Morgan Chambers

TWS 6
A. Whole Class
A.

Lesson 1

Objective- Students will be able to discuss and give examples of how humans use their sense of
sight.
Student
Pre
Post
1 high achieving student
3
3
2 middle achieving student 3
3
3 low achieving student
1
2
4
1
3
5
2
3
6
2
3
7
1
2
8
3
3
9
3
3
10
2
2
11
2
3
12
1
1

Key:
1- Student had
minimal to no
understanding of
the lesson
objective

2- Student had some

knowledge of the
lesson objective,
but could
improve.

3- Student had
complete
understanding of
the lesson
objective and
showed mastery
of the content.

Mean: pre- 2 post- 2.6

Median: pre- 2 post- 3
Mode: pre- 1,2,3 post- 3
B. Due to the fact that the students are not ranked in order from high to low, I
was unable to complete this portion of the analysis.
C. To summarize, I feel that the student showed a gain in the understanding of
the lesson objective. The data table shows how successful the students were
with complying with the objective of the lesson. Overall, majority of the

Morgan Chambers
students made substantial progress throughout the lesson, with the exceptional
of one student who is ESOL. Majority of the students who had some prior
knowledge of the lesson objective were able to clearly master the content by
the end of the lesson.
B. Individuals
A. It is important to analysis the data received from all students ranging from
high, middle, to low achieving By analyzing this data, one is able to see how
the lesson impacted the learning for all levels of students and will help to
guide further preparation for future lesson.
B. Quantitative: High- during the pre and post assessments, this student received
100% on his evaluations of the lesson objective showing he had mastered it.
Middle- My middle student was also able to complete the evaluations at 100%
for this lesson objective showing she had mastered the lesson objective. Lowduring the pre-assessment my low achieving student had some knowledge of
how her sense of sight and how to use it, but it was minimal. During the post
assessment she showed improvement in her abilities to express the sense of
sight, but was not at mastery of the concept.
Qualitative: High- this student was actively engaged throughout the lesson and
showed much interest in the lesson throughout. He was able to even help other
students during the post assessment because of his knowledge of the lesson
objective. Middle- this student was actively engaged throughout the lesson
and was able to complete the lesson successfully because of her concentration
throughout the lesson. Low- this student was engaged most of the time during
the lesson, though it was easy for her to become distracted and have to be
redirected.

Morgan Chambers

High achieving student- I see the red flower.

Middle achieving student- I see the sun. I see the tree.

Morgan Chambers

Low achieving student- I see me.

A. Whole class
A. Lesson 2
Lesson objective- The student will be able to discuss and label the life cycle of a plant
(pumpkin).
Students
1. High achieving
student
2. Middle achieving
student
3. Low achieving
student

Pre
3

Post
3

Key:
1- Student had
minimal to no
understanding of
the lesson
objective

2- Student had some

knowledge of the
lesson objective,
but could
improve.

3- Student had
complete
understanding of
the lesson
objective and
showed mastery
of the content.

Morgan Chambers
Mean: pre- 2 post- 2.6
Median: pre- 2 post- 3
Mode: pre- 1,2,3 post- 3
B. Due to the fact that the students are not ranked in order from high to low and not all
students work was collected, I was unable to complete this portion of the analysis.
C. To summarize, the data table shows the progress of three different types of students in
the classroom: a high, middle, and a low achieving student. Since this work was done
individually and at different times by students, only these three students were
examined for this analysis, though all students completed the work. The table shows
that all three students made progress throughout the lesson and gained a better
understanding of the lesson objective, with the middle and high student achieving
mastery.

B. Individuals
A. The importance of the data analysis is to help with assisting the students in their
learning and the data can be used to guide further instruction to either recover
material or show that a student is ready to move on. By analyzing students at all
levels, one is able to assess the success of the lesson for all types of students.
B. Quantitative: High- during the pre and post assessments, this student received 100%
on his evaluations of the lesson objective showing he had mastered it. Middle- during
the pre-assessment the student showed some understanding of the lesson objective,
but there was room for improvement. The post assessment showed that the student
had gained a greater understanding of the lesson objective and had mastered the
lesson objective with 100% accuracy. Low- the pre-assessment showed that this
student minimal knowledge of the lesson objective; she only could identify the color
of a pumpkin and needed guidance with other questions. The post assessment showed
that throughout the lesson the student had gained a better understanding of the lesson
objective, though mastery had not been achieved yet.
Qualitative: High- the student was actively engaged throughout the lesson and
showed interest throughout the lesson. He chose to do this work right after it was
showed and worked intently the whole time. Middle- this student was actively
engaged during the pre-assessment and participated when called upon. During the
post-assessment she was intently working the whole time. Low- the student was
engaged during the lesson, but had trouble answering questions, as shown in the pre
assessment data. During the post-assessment she worked intently though, when asked
why she did not complete the front page of her book, her reply was I dont want to.

Morgan Chambers

High achieving student

Middle achieving student

Low achieving student

Morgan Chambers
A. Whole class
A. Lesson 3
Lesson objective- Students will be able to make a connection between numbers and the
quantities that they represent.
Students
1. High achieving student
2. Middle achieving student
3. Low achieving student
4.
5.

Pre
3
3
3
3
3

Post
3
3
2
3
3

Key:
1- Student had
minimal to no
understanding of
the lesson
objective

2- Student had some

knowledge of the
lesson objective,
but could
improve.

3- Student had
complete
understanding of
the lesson
objective and
showed mastery
of the content.

Mean: pre- 3 post- 2.8

Median: pre- 3 post- 3
Mode: pre- 3 post- 3
B. Due to the fact that the students are not ranked in order from highest to lowest in the
classroom, I was unable to complete this section of the analysis.
C. To summarize, the data table shows the progression of the students from the preassessment for this lesson to the post-assessment. All the student received 3s for the
pre-assessment, because each had mastered the Montessori shelf lesson that comes
before the spindle boxes, which showed they were ready to move on to this lesson. All
of the students gained an understanding of the lesson objective through the lesson, with
majority of the students achieving mastery.

B. Individuals

A. It is important to collect and analyze student data because it shows how a student is
progressing through a lesson objective. By being able to review all students work, one
can determine where the student is in their academic progress and use this information to

Morgan Chambers
guide the students upcoming work. Whether they are ready to move on to the next
lesson, or if they still need time to work to achieve mastery.
B. Quantitative: High- This student has already surpassed this area of the Montessori math
curriculum, so it is known and documented that he has mastered the lesson prior to the
spindle box (pre-assessment) and has mastered the spindle box previously, both at 100%
accuracy. Middle- This student has already surpassed this area of the Montessori math
curriculum, so it is known and documented that she has mastered the lesson prior to the
spindle box (pre-assessment) and has mastered the spindle box previously, both with
100% accuracy. Low- This student had mastered the previously lesson, which showed
that she was ready to be shown the spindle boxes. From the post-assessment the student
showed progress in her understanding of the lesson objective, but still needed practice
working with numbers 7-9 which showed that she had not achieved mastery and still
needed to practice with these materials.
Qualitative- High- This student has already surpassed this area of the Montessori math
curriculum, so it is known and documented that he has mastered the lesson prior to the
spindle box (pre-assessment) and has mastered the spindle box previously. Middle- This
student has already surpassed this area of the Montessori math curriculum, so it is
known and documented that she has mastered the lesson prior to the spindle box (preassessment) and has mastered the spindle box previously. Low- The student showed
interest in the materials and was engaged throughout the presentation of the lesson.
While observing her, she seemed to be very concentrated on her work and when she
came to the control of error in the lesson, she did not let her frustration upset in, instead
she worked to try and figure out what had happened.

Montessori math lesson: The Spindle Box

Morgan Chambers
A. Whole class
A. Lesson 4
Lesson objective- The students will be able to demonstrate and understanding of the sounds that
correspond to the letters of the alphabet.
Students
1. High achieving student
2. Middle achieving student
3. Low achieving student
4.
5.
6.
Key:

Pre
3
3
3
3
3
3

1- Student had
minimal to no
understanding of
the lesson
objective

Post
3
3
3
2
2
2

2- Student had some

knowledge of the
lesson objective,
but could
improve.

3- Student had
complete
understanding of
the lesson
objective and
showed mastery
of the content.

Mean: pre- 3 post- 2.5

Median: pre- 3 post- 2.5
Mode: pre- 3 post- 2, 3
B. Due to the fact that the students in the class are not ranked in order of academic level,
I was unable to complete this portion of the analysis.
C. To summarize, the data table shows that all of the students had mastered the lessons
of the Montessori curriculum and were ready to be shown new lessons. Throughout
the period of showing the student the red set of sandpaper letters and having time to
practice, the data table showed that all of the students had made progress towards
mastery of the lesson objective and some were able to achieve mastery and were
ready to move forward.

B. Individuals
A. The data collected and analyzed from this lesson is important because it helps to
further guide instruction for each individual student. It shows whether or not a student
grasped the concept the teacher was trying portray in the lesson objective and what
actions need to be taken next, either to move a student on to more difficult work or to
go back and help a student who is struggling with understanding.

Morgan Chambers

B. Quantitative: High- This student has already surpassed this area of the Montessori
language curriculum, so it is known and documented that he has mastered the lesson
prior to the sandpaper letters (pre-assessment) and has mastered sandpaper letters
previously. Middle- This student has already surpassed this area of the Montessori
language curriculum, so it is known and documented that she has mastered the lesson
prior to the sandpaper letters (pre-assessment) and has mastered the sandpaper letters
previously. Low- This student had mastered the lesson prior to the sandpaper letters,
which showed that she was ready to begin working on this lesson. Through the time
taught and the time she spent working with the lesson, it was evident that she
knowledge of the lesson objective, but through the post-assessment it showed that she
still needed to work in order to achieve mastery.
Qualitative: : High- This student has already surpassed this area of the Montessori
language curriculum, so it is known and documented that he has mastered the lesson
prior to the sandpaper letters (pre-assessment) and has mastered sandpaper letters
previously. Middle- This student has already surpassed this area of the Montessori
language curriculum, so it is known and documented that she has mastered the lesson
prior to the sandpaper letters (pre-assessment) and has mastered the sandpaper letters
previously. Low- Throughout her work, the student should interest in the lesson and
for the most part kept her concentration focused on the lesson. She was distracted by
a student, but was able to quickly turn her attention back to her work.

Pictured is the low achieving student working on sandpaper letter lesson.

Morgan Chambers
A. Whole class
A. Lesson 5
Lesson objective- The students will be able to demonstrate an understanding of these shapes:
square, circle, and triangle.
Students
1. High achieving student
2. Middle achieving student
3. Low achieving student
4.
5.
Key:

Pre
3
3
3
2
2

1- Student had
minimal to no
understanding of
the lesson
objective

Post
3
3
3
3
3

2- Student had some

knowledge of the
lesson objective,
but could
improve.

3- Student had
complete
understanding of
the lesson
objective and
showed mastery
of the content.

Mean: pre- 2.6 post- 3

Median: pre- 3 post- 3
Mode: pre- 3 post- 3
B. Due to the fact that the students in the classroom are not ranked academically from
highest to lowest, I was unable to complete this portion of the analysis.
C. To summarize, the data table showed that all of the students had some knowledge of
the lesson objective after the pre-assessment. This showed that all of the students had
some knowledge of the shapes and some of the students had a complete
understanding of the shapes and the lesson objective. The post-assessment data shows
that students gained a complete understanding of the lesson objective throughout the
lesson and had achieved mastery.

B. Individuals
A. Analyzing data from all types of students in a lesson is extremely important because it
allows one to see which students are making progress, how much progress they are
making, or if a student if struggling with the lesson objective. This data can be used
primarily as a source for the teacher to direct further learning for each individual
student.

Morgan Chambers
B. Quantitative: : High- This student has already surpassed this area of the Montessori
sensorial curriculum, so it is known and documented that he has mastered this lesson
with 100% accuracy and because of this has begun working with the constructive
triangle box. Middle- This student has already surpassed this area of the Montessori
sensorial curriculum, so it is known and documented that she has mastered this lesson
with 100% accuracy and because of this she has begun working within the geometric
cabinet. Low- The pre-assessment showed that this student had some understanding
of the lesson objective, but there was room for growth. After working through the
lesson, the post-assessment showed that she had gained a better understanding of the
lesson objective and was able to complete the lesson with 100% accuracy.
Qualitative: High- This student had already surpassed this lesson in the Montessori
sensorial curriculum, which ties in with the math standards and had previously
mastered this lesson with 100% accuracy. Middle- This student had already surpassed
this lesson in the Montessori sensorial curriculum, which ties in with the math
standards and had previously mastered this lesson with 100% accuracy. Low- This
student was not able to concentrate fully at the beginning of the lesson, but with
redirecting from the teacher she was able to refocus and successfully complete the
lesson. Her attitude towards the materials was positive, and when the lesson was
finished she took it upon herself to further the lesson by drawing the shapes in her
notebook.

Presentation tray for the geometric cabinet