Guided Response: Using Data For Instructional Improvement

 Guided Response:  Respond to at least two classmates’ posts and provide specific feedback regarding their analysis and ideas for differentiation, student reflection, and reassessment.

Chameka Dalton

How you will identify particular areas of need/misunderstanding (what will you look for? See Chapter 6 from Ward, Fischer, Frey, & Lapp).

To identify particular areas of need/understanding, I will look for lack of responses, common mistakes, and inaccurate answers. Analyzing students formative assessments throughout the lesson will demonstrate areas of misunderstanding as well. “Criterion-referenced approach which is an assessment that determines if students have achieved this level of capability” (James-Ward, Douglas, Frey, & Lapp, 2013). This is one way to analyze students data.

How you will address and re-teach with differentiation, so students meet the learning objective?

For a re-teach with differentiation, I will narrow down the area of skills that students struggled in the most. “The item analysis is critical as it allows teachers to look across the student body for trends— lessons that need to be retaught, assessment items that need changing, or pacing guides that need revision” (James-Ward, Douglas, Frey, & Lapp, 2013). I will analyze and change the instructional strategy and materials used for the new lesson. I will use a new approach that should benefits students who didn’t catch on the first time. My lesson would include more technology and try address all of the different modalities.

How you will employ students in the process of self-reflection and identifying areas of misunderstanding?

After completing an assignment, I will allow students to check their own work instead of taking it up for grade. We will go through it together and they will be able to correct their mistakes. By this doing this, they can see exactly where and how they made the mistake.

How you will reassess for the learning objective?

To reassess for the learning objective, I will take up an exit slip. The exit slip will determine if students actually retained knowledge from the new revised lesson. The exit slip will be aligned with the learning objective and pretty sum up the lesson.

How will these instructional adjustments better prepare them for the impending summative assessment?

The instructional adjustments are made to ensure students master the needed skills. When students understand the skills and perform higher on the formative assessment, it will most like result in a good score for the summative assessment.

Reference

James-Ward, C., Douglas, F., Frey, N., & Lapp, D. (2013). Using data to focus instructional improvement. Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved from http://www.ebrary.com