explanation of why the modifications would improve student progress. Congruence Modifications in Modifications in Modifications in Between instruction lack instruction are instruction are congruence with generally consistently Modifications and Learning learning objectives. congruent with congruent with Objectives learning objectives. learning objectives. Modifications for There are few Changes are Changes described specific suggested with are thorough, come Future Teaching suggestions for adequate bases for from reflection and change in the unit those changes. professional GP 2 for the future. knowledge and have clear rationales for the changes. SECTION 6 ANALYSIS OF STUDENT LEARNING ANALYSIS OF STUDENT LEARNING The teacher uses assessment data to highlight varied aspects of student learning and communicate information about student progress and achievement for the unit’s objectives and the state and national standards addressed. TASK Analyze your assessment data, including pre/post assessments and formative assessments to determine students’ progress related to the unit learning objectives. Use visual representations and narrative to communicate the performance of the whole class, subgroups, and two individual students. Be as specific as possible regarding how the data provide information about student learning. Conclusions drawn from this analysis should be provided in the and “Reflection section. PROMPT In this section, you will analyze data (quantitative and qualitative) to explain progress and achievement toward learning objectives demonstrated by your class, subgroups of students, and individual students. In your response, address the following.
explanation of why the modifications would improve student progress. Congruence Between Modifications and Learning Objectives Modifications in instruction lack congruence with learning objectives. Modifications in instruction are generally congruent with learning objectives. Modifications in instruction are consistently congruent with learning objectives. Modifications for Future Teaching GP 2 There are few specific suggestions for change in the unit for the future. Changes are suggested with adequate bases for those changes. Changes described are thorough, come from reflection and professional knowledge and have clear rationales for the changes. SECTION 6 ANALYSIS OF STUDENT LEARNING ANALYSIS OF STUDENT LEARNING The teacher uses assessment data to highlight varied aspects of student learning and communicate information about student progress and achievement for the unit’s objectives and the state and national standards addressed. TASK Analyze your assessment data, including pre/post assessments and formative assessments to determine students’ progress related to the unit learning objectives. Use visual representations and narrative to communicate the performance of the whole class, subgroups, and two individual students. Be as specific as possible regarding how the data provide information about student learning. Conclusions drawn from this analysis should be provided in the “Reflection and section. PROMPT In this section, you will analyze data (quantitative and qualitative) to explain progress and achievement toward learning objectives demonstrated by your class, subgroups of students, and individual students. In your response, address the following.
tws-elementary-revisions-summer-2013-docx-no-scores.docx