it and by me watching the activities, I saw the progress they made.
My observation went great. I was complemented on how well my lesson was carried out. I was
rated as being Proficient because it showed that students learned a lot and were positively impacted by the
lesson I taught. She noted that I showed that I was able to communicate with each students’ needs and
that my lesson included differentiations to assure that all students were included in learning. I received a
good verbal report, but I expected my overall points for the evaluation to reflect a higher score.
On day four, a few students learning responses caused me to rethink my plans. After they
completed an independent activity that required them to recognize that as the denominator increases the
share gets smaller, they were a bit confused. I called everyone back to the rug and used more models and
demonstrations that personally included them in the fraction. After the reteaching moment they all
understood the concept. I called on different students to answer questions, draw models, and compare
fractions to assure they all got it. After the post-assessment, the scores sky rocketed tremendously. The
vast majority of students scored at the 80% or above. They demonstrated their knowledge of how to use
the proper symbols when comparing fractions. They used models and numbers to compare the fractions.

Reflection of Video Recording:

My teaching performance went very well overall because the students showed evidence of
learning, but I could have made it more exciting. I usually like to begin with a short exciting video to get
their minds thinking, but I showed it on the previous day. One thing that I would like to improve in my
future classroom is time management and technology. I would love to allow student to have access to
using some sort of technology such as an I pads or Chromebooks to make the lesson more interesting. I
also lost a lot of time by distributing the paper to one student at a time rather than giving the student at
the end of each row enough to pass down the line. One thing that I think I did well was using including
students in the lesson and using the construction paper to allow them a chance to work hands-on with
seeing how the whole does not change while we made different fractions.

My video was interrupted because my storage space ran out on my recording device.

© 2019. Grand Canyon University. All Rights Reserved. Page 27 of 32

STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 6 8

Proficient
(80%-89%) 7 5

Partially
Proficient
1 1
(70%-79%)

Minimally
Proficient
5 4
(69% and below)

Post-Test Analysis: Whole Class

After giving students the post-assessment, their learning has increased tremendously. When
compared to the pre-assessment data, the learning is evident. Students who scored in the 90%
moved from the low 90’s to scoring 100%. Prior to teaching the unit on fractions, many students
did not know how to use the appropriate comparison symbol to demonstrate their understanding
of greater than, less than, or equal to.

After assessing the from the pre-assessment and post-assessment, it is evident that the vast
majority of students now understand how to write, identify, and compare fractions. All students
were able to shade in the correct amount of space when using a fraction model. They also were
able to read a fraction word problem, then correctly draw models to represent each fraction. When
asked to choose the correct symbols to represent a comparison, most students were able to master
it skillfully. For example, 15 out of 19 students scored proficient. Some of them struggled with
understanding the fraction word by not reading the questions thoroughly. 3 out of the 4 who
scored below 69% were students with an IEP, and the other one just mixed up the less than and
greater than symbol.

Post-Assessment Analysis: Subgroup Selection

This sub group analysis focuses on the African-American males. According to statistics, the
African American males are at a high risk of low academic achievement. These students attend a
title 1 school. They also live in an area that is below the poverty level.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

© 2019. Grand Canyon University. All Rights Reserved. Page 28 of 32

 Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 1

Proficient
(80%-89%) 2 2

Partially
Proficient
0 0
(70%-79%)

Minimally
Proficient
2 1
(69% and below)

Post-Assessment Analysis: Subgroup

Based on the analysis of the African American the data reflects evidence of student
learning. Out of the 4 students, their pre-assessment showed every student moved up into a
higher percentage after the post-assessment. One student moved from being minimally
proficient to proficient. One student moved down a level which concerned me. After
conferring with the student, he explained that he was just having an off day and forgot
about the appropriate symbol.

After analyzing the data, all students showed evidence of learning. One student moved from
Proficient to Highly Proficient. He only missed one question, which seemed to be a commonly
missed question throughout the post-assessment for almost every student. The question was a
word problem and may have been worded in a confusing way. One student moved from the lower
80% to a higher percent in the same category. One student moved from being Minimally
Proficient to Proficient. One student moved from a higher percentile to being Minimally
Proficient. This student in particular has been doing a great job on classwork, so the results of the
assessment concerned me. After conferring with this student, he explained that he was having an
off day and just forgot and was trying to get done. I still showed him the correct way of choosing
the appropriate symbol and reminded him that the symbol will show the open mouth to eat the
greatest number.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 6 7

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 Proficient
(80%-89%) 7 5

Partially
Proficient
1 1
(70%-79%)

Minimally
Proficient
5 3
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

After analyzing the data from the African American males and the remainder of the class, all
post-assessment data showed that the majority of students scored in the range of being Proficient
or Highly Proficient. The majority of students were able to choose the appropriate symbols to
recognize fractions in comparison and to determine which one is the greatest or the least. The vast
majority of students mastered being able to create and shade in fraction models to show the
appropriate area or portion being shared. The majority of students who scored Highly Proficient,
only missed one problem, which was a word problem that I later discovered to be worded in a
confusing manner. This unit of instruction deemed to be very helpful and informational. Students
were provided with a combination of ways to gain understanding. The post assessment also
showed that there were no correlations amongst student learning in the African American males
and the remainder of the class.

Based on my analysis of the post-assessment, the vast majority of students gained a solid
understanding of how to write fractions and fraction sentences; therefore, this unit of instruction
was very effective. They learned how to shade in the appropriate area by creating models to
represent the shared portion. They learned how to compare fractions to see it they are greater
than, less than, or equal to one another by identifying the appropriate symbols. There were only a
few who did not master this skill. 3 out of the 4 students who did not master this skill had an IEP
and is sometimes pulled for additional instruction. I will work with these 4 students in a small
group setting. I will re-iterate the standard 3.NSBT.5: Compare and order numbers through
999,999 and represent the comparison using the symbols >, =, or <. These students will use
hands-on materials and visuals to help them develop a deeper understanding of how to compare
fractions and choose the appropriate symbols. The remainder of the class will move onto the next
unit of instruction.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study

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Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal
1. Time Management: After I delivered
my instructional unit on Fractions, I
noticed that I needed to focus on better their open-discussions or student questions in
ways to manage the time. I saw that I
allowed the open discussion area to
take too long. I realized that when I
did not stick with my pre-set time in
one area, it caused me to have to rush
another area of instruction. I also
needed more time available to
facilitate small group for students who thoughts. I will also prepare to utilize small
did not understand the content. For
example, when students struggled
with a concept, I needed to have more
time to work with them rather than
call the whole group to the carpet.
development, research on the Internet,
observation of a veteran teacher, etc.)
To help me reach my goal, I will watch other
veteran teachers and see how they handle
the beginning of their lessons. I plan to use a
timer to help me as well as other students to
stay on task and keep track of the time. I also
plan to work on minimizing the amount of
responses. Rather than allowing all student to
respond to feel included, I will utilize the
Turn-n-Talk strategy to allow them to feel
that their voice is heard and to share their
group more effectively and minimize my
time modeling.

2. Prioritize Content: After I delivered
my instructional unit on Fractions, I
also noticed that I was trying to teach
too much content in one lesson. I see
where I could have minimized some
of the activities and just focused on
what it takes to learn the content,
rather than focus on allowing students
to have fun. For example, when
students folded the construction paper
and saw how the denominator got
larger, but the share got smaller, that
could have been the example used in
one of the other lessons rather than
doing it again for another example.
To help me reach my goal, I will research the
most effective ways to help students better
understand the content. For example, rather
than creating activities with every lesson to
allow students to work together, I will focus
on making sure that I model what I need
them to do, do it with them, then allow them
to independently practice it themselves. I
will can also refer to a previous activity
rather than complete a similar activity with a
different set of numbers.

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 3. State the Teaching Point: After I To help me reach my goal, I will state my
delivered my instructional unit on teaching point at the beginning of the lesson
Fractions, I realized that I sometimes every time. I will also restate the teaching
forgot to state the teaching point. point at the end of the lesson because I
Sometimes, I would begin with the realize that it is very important to state the
discussion, then show a short video to teaching point so that students know exactly
what they should take away from the lesson.
enhance the instruction. Then I would
Especially whenever I show them a short
begin modeling what I wanted educational video on the related content.
students to be able to do. For example,
rather than stating my teaching point
at the beginning of the lesson, I played
the video. Towards the end of the
lesson, I remembered that I forgot to
state the teaching point, but I did at the
end of the lesson.

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