Evidence:
Throughout the semester, I have been using diagnostic student data consistently to plan instruction. At the beginning of the semester my CT and I sat down and reviewed the student's writing to assess what students need and where they are in the writing process. From there we constructed different color groups to help us facilitate specific needs of our students within instruction. This helps us develop small groups where we can meet the needs of students in a more one-on-one setting while the other students are working independently during the lesson. We have referred back to this list many times throughout the semester and made adjustments based on how students are progressing in their writing instruction.
IMPACT ON STUDENT LEARNING:
inquiry_4_reflection___findings.pdf | |
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