Artifact: Provide sample data from student results for a course within your field. The data can be entirely theoretical and written out in text form.
Create: Examine your sample student performance data. Create an action plan that you would implement in your classroom to personalize teaching and learning. Provide both a class and individual approach in your plan.
The above data spreadsheet is actual data from an Action Research project I conducted with my classes a few years ago. Below are the findings I reported:
This plan was created based on pre-survey and pre-test data. Each student chose a vocabulary word-definition pair at random from a hat, and that student became responsible for that word. In a class of 22 students, each word was in the hat twice in order to obtain the mnemonic component of repetition. After passing out the words at random, I explained the mnemonic activity I developed called: “Vocabulary Advertisements.” This mnemonic device requires students to develop a creative “product” using their vocabulary word as a guide. For example, if you wanted your students to remember the definition of the word consolation, you could develop a product called Consolation Candy with a catchy slogan such as: “Feeling down? Are you sad with no way to be consoled? Then try some Consolation Candy! It will cheer you up in no time!” The advertisement would include pictures and the slogan in order to strengthen retention. Students were provided with a detailed rubric for the activity. Students had until Friday of that week to complete the activity. On Friday, each student stood in front of the class and presented their Vocabulary Advertisement. Students were expected to explain the meaning of their word and how it related to the advertisement they had created. “Audience” members were allowed to ask questions about the word/advertisement to the presenter or to me, the teacher.
After each student shared, the advertisements were collected. Students were asked to take out a piece of paper and a pencil. I stood at the front of the room and read the vocabulary words and their corresponding slogan/product name one at a time in random order. Students had approximately 30-60 seconds to write down the definition for the word before the next word was called. After all vocabulary words had been read, students were allowed to ask for words to be repeated. The purpose of the quiz was to assess my students’ short-term memory of the words and definitions they just heard.
This exact process was repeated starting on a Monday and ending on Friday of that week, for 5 weeks (excluding Spring Break). On Monday, April 8th, 2013, students received a post-survey as well as a post-test in order to determine their new perceptions (if any) of the mnemonic vocabulary instruction they had received over the past 5 weeks. I used the post-test to see if the mnemonic instruction was effective an effective strategy for them. The post-test they received was in the same format as the pre-test, however, this time the vocabulary words were taught using mnemonic devices.
Answer: How could the data be referenced to identify the needs of each student? How could the settings of the LMS be used to create personalized learning paths? How would this data change your teaching plan? How could it help with remediation or enrichment, etc.?
By looking at the data, what each student needs is clearly represented by their various grades on each quiz. The LMS heatmap system would also demonstrate which students consistently scored well as well as who made gains over time. This would assist in creating individual learning paths for each student, which would thus impact the curriculum used in the classroom. If several students require remediation, then the lessons that follow would focus on the skills that need to be sharpened. For those students who are proficient but require more enrichment, extra opportunities would be provided.