Analysis of student learning

Analysis of student learning

STUDENT LEARNING 2

Next Steps to Impact Learning

For the whole Class

A majority of the class have demonstrated an understood the featuresof informational writing and can use graphic organizers effectively.The next step would be to enhance the whole class’s writing skillsby addressing the issue of giving an appropriate title for thewritten work. The rationale for selecting this as the next step isbased on the fact that most students submitted their informationalpieces without a title. I will stress the importance of using astrong title to capture the attention of the reader. Although thiswas done at the beginning of the unit the whole class will practiceon brainstorming all phrases and words from graphic organizersrelated to the title. I will also show the class sample titles fromselected books and other informative writing pieces and discuss eachsample material with the class especially regarding how effectivelythe titles have been used. For this learning exercise, thestudents will also be required to choose a nonfiction piece with atitle that they like and explain to the class their choice.

For the Challenged Learners

For the 2 students with IEPs, the 1 English Language Leaner and the 2struggling readers, I will use Visual Thinking Strategies (VTS) andpeer centered instruction concepts. VTS are more interactive andnon-threatening process to enhance student creativity whereas peercentered instruction approach is student focused and hence effectivefor the students who are struggling. The students’ expectedlearning outcomes will be the same with all the others and the nextstep will similarly be incorporating titles in their informationalwriting. However, the changed learning strategy, approach and moretime with the students is expected to enhance their learning. I willincorporate VTS with sentence auction in a mini lesson for the wholeclass, and the same will be repeated twice a week for the challengedstudents. The analysis of the informative writing assessmentindicates that my challenged students need to develop an intuitiveunderstanding of traits or aspects of good writing organization aswell as the capacity to incorporate the traits in their writtenpieces. My experience with three focus groups has shown thatthese students fail to improve on their writing disabilities due tolack of motivation. Lack of motivation is profound for student onewhose problem is mainly organization and comprehension ofinformation. The next step for this student will be to makesure the student realizes the level of improvement with each workdone so that they feel that good writing is achievable.

Theoretical Underpinnings of the Recommendations

The key to getting results from the activities I have plannedis the student-centered model that reflects the necessity to focus onboth learning and the learners (McCombs &amp Whisler, 1997, p. 9). Ihave used my knowledge of student learning analysis and paidattention to important characteristics of student-based learning.Primarily it is important for the special need students, includingthe English learners, to identify their individual learning needs,locate appropriate learning resources, and construct theirinformative knowledge about their needs. My view is that moreindividual time will be more effective compared to impartingknowledge to all students. Whisler and McCombs (1997) definethe process of learning as a natural one that should pursuepersonally or customized and meaningful goals. Essentially theprocess should be volitional, internally meditated and active. Inthis regard, learning should also involve constructing anddiscovering meaningful information from experience by filteringthrough individual and unique thoughts, perceptions and feelings(Whistler and Mccombs, p. 5). Whistler &amp Mccombs stressesthe idea of involvement where learners must seek their underlyingmeaning. This is what I plan to retaliate to my classregarding including a title and developing a writing intuition fromtheir title. The use of VTS also follows the goal of classroomactivity suggested by Whistler and Macomb’s which is to haveincorporated classroom activities that focus on the evaluation ofavailable evidence. VTS enhances reasoning and consequently allow thelearners to develop their writing skills.

References

McCombs, B. L., &amp Whisler, J. S. (1997). The learner-centeredclassroom and school: Strategies for increasing student motivationand achievement. San Francisco: Jossey-Bass.