Analysis+of+student+learning+-+Student+A


 * Analysis of student learning – Student A **

Student A is a driven and motivated student who always strives to do her best. She aims to showcase all of her knowledge and skills in creative and engaging ways.


 * Prior knowledge and skill, challenges in learning **

The prior knowledge and skills that Student A has about the unit prior to commencement are as follows:
 * Recognises angle types
 * Demonstrated solid understanding of various shapes including polygons

Student A 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


 * 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 A was keen to get started on the task and was determined to use more complex shapes and concepts.

The work sample obtained from Student A showed that she had solid prior knowledge of angles, lines and shapes and that she was able to recall concepts she has learnt in previous years without any prompting. She identified the basic angle types – acute, right, obtuse and straight, she labeled basic shapes as well as polygons and geometrical solids and identified parallel, vertical and horizontal lines. This tells the teacher that Student A has a solid base understanding of the knowledge and skills that are going to be taught and that she is academically ready for the natural progression of this unit.

This work sample enabled the teacher to accurately place Student A in the correct cluster group according to her ability and it encouraged the teacher to be mindful that she may need extending if the work becomes to easy for her.

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 A again was quite excited by the activity and was looking forward to getting started so she could showcase what she knew. She designed a very detailed and accurate robot which met all of the criteria and also included a number of other elements learnt throughout the unit that were not specified in the outline or rubric. The work sample showed not only her prior knowledge but also detailed displays of her new knowledge such as: - Angle relationships with parallel lines (alternate angles, co interior angles, corresponding angles and vertically opposite angles) - Use, identification and descriptions of different types of triangles (isosceles, equilateral and scalene) - Identification and descriptions of quadrilaterals - Demonstration of knowledge of interior and exterior angles of polygons

The work sample produced by student A showed that she worked solidly towards to the learning outcomes taught throughout the unit. It shows that she has a solid understanding of the key knowledge and skills and is able to apply them to a task.

This sample indicates that the activity was an effective activity that promoted engagement and was challenging for students. It gave the students the opportunity to utilise what they had been learning throughout the unit. This sample allowed the teacher to reflect on the teaching and learning plan and to establish that it was taught effectively. This was evident due to the fact that the learning concepts were achieved.