d. Use evidence found in the 3 student work samples and the whole class summary to analyze the patterns of learning for the whole class and differences for groups or individual learners relative to conceptual understanding use of scientific practices during inquiry evidence-based argument about a scientific phenomenon Consider what students understand and do well, and where they continue to struggle (e.g., common errors, confusions, need for greater challenge). Organize your answer: Is the pattern relative Pattern of student to conceptual learning observed understanding, use of Students showing this Evidence from whole Evidence from student (what are they doing scientific practices, or pattern class summary work samples well or what are they creating struggling with?) arguments? Feedback to Guide Further Learning b. Explain how feedback provided to the 3 focus students addresses their individual strengths and needs relative to the standards/objectives measured.
d. Use evidence found in the 3 student work samples and the whole class summary to analyze the patterns of learning for the whole class and differences for groups or individual learners relative to conceptual understanding use of scientific practices during inquiry evidence-based argument about a scientific phenomenon Consider what students understand and do well, and where they continue to struggle (e.g., common errors, confusions, need for greater challenge). Organize your answer: Pattern of student learning observed (what are they doing well or what are they struggling with?) Is the pattern relative to conceptual understanding, use of scientific practices, or creating arguments? Students showing this pattern Evidence from whole class summary Evidence from student work samples Feedback to Guide Further Learning b. Explain how feedback provided to the 3 focus students addresses their individual strengths and needs relative to the standards/objectives measured.
Task%203%20Writing%20Organizers%20and%20Helpful%20Hints%20Science.docx