Pamela Bedwell

Senior Capstone
Work Sample
Tarleton State University

Table of Contents
1) Contextual Factors (pg 3)
2) Learning Goals and Objectives (pg 6)
3) Assessment Plan (pg 10)
4) Design For Instruction (pg 16)
5) Instructional Decision-Making (pg 19)
6) Analysis of Students' Learning (pg 20)
7) Reflection and Self-Evaluation (pg 29)
8) Appendix (pg 31)
A) Objective 1 (pg 32)
B) Objective 2 (pg 37)
C) Objective 3 (pg 42)
D) Objective 4 (pg 47)
E) Objective 5 (pg 50)
F) Post-test (pg 53)
G) Analysis Charts and Graphs (pg 56)
9) References (pg 58)

Contextual Factors
Community, District, & School Factors
Saginaw is a suburb located north of Fort Worth with a population is approximately
21,257. The ethnic diversity of the population is 67.9% White, 23.5% Hispanic, 2.3% Black,
1.9% Asian, 0.4% American Indian, and 3.7% two or more races.
Saginaw Elementary has a student body of 422. Fifty six percent of the students at
Saginaw Elementary are economically disadvantaged and considered "At Risk". Student
ethnicity is diverse with 55% White, 35% Hispanic, 4% African American, 1% American Indian,
.4% Asian, and 4% students who are two or more races. The most recent information, on the
Texas Education Agency website, shows that both district and school are meeting the standards
for state accountability in academic achievement.
Two churches in the city have adopted Saginaw Elementary. Donations such as snack
bags for students to take home on the weekends are provided by the churches. One of the local
businesses donates coupons for drinks or ice cream cones for student birthdays. The parents are
involved with field trips and various activities in the school. The YMCA has an after school care
program. The PTA also does various fundraisers to benefit the school.
Classroom Factors
When entering this first grade classroom there is a low closet rod with heavy plastic
hangers for backpacks, and the students have individual cubbies where they place their
homework folders. There are anchor charts and a word wall. The students each have a box that
contains their writing notebook; and independent reading books. The students are seated in
groups of three or four and each group of desks has a number. One student in the class is
classified special ed. Accommodations for this student include shorter assignments, extra time to
work, having assignments read to them, preferential seating, peer tutoring, and content mastery

in the resource room. There are two areas designated for whole group instruction of math and
teacher reading. The classroom is also set up with a table for small group instruction in reading.
There is an area in the classroom where students can go to compose themselves.
There is a classroom library and manipulatives for math. The teacher has a morning
routine the students follow when entering the classroom and follows a consistent schedule for
transitions from one lesson to the next every day. Technology in the classroom consists of one
laptop, a document camera that the teacher uses, and two computers for the students. The parents
regularly volunteer for field trips and help with classroom activities.
Student Characteristics
In this class, there are 17 students. There are eight girls and nine boys in the classroom
and the age ranges between 6 and 7 years old. The ethnicity of the classroom is comprised of
11Caucasian students, five Hispanic, and one bi-racial student. All of the students speak English.
The developmental level of the students is between kindergarten and first grade. There is one
special needs student in the classroom. The interests of the students are varied including
Minecraft and the movie Frozen and its merchandise. Students in the classroom are reading on a
kindergarten and first grade level. Three students in the classroom are receiving reading
intervention.
Approaches to Learning
The teacher does not use cooperative learning or have learning centers in her classroom.
Instead, the teacher uses a combination of video, a large tablet on an easel, and a number corner
for instructional delivery. There are also anchor charts for the students as well as a word wall.
The students work individually after whole group instruction. Even though the teacher does not
incorporate cooperative learning strategies, the students would benefit from both learning centers

and cooperative learning. Young students are curious, hands-on, learners.

According to Spencer Kagan, some of the benefits of cooperative learning are academic
achievement, self-esteem, responsibility, and higher level thinking skills. Research shows that
students in all grades and all content areas can benefit academically. Self-esteem is higher due to
better peer acceptance. The students also take more responsibility for their learning by being able
to make choices and input into learning. When students share different points of view with each
other, it promotes higher levels of thinking among the students.
Skill Levels & Prior Learning
In the first grade, students are expected to already know ways in which technology is
used in the home and school as well as how technology affects people's lives. The student should
be able to identify examples of technology used in the home and school. The students are also
expected to know how technology helps accomplish specific tasks and meet people's needs by
describing of examples of tasks and needs met by the use of technology. The final knowledge the
students should already have for the unit is how technology changes the way people work,
describing examples of how work is changed.
In order to be able to develop goals, instructions, and assessments I will need to assess
the student's prior knowledge. I will need to know whether the topic was addressed adequately in
the previous year as well as whether or not the students retained the information. After assessing
prior knowledge, I will know if a mini lesson is required to supplement student knowledge
before proceeding to the unit, I have prepared.
Instructional Implications
The different learning styles of the students will affect my instructional design. To
accommodate for the variety of learning styles, the unit lessons will include elements for visual,
auditory, and kinesthetic learners. There are also elements to accommodate spatial, linguistic,

and interpersonal learners. My lessons will combine whole and small group instruction as well as
cooperative learning. To accommodate special needs students I will differentiate the instruction
and assessment based on his or her individual needs. I will use a pre and post-test and a variety
of questions during instruction to assess for understanding. I will make accommodations and
modifications depending on the individual needs of the student. I will ensure the students are
reminded how to transition from one activity to the next. The students will have a visual
reference of what I expect from them during guided and independent practice.
Learning Goals and Objectives
Learning Goal
Student will understand how technology has changed the way we communicate, travel, play,
meet basic needs, and work.
Significance of Learning Goal
For the following unit, the student will learn how advances in technology have changed the way
people communicate, travel, play, and meet basic needs and work. The student will be able to
describe past and present items, or ideas, and compare how they are changed by technology.
Quality of Learning Goal
Learning Goal: Student will understand how technology changes how we communicate.
Objective 1: 113.12. (16)(B)The student will identify ways that technology has changed
communication(C) by creating (SB) a T-chart drawing (TS) of at least one example of both past
and present (PC).
Learning Goal: Student will understand how technology changes transportation.
Objective 2: 113.12. (16)(B)The student will identify ways that technology has changed
transportation(C) by matching pictures (SB)on a worksheet to the correct box, drawing(TS) the
different modes of transportation from past and present(PC) with 100% accuracy.

Learning Goal: Student will understand how technology changes how we relax and have fun.
Objective 3: 113.12. (16)(B) The student will identify ways that technology has changed
recreation(C) by creating a T-chart (SB), drawing (TS) at least one example of both past and
present (PC).
Learning Goal: Student will understand how technology changes how we live.
Objective 4: 113.12 (16) (A)The student will demonstrate an understanding of how science and
technology has changed the way in which people meet basic needs (C) by sorting and gluing
(SB), pictures on a timeline of how families get food from the past to the present (TS) with 80%
accuracy (PC).
Learning Goal: Student will understand how technology changes the way people work.
Objective 5: 113.12 (16) (C) The student will demonstrate an understanding of how science
and technology has changed the way in which the way people work (C) by sorting and gluing
(SB), pictures on a timeline of how a farming s different from the past to the present (TS), with
80% accuracy (PC).
Alignment with Standards
All goals and objectives are appropriate for the student's development because they are aligned
with the Texas Essential Knowledge and Skills (TEKS), English Language Proficiency
Standards (ELPS), and College and Career Readiness Standards (CCRS) the according to the
state standards. The first three objectives align with TEKS 113.12. (16)(B), which states that by
the end of first grade students should understand how science and technology have affected life,
past and present and be able to explain how science and technology has changed communication;
objective 1, transportation; objective 2, and recreation; objective 3. The objectives are aligned
with the ELPS c1C state that an ELL student should use learning techniques such as concept

mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and
grade-level vocabulary. CCRS alignment is through the Social Studies standards performance
indicator number IIIA2a that states students should know a spatial understanding of global,
regional, national, and local communities and be able to connect regional or local developments
to global ones. As well, as be able to list and explain the significance of various technologies
developed in a specific location that ultimately shaped world history.
The fourth objective is aligned with TEKS113.12 (16) (A), which states that students should
know how science and technology change the ways in which families live and give an
explanation. The objective aligns with ELPS c3B, that states ELL students should expand and
internalize initial English vocabulary by learning and using high-frequency English words
necessary for identifying and describing people, places, and objects, by retelling simple stories
and basic information represented or supported by pictures, and by learning and using routine
language needed for classroom communication. CCRS alignment is through the Social Studies
standards performance indicator number IIIA2a that states students should know a spatial
understanding of global, regional, national, and local communities and be able to connect
regional or local developments to global ones. As well, as be able to list and explain the
significance of various technologies developed in a specific location that ultimately shaped world
history.
The fifth and final objective, is aligned with TEKS113.12 (16) (C), which states that students
should know how science and technology change the ways in which people work and give an
explanation. The objective aligns with ELPS c3B, that states ELL students should expand and
internalize initial English vocabulary by learning and using high-frequency English words
necessary for identifying and describing people, places, and objects, by retelling simple stories

and basic information represented or supported by pictures, and by learning and using routine
language needed for classroom communication. CCRS alignment is through the Social Studies
standards performance indicator number IIIA2a that states students should know a spatial
understanding of global, regional, national, and local communities and be able to connect
regional or local developments to global ones. As well, as be able to list and explain the
significance of various technologies developed in a specific location that ultimately shaped world
history.
Blooms Taxonomy
The objectives align with Blooms Taxonomy. The students will be applying their understanding
of knowledge by evaluating and analyzing information and creating final projects.
Appropriateness for Students
All goals and objectives are appropriate for student development because they align with the
state standards. Beginning in the 2011-2012 school year, the state standards for Social Studies
state that students in the first grade student are expected to know how science and technology has
changed our lives in the past and present. The changes the student will learn about are the way in
which we live, the advances of communication, transportation, recreation, and the way in which
people work. Examples of what the students will learn from the lessons are how differently
people can communicate with each other over distances, the evolution of transportation, the
advancement of toys, and how technology makes jobs easier. In the second grade, students will
revisit these topics to further their knowledge and understanding. I will
differentiate the lessons for ELL and special needs students using accommodations according to
individual needs of each student.

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Assessment Plan
Overview
Throughout this unit, the students will learn how advances in technology have changed
the way people communicate, how people travel, how recreation has been changed and in what
way technology has changed the way we meet our basic needs and work. The students will be
able to demonstrate their understanding of how communication changed, by creating a T-chart
drawing of at least one example of both past and present. The students will next demonstrate
their understanding of how travel changed, by matching pictures on a worksheet to the correct
box, drawing the different modes of transportation from past and present. The students will then
demonstrate their understanding of how recreation changed, by creating a T-chart, drawing at
least one example of both past and present. The students will create a timeline showing how
different grocery shopping is now, compared to the past to demonstrate understanding for the
fourth product. The final way the students will demonstrate understanding is to create a timeline
showing how different farming is now, when compared to the past to demonstrate understanding.
Learning Goal
Student will understand how technology has changed the way we communicate, travel, play,
meet basic needs, and work.
Learning Goal & Objective

Assessment

Format

Adaptation

Objective 1: The student will

identify ways that technology
has changed
communication(C) by
creating (SB) a T-chart
drawing (TS) of at least one
example of both past and
present (PC).

1)Pre-assessment-Pre-test of
photos and show of hands,
PowerPoint and class
discussion

1)PowerPoint on forms of
communication, past and
present and class discussion

Learning style- This is good

spatial, linguistic, and
interpersonal learners

2) Pairs discuss forms of

communication for 2 minutes
and then share information

Prior knowledge-Prior
knowledge is assessed in preassessment discussion

3)Completed Drawing

ELL-It is acceptable for ELL

to have errors when writing

2)Formative assessmentTimed Pair Share

3)Post assessment-Drawing
and Post-test at the end of the
unit

Special needs-Will be
allowed to draw or verbalize
answers

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Learning Goal & Objective

Assessment

Format

Adaptation

Objective 2

1) Pre-assessment-Pre-test of
photos and show of hands ,
PowerPoint, short video, and
class discussion

1) PowerPoint, short video on

forms transportation and class
discussion

Learning style-This is good

for spatial and interpersonal
learners

2)Teams write ideas, after

coming to a consensus, on
paper for the topic of how
transportation is changed by
technology

Prior knowledge-Prior
knowledge is assessed in preassessment discussion

The student will identify

ways that technology has
changed transportation(C) by
matching pictures (SB)on a
worksheet to the correct box,
drawing(TS) the different
modes of transportation from
past and present(PC).

2)Formative assessmentRoundtable Consensus

3)Post assessment-drawing
pictures in chronological
order and post-test at the end
of the unit

ELL-It is acceptable for ELL

to have errors when writing

3) Completed Worksheet
Special -Will be allowed to
draw or verbalize answers

Learning Goal & Objective

Assessment

Format

Adaptation

Objective 3

1) Pre-assessment-Pre-test of
photos and show of hands ,
PowerPoint, visuals, and class
discussion

1) PowerPoint, visuals, on
forms of recreation, past and
present and class discussion

Learning style-This is good

for linguistic, spatial, and
interpersonal learners

2) Students draw their

response and then circulate
the room viewing each other's
work.

Prior knowledge-Prior
knowledge is assessed in preassessment discussion

The student will identify

ways that technology has
changed recreation(C) by
creating a T-chart (SB),
drawing (TS) at least one
example of both past and
present (PC).

2)Formative assessmentReverse Gallery Walk

(modified from CSCOPE)

ELL-It is acceptable for ELL

to have errors when writing

3)Post assessment-Drawing
a T-Chart and post-test at the
end of the unit

3) Completed T-Chart

Learning Goal & Objective

Assessment

Format

Adaptation

Objective 4

1) Pre-assessment-Pre-test of
photos and show of hands ,
PowerPoint and class
discussion and class
discussion

1) PowerPoint and class

discussion on how technology
has changed the way we
grocery shop.

Learning style-This is good

spatial, linguistic, and
interpersonal learners

The student will demonstrate

an understanding of how
science and technology has
changed the way in which
people meet basic needs (C)
by sorting and gluing (SB),
pictures on a timeline of how
families get food from the
past to the present (TS), with
80% accuracy (PC)

Special needs-Will be
allowed to draw or verbalize
answers

2)Formative assessmentTimed Pair Share

2) Pairs discuss forms of

communication for 2 minutes
and then share information

3)Post assessment-Gluing
pictures on a timeline and
post-test at the end of the unit

3) Completed timeline on
how getting food is different
from the past to present

Prior knowledge-Prior
knowledge is assessed in preassessment discussion
ELL-It is acceptable for ELL
to have errors when writing
Special needs-Will be
allowed to draw or verbalize
answers

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Learning Goal & Objective

Assessment

Format

Adaptation

Objective 5

1) Pre-assessment-Pre-test of
photos and show of hands ,
PowerPoint and class
discussion

1) PowerPoint and class

discussion on how technology
has changed the way people
work .

Learning style- This is good

spatial, linguistic, and
interpersonal learners

2)Formative assessmentRoundtable Consensus

2)Teams write ideas, after

coming to a consensus, on
paper for the topic of how
transportation is changed by
technology

The student will demonstrate

an understanding of how
science and technology has
changed the way in which
the way people work (C) by
sorting and gluing (SB),
pictures on a timeline of how
a farmer works from the past
to the present (TS), with 80%
accuracy (PC)

3)Post assessment- timeline

and post-test at the end of the
unit

3) Completed timeline on
how farming is different from
the past to present

Prior knowledge-Prior
knowledge is assessed in preassessment discussion
ELL-It is acceptable for ELL
to have errors when writing
Special needs-Will be
allowed to draw or verbalize
answers

Pre and Post Assessment

Before addressing each objective, I will give the students a short pre-test to assess prior
knowledge. After the pre-test, I will use the information to adjust my lesson plan to integrate
student prior knowledge. Once I know how to proceed with the lesson, I will deliver instruction
for each objective. I will give a post-assessment at the end of the unit to determine how much the
students have learned (Appendix F).
Objective 1:
For the pre-assessment for objective one, the students will take a pre-test, which consists of
photos and show of hands (Appendix A-2) to assess prior knowledge. The students will then
view a PowerPoint about communication; both past and present and have a class discussion
comparing the information in the PowerPoint with the answers they gave in the pre-test. For the
post-assessment, the student will identify ways that technology has changed communication(C)
by creating (SB) a drawing (TS) of at least one example of both past and present (PC) (Appendix
A-4). The students will also take a post-test at the end of the unit (Appendix F).

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Objective 2:
The pre-assessment for objective two will be pre-test, which consists of photos and show
of hands (Appendix B-2) to assess prior knowledge. The students will next watch a short video
about transportation followed by a PowerPoint and class discussion. During the class discussion,
the students can compare their answers from the pre-test to the information they just received.
For the post-assessment the student will identify ways that technology has changed
transportation(C) by matching pictures (SB)on a worksheet to the correct box, drawing(TS) the
different modes of transportation from past and present(PC) (Appendix B-4) and take a post-test
at the end of the unit gage understanding. (Appendix F).
Objective 3:
For objective three, pre-assessment will be pre-test, which consists of photos and show of hands
(Appendix C-2) to assess prior knowledge. The students will then view a PowerPoint about
recreation; both past and present and have a class discussion comparing the information in the
PowerPoint with the answers they gave in the pre-test. For the post-assessment the student will
identify ways that technology has changed recreation(C) by creating a T-chart(SB), drawing(TS)
at least one example of both past and present (PC) (Appendix C-4). The students will also take a
post-test at the end of the unit (Appendix F).
Objective 4:
For the forth objective, the students will be given a pre-test, which consists of photos and
show of hands (Appendix D-1) to assess prior knowledge. The students will then view a
PowerPoint showing how people meet basic needs; both past and present and have a class
discussion comparing the information in the PowerPoint with the answers they gave in the pretest. For the post-assessment the student will demonstrate an understanding of how science and

14

technology has changed the way in which people meet basic needs (C) by sorting and gluing
(SB), pictures on a timeline of how families get food from the past to the present (TS), with 80%
accuracy (PC) (Appendix D-3). The students will also take a post-test at the end of the unit
(Appendix F).
Objective 5:
For the final objective, objective four, the students will take a pre-test, which consists of photos
and show of hands (Appendix E-1) to assess prior knowledge. The students will then view a
PowerPoint showing how technology has changed the way people work and have a class
discussion comparing the information in the PowerPoint with the answers they gave in the pretest. For the post-assessment , the student will demonstrate an understanding of how science and
technology has changed the way in which the way people work (C) by sorting and gluing (SB),
pictures on a timeline of how a farmer works from the past to the present (TS), with 80%
accuracy (PC) (Appendix E-3). The students will also take a post-test at the end of the unit
(Appendix F).
Formative Assessment
Objective 1:
After viewing the PowerPoint, and finish the class discussion, the class will be asked a
question for the Timed-Paired-Share activity (Appendix A-3). In this activity, the students are in
pairs, discussing forms of communication for 2 minutes and then share information. During this
activity, I will be listening to the answers given to assess for understanding.
Objective 2:
After watching the internet video, and finish the class discussion, the class will
participate in a Roundtable Consensus activity (Appendix B-3). For this assessment, Teams write

15

ideas, after coming to a consensus, on paper for the topic of how technology has changed
transportation. During the activity, I will be listening to the answers given to assess for
understanding.
Objective 3:
After viewing the PowerPoint, and finish the class discussion, the students will create
individual posters using the information they just received for the Reverse Gallery Walk activity
(Appendix C-3). When done with the posters, the students will rotate from poster to poster,
viewing each other's work. During the activity, I will be listening to the answers given, and
asking questions, to assess for understanding
Objective 4:
After viewing the PowerPoint, and finish the class discussion, the class will be asked a
question for the Timed-Paired-Share activity (Appendix D-2). In this activity, the students are in
pairs, discussing how technology has changed the way we get food for 2 minutes and then share
information. During this activity, I will be listening to the answers given to assess for
understanding.
Objective 5:
After viewing the PowerPoint, and finish the class discussion, the class will participate in a
Roundtable Consensus activity (Appendix E-2). For this assessment, Teams write ideas, after
coming to a consensus, on paper for the topic of how technology has changed the way farmers
work. During the activity, I will be listening to the answers given to assess for understanding.

16

Design for Instruction

Results of Pre-assessment:

OBJ 1 PRE
33%

OBJ 1 POST
97%

OBJ 2 PRE
20%

OBJ 2 POST
72%

OBJ 3 PRE
55%

OBJ 3 POST
95%

Based on the information in the contextual factors, I planned all of my lessons on the
assumption that the students did not have a strong prior knowledge of the subject matter. The
results of the pre-test were as I expected; the students were not familiar with most of the material
covered in the unit; with the exception of objective three.
Unit Overview:
M
O
N
D
A
Y

LG: Student will understand how technology changes how we communicate.

OBJ 1: 113.12. (16)(B) The student will identify ways that technology has changed
communication(C) by creating (SB) a drawing (TS) of at least one example of both past and
present(PC).
Topic: Types of Communication
Learning Experience: Students will learn about changes in communication through a
PowerPoint, class discussion, Timed-Pair-Share activity, and creating a T-chart drawing.
Assessment: Students will be given a pre-test and I will ask questions to check for
understanding and students will participate in Timed Pair Share, create a T-chart drawing.

T
U
E
S
D
A
Y

LG: Student will understand how technology changes transportation.

OBJ 2: 113.12. (16)(B) The student will identify ways that technology has changed
transportation(C) by matching pictures (SB)on a worksheet to the correct box, drawing(TS)
the different modes of transportation from past and present(PC).
Topic: Transportation
Learning Experience: Students will learn about changes in transportation through a
PowerPoint, a short video, Roundtable Consensus activity, and completing a matching
worksheet.
Assessment: Students will be given a pre-test and I will ask questions to check for
understanding and students will participate in Roundtable Consensus, completing a matching
worksheet.

W
E
D
N
E
S
D
A
Y

LG: Student will understand how technology changes how we relax and have fun.
OBJ 3: 113.12. (16)(B) The student will identify ways that technology has changed
recreation(C) by creating a T-chart(SB), drawing(TS) at least one example of both past and
present (PC).
Topic: Recreation
Learning Experience: Students will learn about changes in recreation through a
PowerPoint, visuals, a Reverse Gallery Walk (modified from CSCOPE), and creating a Tchart drawing.
Assessment: Students will be given a pre-test and I will ask questions to check for
understanding and students will participate in a Reverse Gallery Walk, create a T-chart
drawing.

17

T
H
U
R
S
D
A
Y

LG: Student will understand how technology has changed the way we meet basic needs.
OBJ 4: 113.12. (16)(A) The student will demonstrate an understanding of how science and
technology has changed the way in which people meet basic needs (C) by sorting and gluing
(SB), pictures on a timeline of how families get food from the past to the present (TS), with
80% accuracy (PC)
Topic: Meeting Basic Needs-Now and Then
Learning Experience: Students will learn about changes in how we meet basic needs
through a PowerPoint, class discussion, Timed-Pair-Share activity, and creating a timeline.
Assessment: Students will be given a pre-test and I will ask questions to check for
understanding, students will participate in Timed Pair Share, create a timeline.

F
R
I
D
A
Y

LG: Student will understand how technology has changed the way we meet basic needs.
OBJ 5: 113.12. (16)(A) The student will demonstrate an understanding of how science and
technology has changed the way in which the way people work (C) by sorting and gluing
(SB), pictures on a timeline of how a farmer works from the past to the present (TS), with
80% accuracy (PC)
Topic: How We Work-Now and Then
Learning Experience: Students will learn about changes in how farming has changed
through a PowerPoint, class discussion, Roundtable Consensus, and completing a timeline.
Assessment: Students will be given a pre-test and I will ask questions to check for
understanding, students will participate in Roundtable Consensus, create a timeline and take
a post-test over entire unit.

Learning Experiences:
During this part of the unit, the students will be learning about the different forms of
communication, transportation, and recreation from past and present. I have planned the lessons
based on the contextual factors of the students. I have designed learning experiences for
kinesthetic, auditory, and spatial learners. There are accommodations for special needs and ELL
students built into each lesson. Before each objective, the students will take a pre-test to
determine prior knowledge of the subject matter. Based on the results of the pre-test I will know
where to begin my lesson. The lesson for objective one will use the computer and internet to
present a PowerPoint to teach the students what communication is. To assess for understanding
after the presentation, and during the activity, I will use a formative assessment of questions and
listen to the students discuss the information during a timed-paired-share session. This
presentation and activity is helpful to auditory, spatial, and kinesthetic learners. ELL, and special

18

needs, students will be able to participate in the lessons and activities through verbal and
pictorial representations.
For the first lesson (Appendix A-1), the students will learn about communication. The
lesson will begin with a pre-test to assess prior knowledge. After the pre-test, the students will
view a PowerPoint and having a classroom discussion. Students will participate in a timed-pairshare about communication. While the students are working with their partner, I will circulate
throughout the classroom listening and asking questions to check for understanding. After the
students have finished the timed-pair-share, they will create a T-chart drawing of at least one
example of communication from the past and present.
For lesson two (Appendix B-1), the class will start with a short review of yesterday's
information. After the review, the students will take a pre-test and then view a short video and
PowerPoint on transportation. Afterward, the students will work in groups for a Roundtable
Consensus. I will walk around the room listening to the students and asking questions to assess
understanding. When the students have finished the Roundtable Consensus, they will match
pictures on a worksheet to the correct box, drawing the different modes of transportation from
past and present.
For the last lesson (Appendix C-1), the students will start with a short review of
yesterday's information. Students will then take a pre-test to assess prior knowledge. After the
pre-test, the students will view actual examples of toys from the past, view a PowerPoint on
recreation, and having a classroom discussion. Students will then participate in a Reverse Gallery
Walk; drawing a picture from the presentation and then circulating through the room to view
each other's work. While the students are working on their drawings, I will circulate throughout
the classroom listening and asking questions to check for understanding. After the students have

19

finished their Reverse Gallery Walk, they will create a T-chart drawing of at least one example
of recreation from the past and present.
Technological Components:
The technology that I will use throughout the unit includes the computer, internet, and
document camera. The students will be viewing content information delivered by PowerPoint,
using the internet application of a video and viewing some items with use of the document
camera.
Instructional Decision-Making
There are a number of things can cause a teacher to change their instructional decisions. During
the unit on technology I taught, I had two such instances. The first instance occurred during the
lesson on communication. A student displayed a lack of understanding during guided practice,
when talking to their shoulder partner during Timed-Pair-Share. The student kept trying to tell
the partner that parchment and a quill were modern forms of communication.
When the student expressed this more than once, to their partner, I realized that the
student did not understand what we talked about during the instructional delivery. When I asked
if anyone else misunderstood, three raised their hands. After a brief discussion as to why they
thought that, their response was somewhat comical. The students thought the quill was modern
because they each recently attended a wedding where a quill-like ink pen was used for the guest
book. To the students, the picture I showed looked like the one at the wedding.
I explained that while they did look similar, the one at the wedding had a ballpoint pen in
it and the quill needed to be dipped in ink before writing. I deviated from the lesson plan because
the student needed misinformation corrected. Describing the difference between the pen at the
wedding and a quill helped the student understand which one was past and which was a modern

20

form of communication. In doing so, I also helped two other students understand the difference
between the two forms of communication.
The second occurrence that caused me to change my instruction was during the lesson on
transportation. One of the students kept insisting that a hot air balloon was modern transportation
during the Roundtable Consensus. While talking with the student, they stated that their family
had been on a hot air balloon ride in Dallas. I ask the class if anyone else had been on a hot air
balloon ride. Several other students said that they had not been on a balloon ride however; they
had been to a balloon festival. We had a class discussion about how currently hot air balloon
rides were for fun, not for being able to get from one place to another. I told the students that
because of this, balloon rides were now considered recreation, not transportation.
I feel that this course of action was appropriate because the learning goal for the lesson
was to be able to identify modes of transportation from the past and present. The student needed
to understand the different uses from the past and present for the same vehicle. By explaining to
the students the difference between using a hot air balloon for transportation, and using one for
recreation, they were able to comprehend the uses of a hot air balloon from the past and present.
Analysis of Student' Learning
There were fifteen students in the class who took the pre and post-test for the unit on
"How Technology Changes Our Lives". The data reveals that the students' prior knowledge of
the information in the unit was limited. The class average for all three objectives is 43% correct
on the pre-test and 88% correct on the post-test. This reveals that after the lessons were given,
over all the students had a 45% increase in their knowledge of how technology changes our lives.

21
PreAssessmen
Ethnicity t #Correct
W
5
H
4
H
5
O
4
W
4
W
7
W
5
W
6
W
6
W
6
H
6
H
5
W
7
W
4
H
4

Name
B
E
GB
JJ
A
RE
JT
LO
K
D
GV
RH
N
P
LE

PreAssessment
%Correct

42%
33%
42%
33%
33%
58%
42%
50%
50%
50%
50%
42%
58%
33%
33%

PostPostAssessment Assessment
%Correct
#Correct
10
83%
TOTAL NUMBER OF PRE-TEST ITEMS:
9
75%
TOTAL NUMBER OF POST-TEST ITEMS:
11
92%
11
92%
12
100%
Number of students who took the Pre-test
11
92%
15
11
92%
12
100%
Number of students who took the Post-test
10
83%
15
11
92%
11
92%
Average for the Pre-test
11
92%
650%
43%
9
75%
Correct
9
75%
Average for the Post-test
10
83%
1317%
88%
Correct

The overall increase from pre-test to post-test for each student individually is as follows:
B
41%

E
42%

GB
50%

JJ
59%

A
67%

RE
34%

JT
50%

LO
50%

K
33%

D
42%

GV
42%

RH
50%

N
17%

P
42%

LE
50%

After analysis, the data revealed that the students were not as familiar with the
information in objective one (communication) and two (transportation) before the lesson;
however, they were more familiar with the information in objective three (recreation) before the
lesson. There were three items on the pretest for objective one with 33% of the students giving
the correct answer. For the post-test, there were four items with 97% of the students giving
correct answers. For objective two, there were two items on the pre-test with 20% of the answers
correct, while there were four items on the post-test and 72% of the answers given correctly.
There were seven items on the pre-test for objective three with 55% correct answers and four
items on the post-test with 95% correct answers.
The post-test data revealed that after the delivery of the lesson, the students had a
significant improvement in knowledge about how technology changes our lives. Based on the
data for the individual objectives, the students had an average of 64% improvement between the
pre and post-test for objective one. For objective two, the average improvement was 52% and
40% improvement for objective three from the pre to post-test. It is my belief that because the

12
12

22

students had a higher level of prior knowledge with the material presented in the pre-test for
objective three, there was not as high of an increase in knowledge on the post-test information.
OBJ 1 PRE
33%

AVERAGES

Name
B
E
GB
JJ
A
RE
JT
LO
K
D
GV
RH
N
P
LE

OBJ 1 PreAssessmen OBJ 1 Pre- OBJ 1 Postt

Assessment Assessment
Ethnicity #CORRECT %CORRRECT #CORRECT
W
1
33%
4
H
1
33%
3
H
1
33%
4
O
1
33%
4
W
1
33%
4
W
1
33%
4
W
1
33%
4
W
1
33%
4
W
1
33%
4
W
1
33%
4
H
1
33%
4
H
1
33%
4
W
1
33%
4
W
1
33%
3
H
1
33%
4

OBJ 1 POST OBJ 2 PRE

97%
20%
OBJ 1 PostOBJ 2 PreAssessment OBJ 2 Pre- Assessment OBJ 2 PostScore as a Assessment Score as a Assessment
%CORRECT #CORRECT %CORRECT #CORRECT

100%
75%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
75%
100%

0
1
0
0
0
1
0
1
0
1
1
0
1
0
0

0%
50%
0%
0%
0%
50%
0%
50%
0%
50%
50%
0%
50%
0%
0%

OBJ 2 POST OBJ 3 PRE OBJ 3 POST

72%
55%
95%
OBJ 2 PostAssessment
Score as a
%CORRECT

3
3
3
3
4
3
3
4
2
3
3
3
2
2
2

75%
75%
75%
75%
100%
75%
75%
100%
50%
75%
75%
75%
50%
50%
50%

OBJ 3 Pre-

OBJ 3 Pre- Assessment OBJ 3 PostAssessment Score as a Assessment

#CORRECT %CORRECT #CORRECT
4
57%
3
3
43%
3
4
57%
4
3
43%
4
3
43%
4
5
71%
4
4
57%
4
4
57%
4
5
71%
4
4
57%
4
4
57%
4
4
57%
4
5
71%
3
3
43%
4
3
43%
4

OBJ 3 PostAssessment
Score as a
%CORRECT

The individual student increase for each objective is as follows:

OBJ 1
B
E
67% 42%
OBJ 2
B
E
75% 25%
OBJ 3
B
E
18% 30%

GB
67%

JJ
67%

A
67%

RE
67%

JT
67%

LO
67%

GB

JJ

75%

75%

GB
43%

JJ
57%

A
57%

RE

JT

100%

25%

75%

RE
29%

JT
43%

K
67%

D
67%

LO

50%

50%

LO
43%

K
29%

GV
67%

RH
67%

GV

RH

25%

25%

75%

D
43%

GV
43%

RH
43%

N
67%

P
42%

LE
67%

LE

0%

50%

50%

N
4%

P
57%

LE
57%

Analysis of the sub-group data, using high/low learners, shows that 20% of the students
had any prior knowledge of the material in objective two on the pre-test and 72% gained
knowledge before the post-test. The low learners had zero prior knowledge of the material on the
pre-test and 69% gained knowledge before the post-test; showing an increase of 69%. Of the
high learners, 43% had some prior knowledge of the material on the pre-test and 75% gained
knowledge before the post-test; showing an increase of 32%. The student who showed the
greatest improvement was "A", going from zero knowledge on the pre-test to 100% on the posttest. The high student who showed improvement between the pre and post-test was "JT", who

75%
75%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
75%
100%
100%

23

had a 75% increase from pre to post-test. There was only one student, "N", who did not show
any improvement between the pre and post-test; I attribute this to the student not answering all
questions on that part of the post-test. Had the student answered the skipped question correctly
there would have been a 25% increase in knowledge of the material.
The learning goals and objectives for the lesson on communication were met with a 64%
increase in knowledge. The learning goals and objectives for the lesson on transportation had a
52% increase in knowledge however; I think the increase could have been higher. The learning
goals and objectives for the lesson on recreation were not met because the students had more
prior knowledge of the material.
The chart below shows the amount of growth for each student individually. (name/group)
OBJ 2
B/L

E/H

GB/L

JJ/L

A/L

RE/H

JT/H

LO/H

K/L

D/H

GV/H

RH/L

N/H

P/L

LE/L

75%

25%

75%

75%

100%

25%

75%

50%

50%

25%

25%

75%

0%

50%

50%

Additional charts and graphs in Appendix G

24

Objective 1: What is communication?

Pre-assessment: Students were shown pictures
and ask for a show of hands as to who
knew what they were. The results are as follows:
Objective 2: What is transportation?
1

P1
Y

B
E
GB
JJ
A
RE
JT
LO
K
D
G
RH
N
P
LE

P2

N
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

Y
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

Pre-assessment: Students were shown pictures

P3
N

N
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

and ask for a show of hands as to who

knew what they were. The results are as
follows:
2
B
E
GB
JJ
A
RE
JT
LO
K
D
G
RH
N
P
LE

P1
P2
Y N Y N
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

Objective 3: What is recreation?

Pre-assessment: Students were shown objects and ask for a show of hands as to who knew
what they were. The results are as follows:
3

P1
Y

B
E
GB
JJ

N
X
X
X
X

A
RE
JT
LO
K
D
G
RH
N
P
LE

X
X
X
X
X
X
X
X
X
X
X

P2
Y

N
X

P3
Y
X

X
X
X

X
X
X
X
X

X
X
X

X
X
X
X
X

X
X
X
X
X

X
X

X
X

P4
Y
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

P5
Y
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

P6
N Y
X

P7
N Y N
X X
X
X X
X X
X X
X
X X
X X
X
X X
X X
X
X X
X X
X X

25

26

27

28

29

Reflection and Self-Evaluation

The learning goal and objective that showed the most improvement from pre-test to posttest was objective one; communication. There was a 64% increase of knowledge for this
objective. The learning goal for this objective was that the students will understand how
technology changes the way we communicate. The objective was to have the students create a
T-chart, drawing at least one example of communication from the past and present. The students
in this classroom are a mixture of high and low learners and live in a time where very few people
use or talk about forms of communication from the past. It was not surprising that the students
had very little prior knowledge of past forms of communication. The students were very curious
about the past, and the amount of information I was able to provide them, made this the more
successful of the lessons I gave during the unit.
I attribute the increase in knowledge is linked to the in-depth discussions about forms of
communication, to aid in learning for the auditory learners, and the use of pictures of past forms
to satisfy the visual learners in the classroom. I was also able to help the students make a better
connection by explaining the similarities between sending a telegraph and sending a text.
The learning goal and objective I think was the least successful was the third one;
recreation. The learning growth was not as high for this one as it was for the first two learning
goals and objectives. There was only a 40% improvement between the pre-test and the post-test.
The students were more familiar with the material in the pre-test, which I should have given
prior to the day of the lesson. If I had given the pre-test earlier, I would have been able to adjust
the lesson to include material that was new to the students.
I should have considered the age group I was teaching. The students were more interested
in playing with the examples that I brought rather than learning about how things are different

30

now because of technology. During my post-observation conference, I was told that I should
have only brought two or three items in for the students to see instead of the seven that were
available. In retrospect, I agree that the number of example items should have been considerably
less.
One of the areas I need to work on is assessing prior knowledge of the students. I now
know that I should give a pre-test several days before the delivery of the lesson so there will be
ample time to make any necessary adjustments to the plan. To improve this area, I will look
further into the curriculum to see when and where I need to present the pre-test. This will ensure
that the students learn new information instead of reviewing what they already know; as they did
in objective three of my lessons. I also need to plan the pre-test better. I just had the students give
a show of hands to indicate prior knowledge or not. It was difficult to track the responses using
this method. In the future, I will use something more concrete, like giving the students a paper
that they can check a box to indicate if they have prior knowledge or not. This will make it easier
to determine if I need to make any changes to my lesson plan.
Another area that I think needs to be improved is my instructional delivery. I still feel a
bit nervous and unsure when giving a lesson even though I do know the subject matter and
material. I know that some of this will disappear with time. To help solve this problem, I will
spend more time practicing what I am going to say to the students prior to the lesson. I also
think it would be beneficial for me to attend workshops to help raise my confidence level.

31

Appendix A

32

A-1
Lesson Plan One
Name: 000414235
Title of Lesson: Communication
Class/Grade Level: Social Studies/ 1st grade
Anticipatory Set: I will ask the students questions about communication and then give the pretest.
Objectives: Standards:
TEKS: 113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.
(16) Science, technology, and society. The student understands how technology affects daily
life, past and present. The student is expected to:
(B) describe how technology changes communication, transportation, and recreation.
Learning Goal: Student will understand how technology changes how we communicate
Objective 1: 113.12. (16)(B) The student will identify ways that technology has changed
communication(C) by creating (SB) a T-chart drawing (TS) of at least one example of both past
and present(PC)..
College Career and Readiness Standards:
CCRS alignment is through the Social Studies standards performance indicator number IIIA2a
that states students should know a spatial understanding of global, regional, national, and local
communities and be able to connect regional or local developments to global ones. As well, as be
able to list and explain the significance of various technologies developed in a specific location
that ultimately shaped world history.

33

English Language Proficiency Standards: The objective is aligned with the ELPS c1C state
that an ELL student should use learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
Materials Needed: Teacher: computer, PowerPoint, and paper for assessment.
Student: crayons/colored pencils.
Instruction: Students will view a PowerPoint and have a class discussion about different forms
of communication from the past and the present.
Guided Practice: I will have students help me create a list of different forms of communication
from both past and present. Students will participate in a timed-pair-share about communication.
Formative Assessment: While the students are working with their partner, I will circulate
throughout the classroom listening to students for comprehension and ask questions.
Independent Practice: The student will create a T-chart, drawing at least one example of both
past and present.
Closure: After students have finished their T-Chart, they will share what they chose to draw.

34

A-2
Pre-assessment: Students were shown pictures and ask for a show of hands as to who knew
what they were. The results are as follows:
Objective 1: What is communication?
P1
Y
B
E
GB
JJ
A
RE
JT
LO
K
D
G
RH
N
P
LE

N
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

P2
Y
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

P3
N

N
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

35

A-3

36

Appendix B

37

B-1
Lesson Plan Two
Name: 000414235
Title of Lesson: Transportation
Class/Grade Level: Social Studies/ 1st grade
Anticipatory Set: Class will review the information from yesterday's lesson.
Objectives: Standards:
TEKS: 113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.
(16) Science, technology, and society. The student understands how technology affects daily
life, past and present. The student is expected to:
(B) describe how technology changes communication, transportation, and recreation.
Learning Goal: Student will understand how technology changes how we travel.
Objective 2: 113.12. (16)(B) The student will identify ways that technology has changed
transportation(C) by matching pictures (SB)on a worksheet to the correct box, drawing(TS) the
different modes of transportation from past and present(PC).
College Career and Readiness Standards:
CCRS alignment is through the Social Studies standards performance indicator number IIIA2a
that states students should know a spatial understanding of global, regional, national, and local
communities and be able to connect regional or local developments to global ones. As well, as be
able to list and explain the significance of various technologies developed in a specific location
that ultimately shaped world history.

38

English Language Proficiency Standards:

The objective is aligned with the ELPS c1C state that an ELL student should use learning
techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and
reviewing to acquire basic and grade-level vocabulary.
Materials Needed: Teacher: computer, PowerPoint, short video, and worksheet for assessment.
Student: scissors, glue, and crayons/colored pencils.
Instruction: Students will view a PowerPoint, video, and have a class discussion about different
forms of transportation from the past and the present.
Guided Practice: The students will help me create a list of different forms of transportation
from both past and present. The students will work in groups for a Roundtable Consensus.
Formative Assessment: I will circulate throughout the classroom listening to students for
comprehension and ask questions.
Independent Practice: The student will match pictures on a worksheet to the correct box,
drawing the different modes of transportation from past and present.
Closure: After students have finished their worksheet, we will review what they did.

39

B-2
Pre-assessment: Students were shown pictures and ask for a show of hands as to who knew
what they were. The results are as follows:
Objective 2: What is transportation?
P1
Y
B
E
GB
JJ
A
RE
JT
LO
K
D
G
RH
N
P
LE

P2
N
X

X
X
X
X
X
X
X
X
X
X
X
X
X
X

N
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

40

B-3

41

Appendix C

42

C-1
Lesson Plan Three
Name: 000414235
Title of Lesson: Recreation
Class/Grade Level: Social Studies/1st grade
Anticipatory Set: Review lesson on communication and transportation. Ask some students
about ways they like to have fun. Ask if the students think that in the past children did the same
type of activities as they do. Why or why not?
Objectives: Standards:
TEKS: 113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.
(16) Science, technology, and society. The student understands how technology affects daily
life, past and present. The student is expected to:
(B) describe how technology changes communication, transportation, and recreation.
Learning Goal: Student will understand how technology changes how we relax and have fun.
Objective 3: 113.12. (16)(B) The student will identify ways that technology has changed
recreation(C) by creating a T-chart(SB) drawing(TS) at least one example of both past and
present (PC).
College Career and Readiness Standards:
CCRS alignment is through the Social Studies standards performance indicator number IIIA2a
that states students should have a spatial understanding of global, regional, and local
communities and be able to connect regional or local developments to global ones. The students
should also be able to list and explain the significance of various technologies developed in a
specific location that ultimately shaped world history.

43

English Language Proficiency Standards:

The objective is aligned with the ELPS c1C, which states that an ELL student should use
learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and
reviewing to acquire basic and grade-level vocabulary.
Materials Needed: Teacher: computer, PowerPoint, and paper for gallery walk and assessment.
Student: crayons/colored pencils.
Instruction: Students will view a PowerPoint and have a class discussion about different types
of recreation from the past and the present.
Guided Practice: I will have students help me create a list of different ways to have fun from
both past and present. The students will draw pictures of ways to have fun from the past and
present. Once drawings are complete, the students will circulate the classroom for a gallery
walk.
Formative Assessment: I will circulate throughout the classroom listening to students for
comprehension and ask questions.
Independent Practice: The student will create a T-chart, drawing at least one example of
recreation both past and present.
Closure: After students have finished their T-Chart, they will share what they chose to draw.

44

C-2
Pre-assessment: Students were shown objects and ask for a show of hands as to who knew
what they were. The results are as follows:
Objective 3: What is recreation?
P1
Y
B
E
GB
JJ
A
RE
JT
LO
K
D
G
RH
N
P
LE

N
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

P2
Y

N
X

P3
Y
X

X
X
X
X
X
X

N
X
X
X
X

X
X

X
X
X
X
X

X
X
X
X
X

X
X

X
X

P4
Y
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

P3

P4

P6

P7

P5
Y
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

P6
Y

N
X

X
X
X
X
X
X
X
X
X
X
X
X
X
X

Y
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

P7
N

P1

P2

P5

45

C-3

46

Appendix D

47

D-1
Pre-assessment: Students will view pictures for each objective and ask for a show of hands as
to who knew what they were.
Objective 4: How has technology changed farming?

48

D-2

49

Appendix E

50

E-1
Pre-assessment: Students will view pictures for each objective and ask for a show of hands as
to who knew what they were.
Objective 5: How has technology changed getting food?

51

E-2

52

Appendix F

53

NAME:_______________________________

Technology- Then and Now

1) NOW / THEN

2) NOW / THEN

______________________________________________________________________________

3) NOW / THEN

4) NOW / THEN

______________________________________________________________________________

5) NOW / THEN

6) NOW / THEN

54

7) NOW / THEN

8) NOW / THEN

______________________________________________________________________________

9) NOW / THEN

10) NOW / THEN

______________________________________________________________________________

11) NOW / THEN

12) NOW / THEN

55

Appendix G

56

Analysis of Student' Learning

Name
B
E
GB
JJ
A
RE
JT
LO
K
D
GV
RH
N
P
LE

PreAssessmen
t
#Correct
Ethnicity
W
5
H
4
H
5
O
4
W
4
W
7
W
5
W
6
W
6
W
6
H
6
H
5
W
7
W
4
H
4

PreAssessment
%Correct

42%
33%
42%
33%
33%
58%
42%
50%
50%
50%
50%
42%
58%
33%
33%

PostPostAssessment Assessment
%Correct
#Correct
10
83%
TOTAL NUMBER OF PRE-TEST ITEMS:
9
75%
TOTAL NUMBER OF POST-TEST ITEMS:
11
92%
11
92%
12
100%
Number of students who took the Pre-test
11
92%
15
11
92%
12
100%
Number of students who took the Post-test
10
83%
15
11
92%
11
92%
Average for the Pre-test
11
92%
650%
43%
9
75%
Correct
9
75%
Average for the Post-test
10
83%
1317%
88%
Correct

PRE
43%

AVERAGES

12
12

POST
88%

Average
Scores (%
correct)

Whole Class: Pre vs.

Name
B
E
GB
JJ
A
RE
JT
LO
K
D
GV
RH
N
P
LE

Ethnicity
W
H
H
O
W
W
W
W
W
W
H
H
W
W
H

100%
50%
0%

OBJ 1 PreAssessmen
t
#CORRECT
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

AVERAGES

PRE

PRE
OBJ 1 PostOBJ 1 PreAssessment
%CORRRECT

33%
33%
33%
33%
33%
33%
33%
33%
33%
33%
33%
33%
33%
33%
33%

POST

POST

OBJ 1 Post- Assessment OBJ 2 PreAssessment Score as a Assessment

#CORRECT %CORRECT #CORRECT
4
100%
0
3
75%
1
4
100%
0
4
100%
0
4
100%
0
4
100%
1
4
100%
0
4
100%
1
4
100%
0
4
100%
1
4
100%
1
4
100%
0
4
100%
1
3
75%
0
4
100%
0

OBJ 1 PRE
33%

OBJ 2 PreAssessment
Score as a
%CORRECT

0%
50%
0%
0%
0%
50%
0%
50%
0%
50%
50%
0%
50%
0%
0%

OBJ 2 PostAssessment
#CORRECT
3
3
3
3
4
3
3
4
2
3
3
3
2
2
2

OBJ 1 POST OBJ 2 PRE

97%
20%

OBJ 2 PostAssessment
Score as a
%CORRECT

75%
75%
75%
75%
100%
75%
75%
100%
50%
75%
75%
75%
50%
50%
50%

OBJ 3 PreAssessment
#CORRECT
4
3
4
3
3
5
4
4
5
4
4
4
5
3
3

OBJ 3 PreAssessment
Score as a
%CORRECT

57%
43%
57%
43%
43%
71%
57%
57%
71%
57%
57%
57%
71%
43%
43%

OBJ 3 PostAssessment
#CORRECT
3
3
4
4
4
4
4
4
4
4
4
4
3
4
4

OBJ 3 PostAssessment
Score as a
%CORRECT

75%
75%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
75%
100%
100%

OBJ 2 POST OBJ 3 PRE OBJ 3 POST

72%
55%
95%

57

correct)

AVERAGE SCORES (%

Whole Class by Three Learning Objectives

100%
80%
60%
40%
20%
0%
OBJ 1 PRE

OBJ 1 POST

OBJ 2 PRE

OBJ 2 POST

Name

SUB-GROUP

OBJ 2 PreAssessment

OBJ 2 PreAssessment %

OBJ 2 PostAssessment

OBJ 2 PostAssessment %

B
E
GB
JJ
A
RE
JT
LO
K
D
GV
RH
N
P
LE

LOW
HIGH
LOW
LOW
LOW
HIGH
HIGH
HIGH
LOW
HIGH
HIGH
LOW
HIGH
LOW
LOW

0
1
0
0
0
1
0
1
0
1
1
0
1
0
0

0%
50%
0%
0%
0%
50%
0%
50%
0%
50%
50%
0%
50%
0%
0%

3
3
3
3
4
3
3
4
2
3
3
3
2
2
2

75%
75%
75%
75%
100%
75%
75%
100%
50%
75%
75%
75%
50%
50%
50%

SUB-GROUP
LOW
HIGH
Grand Total

OBJ 3 PRE

OBJ 3 POST

TOTAL NUMBER OF PRE-TEST ITEMS:

TOTAL NUMBER OF POST-TEST ITEMS:

Number of students who took the Pre-test

15
Number of students who took the Post-test
15
Average for the Pre-test
20%
Correct
Average for the Post-test
72%
Correct

300%

1075%

Average of OBJ 2 Pre-Assessment % Average of OBJ 2 Post-Assessment %

0%
69%
43%
75%
20%
72%

SUB-GROUP COMPARISONS
Average of OBJ 2 Pre-Assessment %

Average of OBJ 2 Post-Assessment %

100%
50%
0%
LOW

HIGH

2
4

58

References
http://www.esc9.net/pages/uploaded_files/Newsletter%201st%20Six%20Week%2010-11.pdf
http://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK06.php