Impact on Student Learning:

3rd Grade Mathematics

LaTriece Platt | Elementary Education, Rochester University

Pre- Assessment Post Assessment Pre-Test/Post-Test Graph

To assess the student’s prior knowledge concerning the area, I To assess the students learning at the conclusion of the unit I
administered a pre-test. At the time the children were learning virtually administered a post-test. This test consisted of the same questions on
and the assessment was assigned through Google Classroom. The the pretest. The assessment was done in person.Students were given
pretest was multiple choice and consisted of seven questions. I feel that a hard copy to complete and turn in. Based on the results I could see
the results were expected because the students had not been exposed to that the class as a whole made significant growth.
much of the information beforehand. Many of the children answered
about three of the questions correctly. This information was very helpful
as I planned and modified the lessons. I knew that the answers that most
of the children answered correctly were information that I could review
and spend slightly less time on. On the other hand, based on the Mentor Feedback
questions most of the students answered incorrectly I was able to gather
the information that I needed to explain in detail. As a result of this, I After introducing the introductory activity and the first lesson I realized that I would
modified my lessons to reflect the class’s needs. For example, many of need to revise my teaching plan and timeline. I noticed that the students grasped
the students were unsure about composite units. In order to help with some of the material I covered but there were some concepts that they struggled
this, I included a hands-on activity to explain this concept rather than with. For example, the first lesson covered the concept of square units. By the end
solely using slides. of the instruction time, I wanted the class to be able to understand that area
measures the space inside of a shape and we use square units to measure it.
Management Based on the informal assessment I could tell that the children understood that we
use square feet to measure the shape however they were confused about the
difference between area and perimeter. This was a topic we covered before the area
To monitor student progress I used informal lessons as well as homework links.
unit. Many of the students used the two terms interchangeably or swapped the
These two strategies helped guide my instruction time. At the end of each
definitions. As a result of this, I recognized that I needed to cover this information
lesson, I would ask the students a series of summative questions to ensure that
again and explain it differently. My mentor teacher provided feedback and
the learning targets were met. When I started new lessons I asked the class
confirmed that I needed to extend this lesson to give the students more clarity. The
review questions. I also kept track of their homework scores. This allowed me to
following day I conducted an extension of the lesson. I took a more hands-on and
identify which concepts the children had mastered and it allowed me to see
visual approach. This time I included a video that reviewed the definition of
which areas they may be struggling in. Additionally, I was able to recognize
perimeter and area. I used hand motions and images on the smartboard to help the
students who may need extra assistance.
students learn the difference between the two terms. At the end of the lesson, the
class demonstrated significant growth
Feedback
One way that I provided feedback was by engaging in conversation with the
students during the lesson or at the end of a lesson. I often asked for the pupils’
input when they responded during instruction time I strived to affirm answers The visuals were also a strategy I used to accommodate the students with special
that were on target and help guide the children in the right direction if they were needs to ensure that they were able to meet the learning standards. In our
off track. I believe this initial feedback was important because it clarified classroom, there are two ASD students and multiple ELL students. During each Conclusion
concepts the children might have been confused about right on the spot. lesson, I intentionally included interactive slides for reference. These slides were
Based on the data the student’s showed tremendous improvement. Almost all of
Another way that I provided feedback was by writing comments on the used during instruction time but they were also utilized during transitions. For the pupils performed at a proficient level on the post- assessment. Thirteen out of
children’s homework. As I graded the completed assignments I wrote notes to example at the start of the lesson the students are asked to get out all of the sixteen received a passing grade. On the pretest only five of sixteen students
the students to clarify and to push their thinking. For example, if they answered needed materials. During this time I was able to show the students on the board performed proficiently.
the question in part I would acknowledge what they did correctly and then pictures of the materials I wanted them to gather. When it was time to do our math In order to increase the number of students who meet the expectations, I would
highlight the portion of the question they did not answer. rotation groups I displayed timers on the board and which group the children try to make the test environment more uniform. The first time the children took
During our math rotation groups, the students were able to engage in peer- were assigned to.
the test in their own homes because they were learning virtually. There are
assessments. The groups had mixed ability levels therefore the students who
many outside factors that could have influenced their performance. The next
were stronger in certain areas were able to help those who struggled. Overall
this worked well because the pupils were able to make discoveries on their own. time the students took the test they took it in the classroom. I believe that if the
students took both assessments in the same environment they would the
results would have been more accurate and they may have performed better.