Impact on Student Learning
From my teaching experiences, it is essential for me to understand and assess my students’ learning. I am using this space to include work samples from students that will show a positive impact on their learning. Below are the artifacts and my reflections on both my students’ growth as well as my own. |
Student Impact I
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Student A was in my Algebra I class during my student teaching experience. Overall, this student is very quiet during class, polite, always gets his work done, and is one of my higher achieving students. He was absent for a large chunk of one week when we covered a new topic on dividing numbers with exponents. This was when I noticed that Student A started to fall behind. When the Chapter 8 test came and after I graded his test, it occurred to me that this was not Student A's best work. He failed the Chapter 8 test, receiving a 47.5%, bringing his class average down one letter grade. A large portion of it was due to not understanding how to divide numbers with exponents. Besides Student A there were a number of students who did not score well on the Chapter 8 test. As a result, I decided that it would be appropriate to give students the opportunity to do a retake. I opened this opportunity for all students.
In order to do a retake, the students had to first have a one on one conference with me, discussing about the topics, and I would provide the student an extra set of practice problems to go home and try on their own. Knowing Student A, he immediately took this opportunity and came to me after class. We discussed about his test and he explained to me that dividing numbers with exponents was not very clear to him. As a result, I used the "Pre-Retake" worksheet and asked him to take it home, try to work on it, and we would discuss further if he had any questions. The next day, he turned in the "Pre-Retake" worksheet; I reviewed his work and it seemed that he was grasping the concept better. I asked him if he had any other questions and wrote him a pass to come in during lunch time to do his Chapter 8 retake. Seeing Student A's determination, although as quiet as he is, I was very pleased to see him take an initiative to do the retake. He received a 71.25% on his retake, raising his class average. Student A is an example of someone showing strong initiative to improve his math grade; he did not immediately accept his original score, knowing that given the opportunity he would work hard to improve.
In order to do a retake, the students had to first have a one on one conference with me, discussing about the topics, and I would provide the student an extra set of practice problems to go home and try on their own. Knowing Student A, he immediately took this opportunity and came to me after class. We discussed about his test and he explained to me that dividing numbers with exponents was not very clear to him. As a result, I used the "Pre-Retake" worksheet and asked him to take it home, try to work on it, and we would discuss further if he had any questions. The next day, he turned in the "Pre-Retake" worksheet; I reviewed his work and it seemed that he was grasping the concept better. I asked him if he had any other questions and wrote him a pass to come in during lunch time to do his Chapter 8 retake. Seeing Student A's determination, although as quiet as he is, I was very pleased to see him take an initiative to do the retake. He received a 71.25% on his retake, raising his class average. Student A is an example of someone showing strong initiative to improve his math grade; he did not immediately accept his original score, knowing that given the opportunity he would work hard to improve.
Student Impact II
This is a grade report of a student in Algebra I with midterm three and midterm four grades.
Student B was in my Algebra I class during my student teaching experience. During my very first week of student teaching before I took over the class, I noticed Student B really liked to sketch and draw during class instruction rather than showing he was actively paying attention. On one occasion, he was asked to leave class if he continued drawing so he chose to leave the classroom, being quite disrespectful to his teacher. From reviewing his midterm three scores, it seemed like he was off to a great start, but then started to trail off and did not finish or turn in three assignments.
When I took over to teach the Algebra I class he was in, I tried to get Student B more involved during class instruction, asking him questions pertaining to the lesson. In addition, as students did classwork, I came by to check on Student B to see how he was doing. At times I did notice that he continued to doodle, but that was after he finished working on the problems. Even though he finished early, he did not do the problems correctly, so I asked him to check over his work and asked how can he convince himself that he was correct mathematically. By giving Student B the opportunity to think of ways to convince himself that he was correct, I think that allowed him to start taking ownership over his actions in the math classroom.
Although he does have a lot of room for further improvement, I am pleased to see that Student B is continuing to turn in his work on time, and even earlier than the rest of his classmates. One time before class early in the morning, he came into the classroom asking if he could call his mom to drop off his math binder since he finished his homework but had forgotten his binder at home. Seeing him take the initiative to call home to get his finished homework assignment was a really nice improvement to see. In addition, he asked me how long would I be teaching his class explaining how he really did appreciate me taking the time to visit each student during class and checking to see how everyone is doing.
Student B was in my Algebra I class during my student teaching experience. During my very first week of student teaching before I took over the class, I noticed Student B really liked to sketch and draw during class instruction rather than showing he was actively paying attention. On one occasion, he was asked to leave class if he continued drawing so he chose to leave the classroom, being quite disrespectful to his teacher. From reviewing his midterm three scores, it seemed like he was off to a great start, but then started to trail off and did not finish or turn in three assignments.
When I took over to teach the Algebra I class he was in, I tried to get Student B more involved during class instruction, asking him questions pertaining to the lesson. In addition, as students did classwork, I came by to check on Student B to see how he was doing. At times I did notice that he continued to doodle, but that was after he finished working on the problems. Even though he finished early, he did not do the problems correctly, so I asked him to check over his work and asked how can he convince himself that he was correct mathematically. By giving Student B the opportunity to think of ways to convince himself that he was correct, I think that allowed him to start taking ownership over his actions in the math classroom.
Although he does have a lot of room for further improvement, I am pleased to see that Student B is continuing to turn in his work on time, and even earlier than the rest of his classmates. One time before class early in the morning, he came into the classroom asking if he could call his mom to drop off his math binder since he finished his homework but had forgotten his binder at home. Seeing him take the initiative to call home to get his finished homework assignment was a really nice improvement to see. In addition, he asked me how long would I be teaching his class explaining how he really did appreciate me taking the time to visit each student during class and checking to see how everyone is doing.
© 2013 Jennifer Dao | Last Updated: April 2013