Reflection: Data Analysis Natural Selection in the Wild-Reteach/Extend - Section 4: Introduction


Once you've given a test, you have to decide what to do next.  Very rarely do all of my students show proficiency on the entire test.  Instead I usually have very uneven results.  There are generally a group of students that do poorly on several questions that will need special interventions.  There are often questions that many of my students do poorly on.  This indicates a need for more universal instruction.  There are also times when it is clear through student answers that the test question is flawed.  

This all means that a planned response is needed after tests.  What I like to do is calculate the percentage proficient on each question.  Because I organize the question into essential learning bands I can then choose an action on each essential learning.  If the students are over 70% proficient there is not a need for further universal instruction.  Instead I can use small groups and personal interventions.  The larger the amount of students that are non-proficient the more likely it is that the entire class will need universal instruction or that a test question needs to be adjusted. 

  Interventions or Universal Instruction
  Data Analysis: Interventions or Universal Instruction
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Natural Selection in the Wild-Reteach/Extend

Unit 11: Adaptation: Natural Selection in the Wild
Lesson 8 of 8

Objective: Students will be able to show mastery of the concepts of adaptations and apply them to their own creature creation.

Big Idea: What adaptations would your creature have?

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Science, natural selection
  61 minutes
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