Day 1Pre Assessment

The goal of our pre-assessment is to see where our students are compared to the

standards. It is also to see how far our students can be challenged. I had the opportunity

to be able to teach in Mrs. Clowards third grade class. I have been assigned to the high

level students. At the beginning of class I had the students file into the gym, once they

got into the gym they were running and sliding around on the floors, and it was very

chaotic and loud. Other groups proceeded to file into the gym as well, and soon enough it

was hard to hear anyone talking. It would have been helpful to talk to Mrs. Cloward and

ask her some of her methods she uses to help quiet the students. I had the students sit into

a circle and we played a get to know you game, which gave me the opportunity to take

note on their interests. Having data on the students interests will help me to teach, and to

understand how to relate the subject content into something they would want to learn

about. I was then able to assess the students with a worksheet test, to access what they

know. While they were doing that I was pulling each student one by one to assess the

dynamic assessment in which I had certain questions lined up such as show me 2:00 on

this analog clock, and elapsed time questions. From this assessment I was able to come to

the conclusion that most of the students mix up the minute hand and the hour hand. So

those results drove the instruction for the next day. We were also able to see that some

children did not understand elapsed time completely. So we will teach more in-depth on

that concept as well. Overall the timing of the lesson was perfect, the students ended the

assessment on time, and we used our time wisely. Whitney and I were able to gather

enough data to be able to drive instruction the next few times we meet. We were also able

to understand the students strengths and weaknesses. As well as who the loud ones were
in the group and whom we need to separate for future lessons. In our next lesson we will

stay in the classroom to keep the students under control. We issued the pre-assessment on

March 15th, 2017. The pre-assessment results showed us that the mean of the scores were

7/10, the mode was also 7, and the median was 6. The average showed us that our

students were able to be challenged more than the standards suggest. The assessment was

given individually, but the setting was in a loud gymnasium, so that could skew the

results because other noises may distract students. We did not take that into

consideration, if we could re-do our pre-assessment I would keep them in the quiet

classroom and have them sit in their desks. Through the assessment we could see our

students strengths and weaknesses which were the half past and quarter past terms as

well as elapsed time.

Today we had the opportunity to teach the difference between digital and analog clocks

as well as the difference between minute hand and hour hand. The reason why we picked

that concept is because we noticed in the pre-assessment that most of the students were

getting the hour hand and minute hand mixed up, so we decided to review the concept

before moving forward. We were able to assess the students learning through a

competition. Whitney and I decided to use the alternative style of co-teaching today,

where we took turns teaching each part of the lesson. We had to analog clocks out and we

yelled out the times and the first person to swat the correct time with a fly swatter got a

point for their team. This helped them practice learning the different times, and we

explained the difference between the minute hand and hour hand. I knew that the students

were learning the concept because every time someone hit the wrong time, another

student would explain why they were wrong and why they got confused, they would

sometimes even explain the whole lesson to them again. As they were swatting the

clocks, I was taking mental notes of who understood the concept and who still needed

more practice. While doing this activity I wish that one of us (me and Whitney) had been

writing down the students who got the hands mixed up. We did not gather enough data

for our information. Once we got back to class I was able to write down all the names

who still got the hands mixed up, but I wish I had gotten the records of what they were

thinking when they swatted the wrong clock. We used our time well, with each activity

we had another activity planned and if they finished early we would have them practice

giving each other specific times, to practice showing the correct time on their own clock.
If I could re-do this lesson I would want to gather more data by collecting the students

clocks they made, and use them for our future lessons. I would also want to do a written

assessment to test the students on what they were taught. The reason being because we

didnt gather enough data of our lesson effectiveness.

Whitney and I taught the concept about elapsed time while I was teaching and she

observed. By doing this, we were able to gather data and observations about our students

to understand if they grasped the concept. I started out the lesson by having the students

race in the gym, this gave the students a great chance to be able to get all their wiggles

out, and give me the chance to teach the concept of elapsed time. We then proceeded to

come back into the classroom and get into pairs, and work on elapsed time problems

scattered across the classroom. While they were doing this activity, we were able to walk

around the classroom with the key and see who needed help, we then were able to discuss

some problems in a small group, where they couldnt hide and not answer. This gave

them the opportunity to ask questions and not feel judged if they didnt understand

something. The questions were hard but I wanted to assess how much they could do.

When they were all done, we went over the answers as a group and why they were the

right answers, this gave us the chance to review material as well. We were then able to

give individual worksheets that would test their content knowledge. Basically the whole

time we were assessing their learning skills, and challenging them to do hard things.

While doing this activity I was able to talk to the aid and find out what Mrs. Cloward

does to quiet the students down, since our group tends to be very loud. She was also able

to tell me who to separate, and what to do to quiet individual students. This was a really

big help in engaging the students in our lesson. The data we gathered in this observation

was reliable and valid because we gave the worksheet to them at the end of our lesson, in

the classroom, and they were at their own seats.

Today Whitney and I co-taught a lesson in which she taught and I observed and gathered

data. She started out the lesson by asking who liked pizza and really relating the topic to

them before we dove right in. They all raised their hands, and she asked what would

happen if we split the pizza in half, and in quarters and so on. During that time the

students were able to shout out answers and while they were answering I was able to

collect the data of what they were answering and if they were understanding the concept.

We then did a bingo activity where the students had different types of analog clocks on

their pieces of paper. Whitney would yell out a number like half-past 4 and the students

would have to mark the clock that said 4:30 on their bingo sheets. The goal of this

activity was for them to practice their telling time abilities. While this lesson was

happening, I was able to walk around and write notes about who was understanding the

concept and who still needed more intervention. Through this collection of data, I was

able to help teach the students who were having a hard time with subject in a one-on-one

setting, to better help them recognize and understand the times of the clock. At then end

of the lesson all the students completed two worksheets about the key concepts taught.

Because of the worksheets and the observation notes we were able to gather enough data

in order to review all of the materials at the beginning of the next lesson. Some students

were not able to finish the half past/ quarter till worksheet, so the data on that

worksheet will not be valid because they did not have enough time to complete it.
Day 5- Post Assessment

Today we were able to take our class into the library for our lesson. We had the

opportunity to team- teach, where we both took turns reviewing the material that each

one of us specifically taught in class. We noticed that during the pre-assessment students

wanted to work together and because of that, would copy each others work. So when we

took our students into the library to test we had them put folders up in order to be assured

they were doing their own work. We established a set of expectations in which we told

them they had to be quiet or else they wouldnt have the opportunity to be in the library

and we would have to take them back to their classroom (seeing as being in the library

was a treat). During their post-assessment I was able to pull each student one-by-one to

the side and deliver the dynamic assessment. The students took the written part of the

post-assessment individually. We changed one of the problems on the post-assessment in

order to challenge our students, instead of looking at an analog clock and writing the

time, they wrote the time and drew the hands of the clock on the analog clock. This way

we were able to challenge them more. The results of our assessment are valid and reliable

because we gave our test after a little bit of review and we were able to administer it in a

quiet place, the library, and have their offices up so they had to do their own work. The

mean of the scores was 8.5, the median was 8, and the mode was 9. These high scores

indicate that my students learned the material that was taught and they were able to apply

it through their assessment. The students weaknesses in the pre-assessment grew as their

strengths towards the end. Almost every single student got every question correct, this

showed his or her knowledge of the subject. Based on the post-assessment data, I would

teach the third lesson more in-depth, and I would also want to take the lessons a step
further and challenge the students more. I learned through evidence of the lesson

assessments as well as post and pre assessment that the students understood elapsed time

rather fast. I would probably split that lesson with another challenging lesson.