EDR 626 Evaluation of Learning in Response to Lesson #2 This may be a lesson with the whole class, differentiated for

your student partners success, or an individual or small group session, whichever is best for teaching and learning the content/targets to your students. Teacher Grade Tonya Jesweak 8th Student Date/Time Jason Etchason-Ankney March 25, 2014 10:00 AM

Standards (CCSS and/or Content Standards) CCSS.ELA-LITERACY.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. CCSS.ELA-LITERACY.RST.6-8.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. Learning Targets (I can or Students will statements) Student will analyze the structure an author uses to organize a text, including headings, graphics, and pictures and understand how the structure helps them set a purpose for their reading. Student will determine the authors purpose is to demonstrate the connections between living things and their environment that allows them to eat and survive. Evidence of Success (If students met objectives, what is it that they would do/say?) Students will say/write something like: Student will preview the text, taking note of the headings, graphics, and pictures to determine what they already know about the text, what they predict they will learn, and what questions come to mind as they preview. Students may write something like, I know that all animals need energy for survival. Some animals eat plants and other animals eat other animals. I predict I will learn more about how this energy is transferred from one part of the food chain to another. I predict that I will learn about the connections these animals have to each other for their survival. I have a question about why only 10% of energy is transferred up the food chain according to the graphic. Student will fill out the SQ4R graphic using prior knowledge and schema, make predictions, and ask questions about the text when previewing through the text with the teacher and class. Student will determine what he feels the authors purpose is in writing the text and he will also set his own purpose for the text by using the structure of the text to come up with questions that he would like answered by the text. Assessment of Learning (What procedure/tool will be used to collect evidence of learning?) Student will complete a graphic organizer while previewing and setting a purpose. Class discussion will also be used to assess his learning, along with conferencing with the teacher. Lesson Elements: (Identify the step or element of Gradual Release of Responsibility - Focus Lesson(s)(FL), Guided Instruction(GI)/Productive Group Work(PGW), Independent Learning(IL) - see handout for clarification) (add additional rows as needed) Time (min) Element/Step (above) Instructional Approach (What teacher and/or students be doing?)

0-3:00

Launch/FL

Reminder of where we have been in our Science studies and a preview of what we will be doing that day- previewing the Food Webs text. Introduction of the SQ4R graphic organizer.

3:00- 9:00

GI/PGW/IL

Direct students to look through their text and show how we will use the SQ4R. Explain how we will use our prior knowledge to list things that we already know. Students will complete independently as their prior knowledge may be different. Students will share information with each other. Teacher checks with each student and conferences as needed. Teacher then directs students to the next box that asks them to make predictions of what they might learn. Again students preview the text, discuss, conference with teacher and fill out independently. The next box on the graphic organizer asks the students to create questions by turning the headings into questions. Students and teacher demonstrate how to create questions using the headings to further learning. Students offer questions and teacher demonstrates how to make clearer questions. Teacher incorporates movement to indicate that students are done. Class takes a sensory break of 10 jumping jacks. Students attention is drawn back to the graphic organizer and how the students have set their purpose. The next task is to actively read. Teacher reads aloud the introduction to the text, pointing out information the students have already discussed and make predictions of what will be read next.

9:0012:45:

GI/PGW/IL

12:4518:33

GI/PGW/IL

18:3324:00

GI

After the Lesson, before viewing video/listening to audio: Reflect in writing on the following question Sohow do you feel the lesson went? I felt the lesson went well. The students are familiar with the structure of the science texts. I feel taking it a step further and using the graphic organizer to set their purpose will be helpful for all of them. My students struggle with setting their own purposes for reading. They often rely on me to help them set the purpose. This lesson allows me to guide them in setting their own purpose. I provide feedback and encouragement, but they each set their own purpose. I feel that this graphic organizer will also be an artifact of their learning when we are finished with the unit. I did not like how it ended. I began to do some reading as an introduction to the text, and because of time, I was not able to fully give it the time and attention that it required. Next, review lesson on video/audio, choosing 6-10 minutes of lesson for very close study of factors that interact to affect student learning. (This may be a single, continuous segment of lesson or multiple, smaller segments. Segment(s) should show learning or lack of learning or both there is much to be learned either way.) Record in the table below what you observe. (Quote students where words reveal thinking, whether evidence of learning or lack of learning. Quote teacher where words are prompts or information, or in other ways related to student response/learning. Paraphrase where words are peripheral to learning context (e.g., directing students to distribute materials and other organizational or logistical matters). Add lines below as needed by clicking in table, then choosing in task bar layout and insert below.) Time
6:198:19

Teacher Action/Words
T is monitoring students as they complete the first step in the activity- listing things that they already know about the topic of food websJason, what did you find? Redirects him and guides him in how he should be previewing the text instead of reading it Why does the graphic show 10% of energy?

Students/Student Partner Action/Words

Seated at table near teacher- Flipping through book, notes that hes only looked on the first pageafter teacher redirects him to previewing instead of reading, begins to make connections with what he is seeing in the text to what he knows the grass goes to the prairie doghe eats it and continues with describing a food chain and how energy is shifted through the chain

Anecdotal Notes
Other students filling out their own graphic organizers. Students are discussing together. T is filling out sheet for student who struggles with writing. T spends most of her time close to another student due to behavior issues, venturing away only for short times. Another student is working on a different project

Any idea why that says that?

Its just a piece of what it should be.

altogether and at times, interrupts with questions or needing something. Scribing for another student

11:2017:00

T: What are some things you predict you are going to learn? T then goes on to explain about turning headings into questions How do we make the headings of producers and consumers into a question?

About predators and prey and how energy flows from one thing to another. What is a producer? What is a consumer? What energy is given to other animals when eaten? You know its a question when it has what, how, when, and where.

Mini-lesson on creating good, solid questions would have been useful here Provides a side comment that shows what he knows about questions Moving among the students monitoring comprehension of the lesson and gauging their knowledge of the subject

17:0020:00

T allows time for students to write their own questions What goes at the end of a question? Asks students to sit on desk when finished with first three boxes of the graphic organizer Then has students take a sensory break and do ten jumping jacks

Participates in sensory break

Review table above as well as artifacts of learning (e.g., lab report), then respond to the following questions What is evidence of student learning (data, quotes, annotated student work, etc.) or lack of learning? (You may focus only on the segments set forth in detail in chart above as those were chosen because they reflected student learning (or not), though you certainly may choose include data from other parts of the lesson as well.) During the segment from 11:20-17:00, student makes predictions based on the headings, graphics, and structure of the text that are accurate. He provides information that he knows to add to what is in the text. He also provides examples of asking questions about the text. Through this, Jason shows that he sees what the authors purpose is in writing the text and also sets forth his own purpose in the form of the questions that he wants answered as we move forward and read the text. What elements interacted to affect learning? (Consider factors within activity (e.g., purpose and outcome) and classroom context (e.g., teacher beliefs, approach) as well as larger socio-cultural environmental context that interact to affect student learning. Focus on just 3. For each one, hypothesize about the effect on student learning. Also consider the interaction of these factors on each other. An expanded list of factors, based on our reading, discussion in class, Henk (posted to Bb) and Appendix at end of this doc.) Emotional support for learning: The classroom is set up with two circle pods. There are three students per circle, each given their own ample personal space. A student with severe behavior issues is placed next to where I will do most of my teaching from. He is closest to the whiteboard and positioned in the center so that I can easily navigate to other students, but still be close to him. I try to remain in his eye sight the majority of the time. I also use touch with him to help him regulate himself, whether it is a hand on his shoulder, arm, or applying deep pressure. Regulating this one student, creates a calmer, quieter environment much more conducive to learning for all the students. When this student is not regulated, learning stops and all staff have to physically manage that student. By becoming his frontal lobe, I am able to elicit a deeper discussion with the students. They are able to feel safe, relax, and participate in a group learning experience. Throughout the lesson, I also walked around, checking in and conferencing with each student. Without the emotional support and sense of safety, the students are anxious and unable to learn. Collaborative Learning Environment: Students work together in the classroom in many different ways. They share their knowledge in pairs, small groups, or whole class. Class discussion sparks other students thinking. There were often comments such as Oh yeahthat reminds me going on around the room as the students discussed their prior knowledge of the food chain. The setting of the classroom is conducive for a collaborative learning environment with three students at each pod, but within conversation distance of the next pod. Students worked collaboratively by answering questions that other students had. They also spelled words for each other and listened as each person had their own turn to talk during

discussions. When having a full class discussion, students practiced active listening and manners, waiting for each person to be done with their thought before adding their thoughts. Students are each working at different levels, academically and behaviorally. They understand this about their peers and work hard to be patient and helpful. In doing so, it provides all peers with a sense of accomplishment, success, and pride. Instructional Approaches: Several instructional approaches were used throughout the lesson. Students used their background knowledge of the topic to jumpstart a discussion. Students discussed as a whole class, peer to peer, and as directed by me. I did very little direct teaching except to explain why we were using the SQ4R graphic organizer as a way to set a purpose for our reading. I did not do a good job of explaining that even though we are all reading the same text, we may all have different purposes for our reading based on our own background knowledge and what questions we have as we read. I also did not spend much time on the focus of setting a purpose as we had been working on that consistently for a week. I asked a lot of questions, mostly repeating what the graphic organizer was asking for- What are your predictions? What is a question that you have after previewing the text? Students were most engaged when sharing their prior knowledge with each other. I am careful with discussion in the classroom to not allow it to get too far off base or to become conflictive. In my particular classroom, students struggle with the idea that others have knowledge that they dont have and that others opinions matter just as much as theirs. This is a balancing act to allow for learning of how to have a discussion and agree to disagree. What are your next steps? (What will you do, or what decisions will you make, now that you are more aware of the specifics of these interacting factors?) I will continue to frontload with the student who needs help staying regulated. I will continue to offer choice wherever I can throughout the next lessons, whether that is a choice of reading the text alone, in pairs, with me, all together. They will be allowed the choice of where they want to sit in the room as they read. So along with choice, it also helps the students to stay motivated and engaged in the process. With instructional approaches, I would like to lead my students to deeper thinking. This is something that they do not do often. It is difficult for them to think abstractly or to put themselves in anothers shoes. I need to spend more time with the text to investigate where I could help lead my students to deeper thinking with the model Afflerbach uses of Blooms Taxonomy. Appendix: Elements that interact to affect learning Instructional purpose Elements to consider include, but are not limited to: variety of purposes, authenticity of purposes, authenticity of audience, understandability of purpose, who set purpose, congruence of purpose with curriculum, importance of content (to whom?), and interest of content (is it intrinsically motivating? Is external motivation required?)

Instructional activities/experiences Elements to consider include, but are not limited to: Methods for developing knowledge, understandings (e.g., supplied by teacher, acquired through independent reading or investigation, developed in teacher-led discussion, developed in student collaboration) Instructional approaches (e.g., thematic focus; activation of background knowledge; direct teaching; invitations to deepen thinking, ask questions, expand language, argue) Conversational elements (e.g., nature of questions - known answers or multiple possible answers, responsivity to student responses, multiple or single-turn interactions, who determines who talks and for what purpose?) Social climate for learning (e.g., student groupings, conventions for interaction) Emotional support for learning (e.g., moves to minimize anxiety, assure safety, encourage risk-taking, build self-efficacy, create inclusive environment)

Outcome of instruction Element to consider include, but are not limited to: alignment between outcome and purpose, nature of assessment (manner in which students demonstrated that they could, could almost, could not yet meet learning target), teacher or self-assessment?