Impact on Student Learning
By: Maya Bryant
Educational context
Teacher candidates should clearly and thoroughly understand the
contextual factors relevant to instructional planning. Data collection
begins with the Assessment of the Instructional Environment Teacher
candidates should demonstrate knowledge of students' varied
approaches to learning, students' skills and prior learning, and
classroom, school and community factors affecting student learning.
There should be a logical connection between the relevant factors
described and your instructional planning.
Assessment of the Instructional Environment
Teacher Candidate
Name
Maya Bryant
University
Supervisor
Kelly Kent-Johnson
Clinical Faculty
Western Branch
Primary
School
Western Branch
Subject Grade
Semester
2nd Grade - Fall
NARRATIVE
My instructional environment is very busy, I have a classroom of 24 students which means every seat in the room is filled. The
classroom is centered around student engagement and student learning. I arranged the students' seats based on their strengths. I use
the buddy system which means I allow students to have a buddy to turn to at their table if they have questions they think I've already
answered. This helps cut down on the average number of distractions in class. The average number of distractions a day can be
anywhere from 5-25 different times, (not including the amount of times I'm asked for a potty break). The type of disruptions I counted
are calling out, walking around the room, physically disrupting other students by throwing tantrums, (which I get from only 1 or 2
students with 504’s), and lastly, talking to a friend. That being said, all of those disruptions do not happen daily, but they do happen
enough that I put a plan in place for each of them. Instead of answering the student when they are calling out I ignore them and call on
and answer the student with their hand raised. My students now know what time they are allowed to move around the classroom and I
have integrated flexible seating for independent work for the students. My students who throw Tantrums have a think sheet to fill out
that forces them to reflect on their actions and how it affects other students in the class as well as my teaching instruction. One student
I have to allow time to mentally calm down and control his anger before taking this step. The other students in the classroom used to
get very distracted by the bad behavior in the classroom. They have now learned it is best to ignore when students are not doing the
right thing and get their stuff and move to an empty spot in the room if they are being physically distracted by that student. It is really
hard to cut down on the talking in the classroom but I have implemented a game called class versus teacher competition and also a
table competition. class vs. student means if I start to whistle to get their attention by the time I get to my tune, if they are not finished
talking I get a point. If they finish talking and are silent before I get to the end of my tune they get a point. if the class earns more points
than me by the end of the day they all get candy during dismissal. table Wars is between the tables and this helps them stay on task,
points are earned if your entire table is ready and following along during the transition points, and sometimes even during instruction.
These strategies and tactics that I've used and implemented to help lessen the distractions have really helped.
Unit Plan - Rounding
Teacher Candidate: Maya Bryant Date Taught: October 24 - 28th
Cooperating Teacher: Stacie Denius School / District: Western Branch Primary
Grade: 2nd Field Supervisor: Kelly Kent-Johnson
Unit / Subject: Math- Rounding
Lesson Title / Focus: Rounding
Content Knowledge
This was a New Concept for my students, the week before this was
introduced we were working on identifying a number that is 10 more
or less and 100 more or less. This was helpful to get them used to
using 100’s sheets. Then when I introduced rounding I introduced a
different hundreds sheet that had numbers that were divisible by 10
on the left and right side of each row.
Learner Differences
Outcomes/Goals
This lesson developed based on specific learning needs of my
I can round numbers to the nearest ten and I students. Most of my students are visual or kinesthetic learners
can identify numbers that will round to the but I do have a certain few that learn best if you don't make
nearest 10. them color or cut out anything. They'd rather be told once
corrected once and they usually get it pretty quick. I also have
If a number has a 1,2,3,or 4 in the ones place
where do we round?
students who are lower on the Spectrum of grasping this
information that need one-on-one attention. In the unit you will
If a number has 5,6,7,8, or 9 in the ones place see the differences between each student's growth based on how
where do we round? they prefer to be taught.
Where does the number 59 round to? Standards
Where does the number 23 round to? 2.1 The student will
Where does the number 1 round to? d) round two-digit numbers to the nearest
ten.
Where does the number 20 round to? Resources and Materials
● Rounding Card and board sheet
Students will know what number and how to ● Rounding worksheets x4
round up and down. ● Worksheet: Rounding to the Nearest Ten
● White boards, marker, eraser
Technology
● Number Talk Tens Frame Slides
● Google Slides: Place Value W3
Pre-test
This was developed to align with the
learning objectives. I needed to see what
they already knew. I provided a pre test.
Many of my students felt overwhelmed
because they didn't know how to answer
the questions correctly. This is an example
of one of those students pre tests. I did
make it known for our students that this
isn't for a grade. To no avail. Next time I
might do an interactive activity like around
the world rounding edition to take away
some anxiety.
Analysis of pre-test data
Student Scores
This graph shows the
students correct scores of
the pretest out of 25. The
class mean is 7.1 and the
mode is 8.
Only 4 of my 24 students got more than 50% of the pretest
correct. 2 are girls and 2 are boys.
4 of my 24 students got more
than 50% correct. 3 are white
and 1 is black.
4 of my 24 students got more
than 50% correct. 3 of the 4 of
them were 8 when the pre test
was given. Only 1 was 7.
Reflection of data
Based on the data collected I think that
these four students are the outliers of my
class. there's no common data showing that
because of their age they better understood
the assignment or because of their race they
better understood or even their gender. I think
these students are gifted in math and also get
help from home which is why they understood
the pretest better.
Planning & Instruction
INSTRUCTIONAL DELIVERY
Learning Environment
I supported individual Collaborative Learning by having different activities that
catered to different learning styles throughout this unit. One day we colored our
rounding board, the next day we cut out and categorized different numbers that could
be rounded in two different groups. I also assigned homework that helped Foster the
rounding lesson at home. I fostered positive learning by rewarding the right answers
and encouraging the students that gave me the wrong answer to “remix it and try it
again”.
Introduction/Activating Strategies
I engaged the Learners each day by doing a number talk. We did a round robin on what
numbers can round up or down. We also sang a song. I activated prior knowledge by
asking open-ended questions before the lesson began to get the wheels turning on what
we learned the day before.
INSTRUCTIONAL DELIVERY
Introduction/Activating Strategies
I engaged the Learners each day by doing a number talk. We did a round robin on what numbers can
round up or down. We also sang a song. I activated prior knowledge by asking open-ended questions before the
lesson began to get the wheels turning on what we learned the day before.
Instructional Strategies
The learning activities I used for the students include solving problems that were learner-centered. The
guided process of learning included opportunities for learners to expand and solidify their understanding of the
concept and apply it to a real-world situation.
Closure
Each lesson ended with a journal reflection or a question that could be considered an exit ticket.
INSTRUCTIONAL DELIVERY
Differentiation
I adjusted my lessons by making some activities hands-on, encouraging teamwork, and
using slides to teach my lesson. I had some students finish quickly and correctly and I
encouraged their learning by giving them challenging assignments and by encouraging
them to help a friend.
Assessment:
I measured understanding of the outcomes and standards by assigning homework,
worksheets, and playing around the world “rounding edition”. I also took notes on who
had a better understanding of the unit versus the students that could benefit from
remediation.
This is an example of a lesson about rounding and how
Class Activities some students loved this active activity and others
barley tried because it was “annoying to cut all the
pieces out”. This is a prime example of how different
students learn differently. ( The paper on the right is one
of the students that got more than 50% correct on the
pretest. This assignment was given 3 days later.)
Formative Assessments
This is my favorite and most successful
assessment. I gave the students 10 - 15
minutes to complete this assignment.
Then instead of collecting it and grading
it myself i gave them 20 seconds to
trade papers with someone and get out
purple crayon.
We went over the correct answers
together and I had the students grade
each others paper. In this example
student 1 got F wrong. Student 2
corrected it and we had a class
discussion on why student 2 could have
thought the way she did. And why 30 is
the correct answer.
Homework
This is an example
of the homework I
assigned to help
reinforce my
lessons.
Post-test
The expectations of this post test was
to assess whether or not my students
understood how to round. The learning
objectives I had to consider were
whether or not a student understood
more than just 15-19 rounds to 20 and
so did 21-24 rounds to 20 for example.
I also wanted to assess whether or not
they were guessing or if they knew the
information so I put a 5 minute timer
on for them to finish this. I am happy to
report most of my students got 100%
correct.
Analysis of post-test data
Overall Success
This data concludes that
21 students showed
scores of over 50%.
While only three
students scored below
50%.
Age
This data shows that two
of my seven year olds
still did not get at least
50% correct and one of
my eight year olds did
not get 50% of the post
test correct. Does that
also shows that nine of
my 7 year olds scored an
above 50% and 12 of my
eight year olds scored
above 50%.
Gender
This data shows that two
boys did not score above
50% and one girl did not
score above 50%. This
also shows that 11 boys
and 10 girls did score
above 50%.
Race
This data concludes that
14 white students, 6
African American students,
and one to race students
scored above 50%. this
also concludes that two
white students and one
African-American student
did not score above 50%.
Professional Learning & Reflection
Based on the evidence of my students learning my instruction was effective when I changed
my lesson to adapt to those specific students learning styles. I also think that my assessment
was effective because I was able to challenge my students without overwhelming them. My
assessment gauged whether or not they knew the material quickly and efficiently. I could draw
a conclusion based on the evidence because I was able to reach all of my learner's
differently, that is why I got a high success rate.
My I can statements were: I can round numbers to the nearest ten and I can identify numbers
that will round to the nearest 10.
I facilitated my instruction, homework, and formative assessments to help them learn and also
to help me learn how I can help them the next day.
I wish I did a more fun way of evaluating their prior knowledge. It seemed like when I
administered the pre test all the students heard was “test” which seemed to cause a lot of
anxiety.
