Running head: ANALYSIS OF STUDENT WORK 1

Analysis of Student Work (ASW)

Melody San Juan

University of Nevada, Las Vegas

EDEL311 - 1001 Site Facilitator: Mrs. Badalucco

ANALYSIS OF STUDENT WORK 2
Abstract

The knowledge and insight I have gained during my Practicum I experience has

undoubtedly given me a better understanding of not only the daily responsibilities and duties of a

teacher, but more importantly, how to implement effective teaching strategies in the classroom to

enhance student learning. I appreciate the opportunity to be able to witness firsthand some of the

challenges that teachers face when working with diverse learners. There was one student in

particular that I noticed right away having a difficult time grasping many of the new concepts

being taught. As I taught each of my lessons, one of the observations I made was that she had a

really hard time following instructions. At the end of each lesson, she had no idea what she was

expected to do and was the last one to complete the assigned task(s). However, utilizing various

teaching strategies to present the information differently has proved to be very effective in

helping her gain a deeper understanding of the content. I realize now that every student is unique

and learns in different ways. And it is important as a future teacher to be aware of and

open-minded to using different teaching methods that will best help students learn.
ANALYSIS OF STUDENT WORK 3
Student Background

I learned from my mentor teacher that Kindergarten is Brianna’s first time being in a

school environment. She is four years old and one of the youngest Kindergartners in the class.

Although Brianna struggles with processing new information, she still has a pleasant disposition

and is excited about learning. At first, I thought that she might possibly have a learning

disability, so I was somewhat taken by surprise when my mentor teacher said that Brianna

actually demonstrates many characteristics of Autism. My mentor teacher has also already had a

parent conference with Brianna’s mother to express her concerns about the lack of progression

thus far into the school year.

Grade Level Standards/Expectations

W.K.1 ​Use a combination of drawing, dictating, and writing to compose opinion pieces in which
they tell a reader the topic or the name of the book they are writing about and state an opinion or
preference about the topic or book (e.g., My favorite book is…).

K.CC B. Count to tell the number of objects.

4. Understand the relationship between numbers and quantities; connect counting to
cardinality.
a. When counting objects, say the number names in the standard order, pairing each
object with one and only one number name and each number name with one and
only one object.
b. Understand that the last number name said tells the number of objects counted.
The number of objects is the same regardless of their arrangement or the order in
which they were counted.
c. Understand that each successive number name refers to a quantity that is one
larger.
5. Count to answer “how many?” questions about as many as 20 things arranged in a line,
a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
number from 1-20, count out that many objects.

SS.K.11.​​ Identify diverse cultural events, holidays, and symbols and where appropriate, identify
these celebrations on a calendar.
ANALYSIS OF STUDENT WORK 4
SL.K.4​​ Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly.

SL.K.5​​ Add drawings or other visual displays to descriptions as desired to provide additional
detail.

Lesson One

In my first lesson, students learned about the processes of proofreading and editing a

writing piece. They had to choose one piece of work from their writing journals that they wanted

to ‘fix up’. First, I modeled instruction by revising one of my own personal stories, placing

emphasis on the importance of details. Then students were reminded of all the tools they needed

for writing (i.e., journal, pencil, crayons, monster finger (spacing), and letter/word wall chart)

and instructed to begin working quietly and independently. At the end of the lesson, I chose

three students who added a lot of details to their illustrations/sentences and asked if they would

like to show their work to the whole class. Lastly, the rest of the students were able to share their

stories with their assigned partners on the community carpet.

Student Performance

Brianna had a difficult time understanding the concept of editing. She spent a significant

amount of time just skimming through the pages of her journal. When she finally chose which

piece she wanted to work on, she appeared confused on what to do and did not add much detail

to her drawing. She also struggles with recognizing letter names and their sounds so she made

no attempt to write any words to better describe her story.

Initial Teaching Strategies Applied

Technique 34: Call and Response - ​Ask you class to answer questions in unison from time to
time to build energetic, positive engagement.

Technique 57: What To Do - ​Use specific, concrete, sequential, and observable directions to
tell students what to do, as opposed to what not to do.
ANALYSIS OF STUDENT WORK 5

The “What To Do” strategy helped majority of the class understand and execute the given

task. As I planned my lesson, I felt that ​showing ​the expected outcome would be a lot more

memorable and effective in clearly and accurately communicating the learning objective.

Although Brianna was engaged and showed interest during the modeling session, she had a

difficult time focusing and getting started on the assignment.

Potential Strategies for Reteach

Technique 2: Targeted Questioning - ​Ask a quick series of carefully chosen, open-ended

questions directed at a strategic sample of the class and executed in a short time period.

Technique 21: Name the Steps - ​Breakdown complex tasks into steps that form a path for
student mastery.

Technique 38: Art of the Sentence - ​Ask students to synthesize a complex idea in a single,
well-crafted sentence.

I think asking Brianna specific questions about her story would help enhance her

creativity as well as boost her self-confidence. Also, I believe it is important to remind Brianna

of the questions that good writers constantly ask themselves in order to make their writing piece

and illustration more clearer so that other people can easily read it. I feel that naming each step

would play a key role in improving Brianna’s ability to stay on task. This strategy would help

her stay focused and eliminate confusion. Sentence structures might also be helpful in allowing

Brianna to better express her ideas.

Strategies Chosen for Reteach, Why, and How They Were Implemented

The two techniques I chose to help achieve student mastery were, “Targeted

Questioning” and “Name the Steps”. I felt using the “Art of the Sentence” strategy was too

advanced for Brianna’s level of literacy skills in writing. First, I started out simple and asked
ANALYSIS OF STUDENT WORK 6
Brianna to show me the different tools that she will need for writing. Then I displayed an anchor

chart naming each step of the writing process to better help Brianna stay on task. It was very

simplistic and included illustrations since Brianna is still unable to identify many letter names

and sounds (e.g., 1. ​Think​​/Picture: happy face with thought bubble; 2. ​Draw​​/Picture: fish; 3.

Label​​/Picture: fish, mouth, fin, tail; 4. ​Write​​/Sentence: “I like to fish.”; 5. ​Add detail​​/Picture

details: a fish swimming in the lake, sun, clouds, underwater plants; Sentence details: I like to

fish ​at the lake with dad​.) I pointed to each step so that she could visualize the progress made

from start to finish. Then I again showed Brianna my own personal story that I chose to revise. I

explained to her that when I need to edit a writing piece, there are questions that I have to ask

myself (e.g., Does this make sense? Did I make my writing clear? Is there anything else I want to

say?). I also asked various questions about her drawing that would help her come up with some

brainstorming ideas on how to make her drawing more detailed.

Reflecting on Results

After implementing the reteaching strategies, Briana had a better understanding of how

even more impactful adding details to a writing piece could have on readers. She mainly focused

on the details of her drawing since she still does not know most of the letters in the alphabet.

She made an effort to add a variation of colors as well as more people. She gave her best attempt

at drawing actual body parts instead of stick figures and even tried to write their names as well.

Even though the letters she chose were incorrect, it shows that she understands the concept of

editing by adding details which proves that she is making positive strides in the right direction.

Lesson Two

In my second lesson, students learned about three different counting strategies (e.g.,
ANALYSIS OF STUDENT WORK 7
Count and Scoot, Count and Touch, Count and Check). First, I read the class a picture book,

“Each Orange Had 8 Slices”, and they answered various counting questions from the story as a

whole group. Then I modeled two of the counting strategies on the Elmo (e.g., Count and Scoot,

Count and Touch) before allowing students to work together in pairs for practice and repetition.

Lastly, I modeled the third strategy, Count and Check, on the Elmo as well. Students were given

a Count and Check worksheet to complete independently.

Student Performance

During partner work, Brianna could not remember either of the strategies that were

modeled. She also had a hard time counting in standard order without teacher assistance.

During independent work, Brianna was unable to complete the Check and Count worksheet on

her own. She had a very difficult time multi-tasking and was unable to simultaneously write a

checkmark on each object while counting in standard order.

Initial Teaching Strategy Applied

Technique 21: Name the Steps - ​Breakdown complex tasks into steps that form a path for

student mastery.

When teaching Math, I feel that it is important for teachers to demonstrate and explain

each individual step to help eliminate any confusion and keep students on task. Modeling each

step helped many of the students differentiate between each of the counting strategies. However,

even after modeling each counting strategy step by step, Brianna was still unclear on what she

was expected to do during the collaborative activity and independent work.

Potential Strategies for Reteach

Technique 15: Without Apology - ​Embrace - rather than apologize for - rigorous content,
academic challenge, and the hard work necessary to scholarship.
ANALYSIS OF STUDENT WORK 8
Technique 25: At Bats - ​Because succeeding once or twice at a skill won’t bring mastery, give
your students lots and lots of practice mastering knowledge or skills.

Technique 35: Break It Down - ​When a student makes an error, provide just enough help to

allow her to “solve” as much of the original problem as she can.

Although it might be difficult at times for teachers to see their students struggling with a

new concept, I feel it is vital to challenge students academically and make certain not to ‘water

down’ the content just because it may be a rigorous learning experience. I think Brianna would

better grasp the concepts being taught if she had more opportunities to practice each strategy. I

also believe helping Brianna become a more autonomous learner will help increase retention and

student mastery.

Strategies Chosen for Reteach, Why, and How They Were Implemented

I decided to incorporate all three of these strategies because they each play a key role in

helping Brianna gain a deeper understanding of the concepts being taught. After I finished

modeling instruction and all the students were working in pairs, I sat with Brianna and her

partner to assess how well she understood the main points of the lesson. Instead of making

changes to the given tasks (i.e., allowing her to only master one out of the three counting

strategies), I asked Brianna a series of questions that provided guidance along the way but

allowed her to take ownership of her learning and work through the problem on her own.

Between taking turns with her partner during the collaborative activity along with being short on

time, Brianna did not get to practice each of the counting strategies as much as I would have

liked.

Reflecting on Results
ANALYSIS OF STUDENT WORK 9
After implementing the reteaching strategies, I believe the “Break It Down” technique

was the most effective. Encouraging Brianna to take control over her own learning gave her a

sense of responsibility. I also feel that repeating this strategy in future lessons will help increase

her self-motivation over time. Once Brianna develops learner autonomy, she then will be able to

spend more time practicing key skills and mastering central concepts.

Lesson Three

In my third lesson, students learned about Thanksgiving and described how their families

celebrate the holidays. First, I explained to students the meaning of Thanksgiving in

Kindergarten-friendly terms. (e.g., ​This day is all about spending time with loved ones and being

thankful.​) I read a picture book to the whole class called, “Giving Thanks: A Native American

Good Morning Message”. Students were then encouraged to face their partner on the

community carpet and share with him/her the things that they are thankful for. I also shared with

students my own personal stories of past Thanksgivings and traditions as well. I then informed

students that they will be drawing a picture of the things/people they are thankful for and/or what

they typically do during this particular holiday. Again, I used the modeling method of

instruction by drawing a picture of a Thanksgiving feast as well as each one of my family

members. Students were instructed to work quietly and independently and reminded that good

writers add a lot of details to their work so that other people can read it.

Student Performance

Brianna did fairly well on this assignment. As I circulated the room, I only had to remind

her once of the given task. Typically during writing time, she will ask me to sit down and guide
ANALYSIS OF STUDENT WORK 10
her through each step (e.g., What do I draw?, Who do I draw?, How do you spell _____?, What

letter is that?, etc.) Brianna was able to follow instruction and work independently during this

activity. She even described in detail that the picture she created was of her and her mom eating

sushi for Thanksgiving.

Initial Teaching Strategy Applied

Technique 43: Turn and Talk - ​Encourage students to better formulate their thoughts by
including short, contained pair discussions. * But make sure to design them for maximum
efficiency and accountability.

There are a number of different reasons why I choose to integrate collaborative learning

opportunities into my lessons. Not only does collaboration enhance communication skills,

increase self-esteem, and promote positive peer social interactions but it also allows students to

participate in activities in which they can learn from each other. Oftentimes students have the

ability to explain certain concepts in a way in which their peers can process the new information

more effectively. During the “partner talk” activity, Brianna appeared to be really engaged and

eager to hear her partner’s stories about Thanksgiving and all the things he is thankful for.

Potential Strategies for Reteach

Technique 44: Batch Process - ​Give more ownership and autonomy to students - particularly
when your goal is a discussion - by allowing for student discussion without teacher mediation for
short periods of time or for longer, more formal sequences.

Technique 58: Positive Framing - ​Guide students to do better work while motivating and
inspiring them by using a positive tone to deliver constructive feedback.

Technique 60: Warm/Strict - ​Be both warm and strict at the same time to send a message of
high expectations, caring, and respect.

I feel that allowing students more autonomy during a collaboration activity will help

develop the kind of critical thinking skills that are required for real world success. I think the
ANALYSIS OF STUDENT WORK 11
“Batch Process” strategy would be extremely beneficial for Brianna because on my occasions

she still seems to be a bit insecure and looks for reassurance by questioning the teacher at every

turn. I also believe that Brianna needs a lot of constant positive reinforcement to help build her

self-confidence and trust in her abilities to accomplish a given task.

Strategies Chosen for Reteach, Why, and How They Were Implemented

For the reteach session, I decided to focus on positive reinforcements so I implemented

the “Positive Framing” and “Warm/Strict” strategies. Since Brianna is actually showing vast

improvements in becoming an autonomous learner, I did not feel the “Batch Process” technique

would be as impactful as the others. As I made my rounds around the room, I sat with Brianna

for a few minutes and asked her what her picture was about. She pointed and named each person

in her drawing and explained that they were eating “shee-shee”. After asking a few questions to

determine what she meant by “shee-shee”, I figured out that she was trying to communicate the

word “sushi”. I gave Brianna praise for her hard work and the effort she put forth in her

drawing. I complimented how well her illustration was coming along because she took her time

and didn’t rush. I also provided her with constructive feedback by asking questions such as,

“What else can you add to your picture to give it a little more detail?”.

Reflecting on Results

Brianna had a very positive response to the reteaching strategies. She appeared to be

really excited and proud of herself after I praised her hard work and for completing the assigned

task. She was also very receptive to the constructive feedback and made an effort to think of

other details she could add to her drawing to make it even more appealing.

ASW Future Application

ANALYSIS OF STUDENT WORK 12
After reflecting on the results from my observations, it would appear that reteaching key

concepts is absolutely necessary in some instances. I feel that all teachers should consider using

reteaching strategies in their classrooms because they are extremely beneficial for students who

struggle with grasping certain concepts. It gives teachers an opportunity to teach key concepts

using different techniques that convey the information in a way that students are able to better

understand the essence of what is being said or presented to them.

My only concern about reteaching is that it can oftentimes be very time-consuming. In

many cases, there are just too many students, too many tasks, and not enough time in the day. In

my opinion, the most effective way to incorporate reteaching sessions would be by creating

small groups. Then teachers would be able to identify and address any student

misunderstandings and use different teaching techniques to briefly reteach those who need extra

help understanding the concepts being taught. I think it might be somewhat challenging,

especially for novice teachers, to find other activities for students who have achieved student

mastery the first time around and are not involved in the reteaching lesson. I think a good

solution for this problem would be to integrate reteaching strategies into centers. This way

students who do not need additional help can work on activities that will provide more in-depth

knowledge of the content. For those who do require reteaching, through thoughtful preparation

along with prior knowledge of students' learning styles and abilities, teachers are able to

construct various learning stations to help alleviate any misconceptions by utilizing different

teaching strategies that will communicate key concepts more effectively. This process definitely

has been a good learning experience and has helped me to become better prepared for when I

have my own classroom. I also have a greater understanding now that not all of the teaching
ANALYSIS OF STUDENT WORK 13
methods I choose will be the best option for each and every student. Instead of feeling

discouraged or defeated, I know it is perfectly okay to try something different in order to create a

meaningful and productive learning experience for all students.

Philosophy on Teaching, Reteaching, and Rechecking

I feel that this whole experience has provided so much valuable and useful information

that will help me achieve my goal of one day becoming a great teacher. The most important

thing that I have learned from this experience is the importance of being flexible and

open-minded as an educator. It is my primary responsibility as their teacher to make sure all

students understand the content that they are learning. My goal is to implement teaching

strategies that promote student engagement and help students make meaningful connections to

the content. After teaching all three of my lessons, I realize now that each and every student is

unique and learns differently. One strategy might work wonders for some students and be

completely ineffective for others. For instance, some students might thrive in collaborative

learning activities and some might excel working independently. Teachers can use this insight to

determine which teaching techniques would be most effective in fostering each individual’s

skills and abilities. By gaining a better understanding of each student’s needs, teachers are able

to differentiate instruction and adapt their teaching strategies to accommodate different learning

styles.

Checking for understanding is also an important factor in the teaching and learning

process because it allows the teacher to make the necessary instructional changes to help enhance

student learning. As a future teacher, I want to develop the habit of asking students questions
ANALYSIS OF STUDENT WORK 14
throughout the lesson to gain deeper insights of student comprehension. I feel that frequent

checks for understanding will also help me pace my lessons more efficiently as well. Based on

student responses, I will have a better idea if I need to speed up, slow down, or reteach the entire

lesson all together. By waiting to assess the results from an assignment, end of unit quiz, or

worse, state tests to determine understanding would only be detrimental to student learning.

Also, making certain students fully understand new concepts will prevent them from practicing

and reinforcing wrong information.

ANALYSIS OF STUDENT WORK 15
References

Lemov, D. (2015). ​Teach Like a Champion 2.0: 62 Techniques that Put Students on the

Path to College​. Jossey-Bass.