Evidence of Student Learning (EOSL)

Spring 2008

Student Teaching Seminar

University Hills Elementary

Table of Contents

• Demographics

• Pre-Assessment Data

• Documentation of Reflective, Intellectual Decision Making as an Educator

• Five Sequential Lesson Plans: Ways to Make Numbers

• Final Reflections

Demographics• Student Diversity

• Extreme Diversity of Students – Caucasian (25.4 %), African Americans (3.7 %), Asians (1.7 %), Hispanics (64.5 %), and even Arabic cultures (4.6 %).

• My Kindergarten Classroom – Primarily Caucasian and Hispanic students, two African American children and one Asian student.

– First Language – English , (Some students understand Spanish and other languages spoken in home)– Preferred Learning Structure – visual, tactile, and kinesthetic learners– 4 Cooperative Learning Groups – Green (High Level), Yellow (Mid-High Level), Blue (Mid-Low Level), Red (Low Level)– 3 Students with Disabilities

• J.T. (Receives speech classes and is in K1-SPED Class) • A.G. (Was receiving speech classes, but now is being progress monitored, His behavior is being evaluated)• A.C. (Is currently being tested for full day SPED)

– Adult/Student Ratio – 3:21– Student Male/Female Ratio – 12:9– 90% of Class Qualifies for Free/Reduced Lunch

• Classroom Physical Environment

• Five student groups to promote student-centered learning – Each Group has Four Student• One student sits at separate table due to behavioral problems• Four learning centers – Writing Center, House Center, Computer Center, Listening Center• Classroom supplies readily available at centers– Learning games, books, 3 computers, etc.• Wall Items – Colorful posters, bulletin boards, student work, Character Counts Animals, decorations on all walls• A look around the room – Word Wall, 3 computers, TV, dry erase board with On Track with Good Behavior,

Calendar bulletin board, door leading to back side of school and the school’s two playgrounds, adjoining restroom with classroom next door, sink, coat rack, and cubbies, teacher walk-in closet

• Traffic flow – 21 Students, 3 Teachers, Parents, and Principal

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DemographicsOverall School Culture

• Americore after-school program• PTO • PLC run by a Professional Development Teacher• Special Education classrooms• Title One and Bilingual classrooms. • Developmentally Delayed Preschool• Visually Impaired Class • Advanced Education Services• Adaptive Physical Education

Surrounding Community

• Located in Las Cruces, NM• Suburban community• Neighboring buildings are residential houses and churches• Population – 86,268• Lies in Mesilla Valley of the Chihuahuan Desert, East of Rio Grande River• East of school is view of Organ Mountains• 40 miles Southeast of Las Cruces is El Paso, TX• 45 miles from border of Mexico

• Music and Art Education• Drug Resistant Education • Full-Day Kindergarten• Occupational, Physical and Speech Therapy• Dual Language K - 5th Grade• 43 Staff Members• 400 Students• Did not meet AYP 2007-2008

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Pre-Assessment Data• 3 students were selected of different developmental levels.

Student 1 – High Level StudentStudent 2 – Mid Level StudentStudent 3 – Low Level Student

• Teacher - made test was created with problems pertaining to all of the objectives for the five sequential lesson plans to pre-assess the 3 students.

• The questions included:

1. Make an arrangement of 6 tiles. All tiles need to touch in some way.2. Look at this arrangement very carefully because you will have to make it in 10 seconds.

After ten seconds…now make that arrangement with your tiles.3. Make an arrangement 7 tiles.4. Now, play a game to see which color your 4 counters land on when you toss them. Record

the number of times it lands on red and yellow and the total number of counters you have in all.

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• Results of Pre-Assessment

Student 1 (4 correct out of 4 problems)

Problem 1 Went above and beyond to create unique arrangement,Checkerboard pattern, all tiles touched, used appropriate number of tiles

Problem 2 Accurately reproduced the quick image and took him five seconds to recreate the arrangement

Problem 3 Recorded the correct number of chips associated with each color, analyzed the probability but was sloppy with his handwriting with writing his numbers, noticed the difference between each time he tossed the chips

Problem 4 Accurately created arrangement, added creativity in his pattern by making it in a U-shape.

Student 2 (3 correct out of 4 problems)

Problem 1 Made all the tiles touch but he used seven tiles instead of sixProblem 2 Recreated the image quickly and correctly Problem 3 Identified and reported the correct number of chips associated with color,

but did not write the numbers correctly Problem 4 Correctly produced an arrangement that had seven tiles that all touched

each other, in line, exactly as he had done in the first problem

Student 3 (2 correct out of 4 problems)

Problem 1 Created an arrangement in which all tiles touched another in some way, used five tiles instead of six.

Problem 2 Recreated the image using the appropriate number of tiles and colors Problem 3 Correctly recorded data, but wrote threes backwards Problem 4 Only used six tiles in which only some of the tiles were touching, in shape

of Christmas tree

Pre-Assessment Data

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Documentation of Reflective and Intellectual Decision Making as an Educator

Objectives of Five Sequential Lesson Plans for EOSL Project

Based upon the pre-assessment given to my three sample students, I have made some specific educational decisions, pertaining to my five lesson plans and in the order in which they are taught. The goals of my five lesson plans are for students to find different ways to arrange five through ten tiled arrangements, naming these arrangements and how they might be remembered, recreating arrangements that have been hidden from view, and recording the results from the probability of whether a chip is tossed red or yellow.

Methods Of Differentiating Based Upon Needs of the Three Sample Students

• Reinforce the idea of only using six tiles in the arrangement, count the tiles before creating the arrangement as well as double check the count once they have created the arrangement.

• Engage in a short Sharing Time, at the end of each lesson, done with all students providing basic examples of how to make arrangements, give arrangements identifiable characteristics such as shapes or figures that allow the students to understand different approaches in memorizing the image

• For students who master the objectives (high-level students)- Add manipulatives to challenge students intellectually, encourage students to create unique images with patterns of color, decrease time limit to observe quick images to enhance memory skills, participate in more rounds of tossing chips to observe more patterns in probability

• For students struggling with meeting all criteria (low-level students)- Break up the criteria into simple steps so that students may focus on one major point at a time, provide oral instruction periodically throughout my lessons as well as monitor these students very closely, provide additional one-on-one instruction if needed

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Five Sequential Lesson Plans: Ways to Make Numbers

Content Area: MathematicsDates of Implementation: 03/31/08 – 04/04/08

• Lesson 1: Six Tiles in All– Students will find different ways to arrange six square tiles and record one

arrangement• Lesson 2: Quick Images: Square Tiles

– Students will see and describe an arrangement of six squares and recreate it when it is hidden from view

• Lesson 3: Arrangement of 5 to 10 Tiles– Students will make and record arrangements of square tiles for numbers 5

through 10• Lesson 4: Toss the Chips

– Students will drop a set of two-color counters and record the number of red and the number of yellow

• Lesson 5: Quick Images in Pairs– Students will use their tile arrangements to recreate their partner’s arrangement

when it is hidden from view

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Final Reflections

Difficulties in Pre-Assessment

Student 1 (4 out of 4)

Problem 1 – N/AProblem 2 – N/AProblem 3 – Sloppy in writing numbersProblem 4 – N/A

Student 2 (3 out of 4)

Problem 1 – Incorrect countingProblem 2 – N/AProblem 3 – Wrote numbers incorrectlyProblem 4 – Used no originality, copied Problem 1

Student 3 (2 out of 4)

Problem 1 – Incorrect countingProblem 2 – N/AProblem 3 – Wrote numbers incorrectlyProblem 4 – Did not meet criteria

Results of Post-Assessment

Student 1 (4 out of 4)

Problem 1 – Creative, figure within figure, met criteriaProblem 2 – Accurately re-created image, tiles neatly

alignedProblem 3 – Took time and neatly recorded dataProblem 4 – Correct number of tiles and image was

original (In shape of a Martian)

Student 2 (4 out of 4)

Problem 1 – Used a vertical checkerboard pattern with correct number of tiles

Problem 2 – Recreated the quick image Problem 3 – Neatly recorded answers and was able to

identify equal probabilitiesProblem 4 - Made arrangement correctly, added creativity

and originality in forming a castle

Student 3 (4 out of 4)

Problem 1 – Created arrangement correctly making creative arrangement in shape of a light saver in Star Wars

Problem 2 – Recreated the quick image Problem 3 – Recorded and wrote the numbers correctlyProblem 4 – Made arrangement using correct number of

tiles with red squares appearing like a checkerboard

Comparison of Pre- and Post-Assessment Data on the 3 Representative Data(Used Same Test in both Pre- and Post-Assessment)

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• High, middle, and low developmental students all made progress, and met all of the objectives for the five sequential lesson plans.

• Student 3 went the distance to reach higher levels of performance, was able to improve his handwriting, and master counting his numbers one through ten, showed greatest amount of improvement of all three representative data

• The lesson will be taken to more advanced levels by having students work with their groups to create a group arrangement by working collaboratively together with the four students in their group.

• Have students make a Grid Sheet that is a visual representation for the number of tiles that will be used from 1-10.

• Toss the Chips activity will be eliminated due to the activity not pertaining to arrangements. Probability will be introduced in a separate unit or perhaps even incorporated into a Science lesson.

• Use observations from the five sequential lessons to guide where students should sit in the classroom, what additional materials I would need to prepare, and tutoring sessions that would enhance the learning of all students.

Final Reflections/Suggestions for Future Revisions

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