Analysis+of+student+learning+-+Student+B

Analysis of student learning – Student B

Student B is working at a slightly lower level than the rest of the class. He requires independent, explicit instructions and modeling of most mathematical tasks before he feels that he can complete the task. If he does not feel that he can complete the task he can very quickly and easily become distracted and distracting towards other students.


 * Prior knowledge and skill, challenges in learning **

The prior knowledge and skills that Student B has about the unit prior to commencement are as follows:
 * Recognises basic angle types
 * Able to name shapes he drew using attribute shapes

Student B had not consolidated the following prior to this unit:
 * Understanding of parallel lines and their relationship with angles
 * The different types of triangles
 * Sum of the angles internal and external of polygons
 * Complementary and supplementary angles

Challenges in learning that Student B displays:
 * Inability to listen to and follow initial instructions which results in him needed specified instructions once the class has been set to work
 * Very easily distracted
 * Tasks must be broken down into smaller stages in order for him to feel like he can complete the task, once this is done and he understands what he needs to do he is able to work independently to complete the task
 * Difficulty working in groups of more than 2 or 3


 * Sample work from activity 1 **

// Comment on what the work sample shows about the student’s learning and the effectiveness of the teaching and learning activity? What feedback was/could be given to support the student’s learning? //

Students were given a handout titled ‘Angles, Lines and Shapes Pre-Test’ they were asked to draw a picture of a robot and then write down everything they know about the lines, angles and shapes that they have used in their drawings. Student B was keen to get started on the task as it enabled him to use concrete materials (attribute shapes). Once student B had drawn his robot using the attribute shapes he had to be constantly promoted to include more detail to his robot.

The work sample obtained from Student B showed that he has a good understanding of shapes and basic angles. He identified the basic angle types – acute, right, reflex and straight and he labeled basic shapes. This tells the teacher that Student B has a basic understanding of the knowledge and skills that are going to be taught and that he is going to need some support throughout the unit.

This work sample enabled the teacher to accurately place Student B in the correct cluster group according to his ability and it encouraged the teacher to be mindful that he will require support and moderation of his tasks.

This work sample tells the teacher this particular activity is an effective activity that enables them to gauge where the students are at and how far they are going to be able to take the new content they are going to learn. It also enables teachers to start thinking about differentiation with the classroom for those students who need additional support or who may need extending.


 * Sample work from activity 2 **

// Comment on what the work sample shows about the student’s learning and the effectiveness of the teaching and learning activity? What feedback was/could be given to support the student’s learning? //

This activity was designed for students to showcase everything they have learnt throughout the unit. They were given a rich, open ended task which required them to do the following:
 * Create a design plan using their knowledge of angles and lines. What students design is up to them - they could design a robot, a car or even a stained glass window. An assessment rubric was provided for students to use as a guide when designing their plan.

This task allowed for natural differentiation and extension as students included all of the elements they were familiar with and comfortable with using.

Student B was quite tired and restless towards the end of the term due to some social issues in the yard and the classroom, as well as him being aware that the holidays were near. The work sample obtained from him did not show case all of his knowledge that he has demonstrated throughout the unit in his workbook.

Student B was reluctant to start the rich task for this unit as he was tired and unsettled (as mentioned). He did produce a basic robot, similar to the one shown in sample 1. This demonstrated his knowledge of basic angles and shapes with the added feature of him identifying quadrilaterals. Throughout the unit additional samples were obtained from student B which showcase his ability to: - Calculate and identify complementary and supplementary angles - Calculate missing angles - How to estimate and measure angles using a protractor - Identify different types of triangles

The work sample (together with the additional work samples collected) demonstrated that student B was progressing towards learning the key knowledge and skills that were being taught throughout the unit. The samples taken throughout the unit indicated that he did achieve what was expected of him and that if this particular sample had of been taken at a different time during the term, a better result may have developed.

The sample work taken from student B indicates that towards the end of a term may not be the best time to have all students complete an assessment task. As was the case with student B, students are tired and restless and require more support during these times. As mentioned through, student B did achieve the outcomes that were expected of him throughout the duration of the unit.