Importance Of Checking For Understanding And Acting On Data

I will walk around the classroom taking notes about each students’ progress, while they work independently and during guided practice. On students desk there will also be colored cards to explain where each student believes they are. A green card will explain that the student understands it, a yellow card means they understand some of it, and red means they do not understand how to complete the work. Data will be kept on a chart with every students’ name. This assessment will show me where additional accommodations may need to be made; therefore, meeting the needs of students with exceptionalities. If I notice a student not being able to understand how to solve the problems, accommodations can be set to help students understand what they are working

While observing students. Use a check list to formally assess students progress and understanding of the objective.

When we ask the children to share their ideas orally using solid objects (teddies or animals), the teacher will be able to define their ideas and strategies. In addition, the children will have the opportunity to be involved in their learning process as part of their sense of agency.

Recognising that the learner’s needs are important so gathering as much understanding of the learner is important. Gathering information of student’s knowledge/understanding through an initial assessment. Learners can have literacy, numeracy and ICT skills tests prior to being accepted on the course or during the course so that understanding of any learning needs can be determined.

Observations and assessments can help the teacher plan activities that take into account the individual needs of the children. They also show how a child is developing. In my setting the teacher uses observations when planning and we complete narrative observations on a daily basis.

I also held individual tutorials with the learners, in which I could feedback on their progress but also to incorporate individual plans into future lessons. Completing the tutor tracking sheet allowed me to assess each learner with each subject covered.

The next step, is finding a way that the teacher can validate the progress of the students. “Getting evidence of understanding means crafting assessments to evoke transferability: finding out if students can take their learning and use it wisely, flexibly, creatively” (Wiggins, & McTighe, 2005). Transferability could be a valuable tool to this method within this scenario. Assessment could be the accuracy in which students can compare the lessons to other events, current or

The article, Code Red: The Danger of Data-Driven Instruction, the author, Susan Newman provides ineffective uses of data-driven instruction. The author highlights the use of worksheets, spreadsheets, and teaching to the test strategies as weak time consumers that detract from the active learning and classroom engagement. Data-driven instruction is a tool to guide education to increase student performance with researched based practices, rigorous teaching modalities, and differentiated individualized instruction.

There are many useful ways to monitor progress to support learning and achievement by doing a checklist e.g. the teacher can do a checklist about what physical skills each individual child can do e.g. skipping, balancing and hopping etc. Observations can also be taken to monitor progress of each child or young person’s

At Arts-Based School I did my observation in Leni Fragakis’s third grade class. This was the first observation I had done since learning about instructional design. Since learning it, I now have a new way of observing, I pay more attention to the teacher; how she implemented the lessons, what strategies she uses, and the types of assessments she uses. This gives me a better experience because before I was just paying attention to what the students were doing and their part in the classroom and now I am paying attention to so much more. Even though it is important to watch the kids, I now also know how important it is to observe the teacher, too. I was also able to observe what I am learning in class be used in the classroom.

The data that I collect from assessments using “Words Their Way” gave me information needed to understand my student’s individual needs this in turn allowed me to gear my classroom instruction towards my student’s individual weaknesses. My action research allowed me to make an overall impact on students in the school at the time of the action research but also to future students.

Throughout the day, the elementary school principal provided feedback from the informal observations to the teachers. I was very impressed with her approach. For these informal observations, she uses the “three P’s”. First is purpose, she stated that the purpose of her visit. The second P is praise. Praise was given for positive student interactions and conversations between themselves. The final P stands for probe. A question is then asked to get the teacher to reflect and self-diagnose any areas of needed improvement. The principal asked, “How do you assess student understanding during the lesson”. The teacher then stated, “I am not sure how to check for understanding during the lesson, I usually check after

The methods our school organization uses to ensure accuracy of organizational data, information, and knowledge have been very effective. Before the state and our school organization came out with data collection observation tools, a lot of the information was inaccurate between content areas and educators. One educator would be evaluated one way and another a different way, thus proving inaccuracy amongst educators and fairness in the data that was being collected by school leadership. Now we have specific observation tools that are used and every educator knows that they are going to be evaluated and observed using the same data collection and observation tools as every educator in the building. This eliminates the opportunity

Clear Instructions: when instructions are given make them clear and to the point to minimize the chances of mistakes being made for example clear labelling of data input

Efficient educators know and understand the importance of selecting, planning, and implementing effective assessment tools and strategies that measure student’s levels of understanding. Different types of assessments are used for a broad range of purposes that include formative, placement, diagnostic, and summative assessments. However, the main purpose is to “foster learning in all its forms” (Lefrancois, 2013, Ch. 6.1). Teachers use pre, formative, and summative assessments to determine what students know before, during, and after instruction. Each measurement is used to plan, modify, and adjust instruction to meet the needs of all learners. Although each form of assessment plays a critical role in ensuring all students succeed, educators