Impact on Student Learning Assignment (ISLA)

Kathryn Fleming

Kennesaw State University

September 22, 2014

Introduction

The purpose of this project is to target and analyze the impact on a student’s learning, specifically in the subject area of third grade social studies. The targeted standard for this project highlights specific map skills that students will acquire through a week long unit. The students were assessed previous to the unit, as well as assessed following the end of the unit. The assessment used is a formal assessment comprised of both multiple choice and constructed response questions. This report will outline the demographics of the school this unit is being taught, the demographics of the specific classroom, the curriculum and learner outcomes, the method for collecting data, an analysis of the findings, and a reflection of the project in its entirety.

Demographics

Barnett Shoals Elementary School is located in Athens, Georgia within the Clarke County School District. It is a Title I distinguished school with a study body population of 524 total students in attendance, out of which 48% are African American, 35% White, 10% Hispanic, 4% Asian, and 3% Multi-racial. Among these students some sub groups to note are that 16% are in gifted selected programs, 17% receive special education services, 8% are limited English proficient, and 68% are eligible for free or reduced lunch.

The classroom that the unit is being taught in is vastly diverse in comparison to the rest of the school’s demographics. There are 20 students, 12 boys and 8 girls. Out of these 20 8-9 year olds, there are 11 African American students, 1 Asian student, 3 Korean students, 1 Hispanic student, 1 Pilipino student, 1 Sudanese student, 1 Senegalese student, and 1 Caucasian student. One student receives gifted services and 8 students receive EIP services.

Curriculum and Learner Outcomes

The analysis will result from a mini-unit taught in the first quarter of Social Studies. This mini-unit covers the first geography standard for the third grade year. The learner outcomes informed by the SS3G1 standard are that students are able to locate the Equator, Prime Meridian, and Lines of Latitude and Longitude on a globe. Another learner objective and outcome is that the students be able to describe how map knowledge could help them to identify places on any given map. The lessons in this unit are the students’ first exposure to maps and globes during this school year so the lessons begin with basic geographical understandings and then the lessons move into a more complex understanding by applying these map skills. The lessons feature map skills, but also incorporate writing through Venn Diagrams, interactive notes, and other responses to synthesize learning goals.

Because the ELL group is about half of the student population, the differentiation taking place is explicitly taught in a whole group setting. The differentiation techniques and skills specific for ELL learners are embedded into the instruction. Specifically for this mini-unit,

sentence frames, graphic organizers, and Total Physical Response (TPR) are used as a way to engage the EL learners while also enhancing instruction for all learners. Sentence frames are used when teaching comparison and contrast with Venn Diagrams as a graphic organizer. Total Physical Response (TPR) is used to guide students in learning and enriching content vocabulary by making motions to go with the words and definitions of new content words. For example, the words Equator, Prime Meridian, Latitude, and Longitude would all have hand and body motions to go with the word of the definition. This is a strategy supported by many different literacy organizations, specifically the Proliteracy Information Center. Another way that the lessons engage the learners is through a song that highlights the main idea of the map skill content. Social Studies word walls are another area where students are able to reference the vocabulary which includes the words, the definition of those words, and an illustration to give students a visual support. Lastly, small groups of students are pulled together by the teacher so that they are given specific extra support during activities that require an increased amount of academic vocabulary within the content area.

Another way that instruction is differentiated is through extensions for a couple of my students who are on an advanced level. These extensions require students to take the concepts and apply them both with maps and with written prompts. Specifically, I have the students demonstrate their learning through writing about how map skills can be applied to other academic areas.

The lesson plans for this five day mini-unit can be found below. The standards, essential questions, differentiation techniques, writing integration, and technology integration can be found for each specific day in these plans below.

Lesson Plans for Mini-Unit on Map Skills

Monday Tuesday Wednesday Thursday Friday

Standards SS3G1 The student will locate major topographical features.c. Locate the equator, prime meridian, and lines of latitude and longitude on a globe.

SS3G1 The student will locate major topographical features.c. Locate the equator, prime meridian, and lines of latitude and longitude on a globe.

SS3G1 The student will locate major topographical features.c. Locate the equator, prime meridian, and lines of latitude and longitude on a globe.

SS3G1 The student will locate major topographical features.c. Locate the equator, prime meridian, and lines of latitude and longitude on a globe.

SS3G1 The student will locate major topographical features.c. Locate the equator, prime meridian, and lines of latitude and longitude on a globe.

Essential Questions

How do I locate the equator and prime meridian on a map?

How do I locate the equator and prime meridian on a map?

How do I use the equator and prime meridian to help me locate lines of latitude and longitude?

How do I use the equator and prime meridian to help me locate lines of latitude and longitude?

How do I use the equator and prime meridian to help me locate lines of latitude and longitude?

Opening(Activating Strategy)

Maps Pre-Assessment Repeat & Review TPR word wall definitions for globe and map.

Repeat & Review TPR word wall definitions for globe, map, equator, and prime meridian.

Repeat & Review TPR word wall definitions for globe, map, equator, prime meridian, latitude and longitude.

Repeat & Review TPR word wall definitions for globe, map, equator, prime meridian, latitude and longitude.

Mini-Lesson 1. Explore Google Earth on student Netbook Computers:-Discuss what students notice, discover, and infer about the globe 2. Explore Google Maps-Discuss what students notice, discover, and infer about the maps

1. Use PPT slides to introduce Equator and Prime Meridian.2. As a group, using knowledge from explorations, create word wall definitions for Equator and Prime Meridian (with TPR motions).

1. Use PPT slides to introduce Latitude and Longitude.2. As a group, using knowledge from explorations, create word wall definitions for Latitude and Longitude (with TPR motions).

1. As a group, complete the location on a map activity.2. Discuss how lines of latitude, longitude, equator and prime meridian impact completion of activity.

1. Review finding equator, prime meridian, latitude lines, and longitude lines on a map.

Work Period(What is the

1. As a group, using knowledge from explorations, create

1. Students will make Equator and Prime Meridian Flip Books

1. Students will make popsicle stick examples of Latitude and

1. Students will individually complete the Scavenger Hunt

Maps Post-Test

teacher doing, what is the student doing?)

word wall definitions for globe and map (with TPR motions).2. Students will copy definitions into interactive journals.

3. Students will complete Venn Diagram comparing globes & maps.

2. Students will copy definitions into interactive journals.

Longitude in interactive journals.2. Students will copy definitions into interactive journals.3. Teach and practice Map song

using student maps.

Closing Ticket out the door: Name one feature of a map or globe.

Ticket out the door:Which direction does the Equator run? Which direction does the Prime Meridian run?

Ticket out the door:Which direction do lines of latitude and longitude run?

Ticket out the door: What are Athens, Ga coordinates?

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Writing Integration

Students will fill out Venn Diagram to compare two versions of maps.

Students will copy down definitions for map vocabulary.

Students will copy down definitions for map vocabulary.

Students will complete scavenger hunt activity.

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Differentiation (content, process, product)

Remedial Groups: Use Sentence frames for Venn Diagrams & TPR motions for definitionsExtension: Students will write a statement comparing the two versions of maps explored.

Remedial Groups: TPR motions for definitions

Extension: Students will write about inferences regarding proximity to equator.

Remedial Groups: TPR motions for definitions

Extension: Write about why lines of latitude and longitude are important for maps.

Remedial Groups: Complete scavenger hunt in a small group at back table with teacher

Extension: Quiz a partner by naming coordinates for partner to guess and find.

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Technology Integration

SmartBoard & Student Netbook Computers

SmartBoard SmartBoard SmartBoard & Student Netbooks

SmartBoard

Method

The method for collecting data for this mini-unit is through a formal pre and post assessment. The assessment is comprised of 8 selected response questions, 2 multiple choice questions, and one constructed response question. The varied types of questions in this assessment adequately demonstrate the depth of understanding on the student’s part, along with a demonstration of the specific needs of the students. The pre and post assessment are identical so that the teacher can clearly determine students growth in this specific content area.

The scoring guide for these assessments can be found on the assessment document attached. The grading is reflective of the school’s assessments categories, which are that, the student: exceeds the standards, meets the standards, is progressing towards the standards, and there is insufficient information to compare with the standards. The scoring combines the selected response questions score with the constructed response score to give a final combined score of the two scores.

Because this is the geography standard specified for this unit by Clarke County, it adequately aligns with the district standards and state standards. The students will continue to learn about maps and globes throughout other units in Social Studies, so this unit just serves as a basis for the students to build off of in future units. Because this is a unit that is a basis for future map skills and units, there will be time for re-teaching as needed.

Pre & Post Assessment:

Analyzing and Reporting Data

Whole Group:

The pre-assessment data shows that 5 of the students were progressing towards the standard and 15 of the students fell under the insufficient category. The post-assessment data shows that every single student made positive gains! The scores following the mini-unit were as follows: 4 students exceeded the standard, 8 students met the standard, 7 students were progressing towards the standard, and 1 student fell under the insufficient category. Although some students remain in the progressing and insufficient categories after the post assessment, these students did demonstrate positive growth overall.

1 3 5 7 9 11 13 15 17 19

0

20

40

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100

PrePost

Sub Group:

The two subgroups that are of most interest in growth over the mini-unit would be the ELL students and the EIP students.

ELL Students: Out of the 8 ELL students, 2 were progressing toward the standard and 6 fell in the insufficient category on the pre-assessment. The post assessment data shows that 3 students exceeded the standard, 2 met the standard, and 3 were progressing toward the standard. Each of the students made positive gains.

1 2 3 4 5 6 7 80

102030405060708090

100

PrePost

EIP Students: Out of 8 EIP students, 8 of them were in the insufficient category on the pre-assessment prior to the mini-unit on map skills. The post assessment data shows that these students moved to 1 student exceeding the standard, 2 meeting the standard, and 5 progressing toward the standard. Although everyone made growth, the growth wasn’t as vast as the ELL groups. This subgroup analysis displays the need for further research on strategies for EIP students in content areas.

1 2 3 4 5 6 7 80

102030405060708090

100

PrePost

Individuals:

Two students that fell in neither of the above categories are of interest and will be individually analyzed according to the data and performance on the pre and post assessments.

Student 1: This student scored progressing toward the standard on the pre-assessment for this mini-unit. He demonstrated knowledge of basic vocabulary such as: globe, map, and equator. He was able to use the basic vocabulary knowledge into a simple constructed response which was more than any of his peers were able to do. On the post assessment he scored in the exceeds toward the standard category with a constructed response question that met the standard. His growth was largely positive and his depth of understanding was clearly shown through the written response.

Student 2: This student scored progressing toward the standard on the pre-assessment for this mini-unit. After the post assessment, she increased on the amount of questions answered correctly, but still remains in the progressing toward the standard category. This student clearly misunderstood the vocabulary of the unit which led to her small growth margin. Through this student’s performance is a major lesson in how to scaffold vocabulary to an even more individualized level.

Reporting Data

The students will be given the actual graded assessments to review and take home to their parents to review and get signed. This is a practice that is already in place with communication from school to home. After the students return the assessments, they will be put into the student’s portfolios to be used for parent-teacher conferences.

The students are given the correct answers to the assessment when they receive the assessment since it’s been graded accordingly. Another map unit will be taught in the second quarter which will be a time for reteaching specific vocabulary and map skills, and it will also give the students a chance to review, relearn, and demonstrate competency with map skills.

Reflecting on Data

After analyzing the data, I have come to some important conclusions about the student learning objectives, the assessment itself, and the instructional strategies used throughout the mini-unit. One of the learning objectives that the students weren’t given enough depth in was the being able to use map content knowledge to identify items and places on another given map. The students were able to describe and locate items on the original map that we used for the lessons, but had trouble transferring that learning to an additional map. The students also weren’t able to practice describing maps and talking about maps in their writing as much as was needed. This was exposed through the constructed response question in the post assessment.

In reference to the actual assessment being used, it was created with the intent of being able to decipher which students understand the content and which ones understand the content and are able to apply and extend that knowledge. I think the selected response questions were a great way for the students to show their knowledge of the content vocabulary. The students were given two opportunities to show their mastery of the content for a couple of the vocabulary words. Both of these opportunities were presented in different ways: one is multiple-choice and the other is fill-in the blank. In addition, the questions that required the students to identify places on the map using the content knowledge taught were also very insightful as to how much the students knew. However, the students really struggled with the constructed response question. After looking over it again I have come to the conclusion that the wording of the question was far too broad leaving the students confused about how to respond. Constructed response questions should be an extension and application of the content instead of exclusive recall, so I believe the item design was the flaw instead of the students’ knowledge of the concept.

Informal assessments were used throughout the mini-unit, such as, whole group questioning, small group questioning, and quick checks for understanding. Although these informal assessments were used, they weren’t tracked and recorded as effectively as possible. This is an area of growth for future lessons so that students are given adequate attention the moment that they aren’t understanding things. It’s not as effective to catch these

misunderstandings after the post-assessment, so I hope to make use of these informal as a way to guide my specific differentiation in specific topics.

The instructional strategies that were initially planned and used for this mini-unit were heavily geared towards the ELL learners. The instructional strategies were pre-teaching vocabulary, creating Venn diagrams, comparing and contrasting information, sentence frames, small groups, and total physical response, among other things. However it seems that the EIP students ended up falling through the cracks as a result of focusing on the ELL students so heavily. I thought that the ELL strategies would also be beneficial for the EIP students, and they might have been, but I need to be more intentional about meeting EIP students’ needs in small groups. In future teaching endeavors, I plan on putting an even more specific differentiated plan in place to address each of the unique needs of the students.

In addition, an instructional strategy that I need to incorporate more often in my teaching is giving the students opportunities to write in response to open-ended content area questions. The students who needed extension on the material were able to respond to these types of questions, but the rest of the students weren’t given as much of an opportunity to experience content area open-ended style questions. This is an area that I will also look into in planning my future science and social studies lesson plans because writing is a way to conceptualize and contextualize learning concepts for students, which is especially beneficial for ELL and EIP students.

Learning Goals & Action Steps

As the analyzing and reporting data section initially discussed, the goals and action steps as a result of this project are:

I aim to increase the amount of research-based instructional strategies used for differentiation of targeted groups.

I want to integrate writing within the content areas more effectively and fluidly.

I hope to effectively record informal assessments to inform small group instruction and whole group re-teaching.

The first action step that I plan on taking immediately based on these goals is to plan for more targeted instruction for the differentiated groups. Because the language of social studies can be a challenge, I need to plan for more days of re-teaching, reviewing, and small group instruction. The small group instruction time for the targeted groups also provides time for extension of the groups who quickly comprehend the content.

The second action step that I plan on taking based on the goals above would be to integrate writing into my social studies plans. Instead of providing time for the students to write

in response to content area questions, I plan on giving the students more open ended questions that demand the students to analyze and apply the content area knowledge.