WHAT DATA COLLECTION METHODS WERE SELECTED?
Pre & Post Test
Showed student growth in identifying the main idea and supporting details. |
Summarizing Exit TicketsShowed student understanding of the text. |
Main Idea formatives Show if the use of summarizing strategies was increasing student ability in determining the main idea of a text. |
The summarizing exit tickets were sorted into two piles. One pile for students that understood the reading and one pile for students that didn’t understand the reading. The data that I wanted to glean from these exit tickets was if the majority of the students were either understanding or not understanding the reading. If I noticed a trend of students not understanding, I knew that I needed to spend more time on reading comprehension. Furthermore, from these tickets I was able to tell if students needed to work on paraphrasing, separating important information from irrelevant information, etc. Mini lessons were then given based on student need. The main idea formatives were scored on a 1-4 proficiency scale. This allowed me to differentiate between the students who were responding well to the summarizing strategies from those that were not. Student accommodations could them be made from this.
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My data collection methods...
RECOGNIZED DIVERSE LEARNING NEEDS
The summarizing exit tickets showed how students were responding to the summarizing strategies. Some students needed additional support to guide them through this process and it was provided once those students were identified through analysis of the exit tickets. As mentioned previously, these supports looked like graphic organizers, sentence stems, audio, additional time, and one-on-one instruction. Additionally, it is known that not all students learn the same way. For that reason, some students found that a certain strategy didn't fit with their way of learning. When this occurred, students were then presented with the option to use a strategy that best fit their needs. Vertical Divider
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ADDRESSED THE INFORMATION I NEEDED TO GATHER
The methods that are outlined above were truly perfect for allowing me to see the growth in my students. This was due to the methods showcasing student learning and their increase in ability to determine the main idea of a complex text. |
INFORMED DECISION MAKING
By using exit tickets I was able to immediately see how students were responding to the interventions that I implemented. I was able to look at the exit tickets, and prior to the next class, determine what students needed. For example, I noticed that they were confused with the "Somebody Wanted But So Then" summarizing strategy. After realizing this, I knew that I needed to go back the next day and clear up some confusion that they had. Additionally, from the exit ticket analysis I was able to see what sections of the text were confusing to students. This process allowed me the chance to clarify a section the next day.
By using exit tickets I was able to immediately see how students were responding to the interventions that I implemented. I was able to look at the exit tickets, and prior to the next class, determine what students needed. For example, I noticed that they were confused with the "Somebody Wanted But So Then" summarizing strategy. After realizing this, I knew that I needed to go back the next day and clear up some confusion that they had. Additionally, from the exit ticket analysis I was able to see what sections of the text were confusing to students. This process allowed me the chance to clarify a section the next day.