Running head: RATIONALE

Reflective Planning and Instruction Rationale Jordan Lemmon Regent University

RATIONALE 2 Reflective Planning and Instruction Rationale Before every new SOL unit in mathematics, I give a pre-test to assess my students prior understanding of every concept involved. I analyze the results to decide how to differentiate my lessons and divide students into groups based on their needs. The post-test I give at the end of the unit shows the overall success of the differentiated approach. Developing a Pre-Test This pre-test was given to assess student readiness for SOL 2.22, which dealt with equality, inequality, and balancing equations. My first step to create the pre-test was to look at the Curriculum Framework to determine what students should be able to do. I found four main categories: identify the equal and unequal symbols, identify equivalent values, identify unequivalent values, and use the appropriate symbol. Therefore, I included each skill in my pretest. Differentiating Groups In reflecting on my pre-test, I decided to divide students into three groups: circles, triangles, and squares. One group was remediation, the other reinforcement, and the highest was enrichment. As I taught each lesson throughout the unit, each group received different types of activities that required appropriate levels of understanding and skills. The enrichment group was often able to work more independently and apply the skill; the remediation group required more guidance and review. Post-Test Results The results were extremely successful. In meeting with students for remediation groups in the morning, and tailoring each days instruction to my groups needs, each student was able to

RATIONALE 3 receive the appropriate scaffolding to master the skill. Whereas the average score before the unit was taught was 47% (pre-test), the final class average was 92% (post-test).