Want all low level students to be in one group

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want all low-level students to be in one group, otherwise they won’t be actively involved in theactivity and in turn will struggle to understand the information.These small adjustments willhelp better introduce the new information, review prior information, and allow for more activeworking groups during this one activity in the lesson.By allowing for a more active learningenvironment, it will produce more retention of the information being taught.Effectiveness of Instructional StrategiesIn comparing the lesson and the assessment data, I can conclude that they are effectivelyaligned to allow the best benefit to the students.The lesson involves multiple ways to learn the5
KAT2 TASK THREEmaterial, which allows for many different learner types to successfully learn the information.The lesson involves group activities, formal readings, PowerPoint visual displays, individualwork, writing, pair work, teacher lecture, etc.The results of the performance data display thatthe average score is 75%.The data shows that 69% of the students have a basic to above basicunderstanding of the material being given.The data does show that 2 students have fallen intheir understanding from the objective to performance portion of the assessment.Instructional Strategies ModificationIn order to improve student achievement, I would extend the time of the lesson.I wouldextend the time for each activity in this lesson for about 10 more minutes.The student profilestell me that 6 students are low achieving students who will need extra time and practice in orderto produce better retention.These students will need more time to complete the assessment aswell.The low achieving students are the main students that have a low score on the assessment.Improvement of student performance: Instructional strategies.By making theextension to the times in the lesson, it will allow for more time on learning the concepts.It willalso allow more time for students to take the assessment.The lower readers can take more timeto take the assessment, which could result in higher scores on the assessment.If students havemore time to learn the material, they have a better chance of understanding it and retaining it.6
KAT2 TASK THREEReferencesCooper, J. M. (2011).Classroom teaching skills. Belmonte, CA: Wadsworth, Cengage Learning.Mertler, C. A. (2014).The data-driven classroom: How do I use student data to improve myinstruction?Alexandria, VA: ASCD.7
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Term
Spring
Professor
N/A
Tags
Educational Psychology, Summative assessment

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