Example 1
Example 1
Example 1
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they need to become a better writer, which is this student’s area of need. For student 3, I<br />
wrote, “Good arguments, need to support them though” because this student has great<br />
ideas and thoughts, but tends to leave them at that, forcing the reader to make the<br />
connections themselves. Once again, the comment validates the student’s writing, but also<br />
guides the student to think about what else they need to add to make the letter stronger.<br />
While there are times when keeping things short and simple is necessary, there are also<br />
times to expand on your thoughts, so the feedback further develops the student’s thinking<br />
and writing.<br />
(REQUIRED) 6.<br />
Based on the student performance on this assessment, describe the next steps for<br />
instruction for your students. If different, describe any individualized next steps for the two<br />
students whose individual learning you analyzed. These next steps may include a specific<br />
instructional activity or other forms of re-teaching to support or extend continued learning<br />
of objectives, standards, central focus, and/or relevant academic language for the learning<br />
segment. In your description, be sure to explain how these next steps follow from your<br />
analysis of the student performances. (TPEs 2, 3, 4, 13)<br />
Based on the summary of student learning, the next step for instruction for all my students<br />
would be to re-teach counterarguments. The summary shows that 40% of the students<br />
received a 2 and 53% a 1, which means they either struggled with counterarguments or<br />
forgot about them altogether. As a result, they could use another lesson on<br />
counterarguments. To begin the lesson, I will ask the students in their groups to define<br />
counterarguments. As a class, we would then discuss the possible definitions and decide on<br />
a class definition that everyone understands. For an analogy, I will use the Courtroom,<br />
where the prosecution attempts to persuade the jury to find the defendant guilty. The<br />
defendant’s job then, with or without their lawyer is to come up with many<br />
counterarguments that would refute the arguments that the prosecution is making. To<br />
make it more personal for the students, an analogy could be where their parents argue that<br />
their bedtime should be at 9pm, but the students believe their bedtime should be at 10pm,<br />
so they must come up with several counterarguments to persuade their parents. With<br />
these analogies in mind, I will then divide the class in half to play the “Arguments vs.<br />
Counterarguments” game. I will call one student up for either half of the class and read<br />
them an argument and they must be the first to answer with a valid counterargument to<br />
receive a point for their team. For example, using the bedtime analogy, the argument<br />
parents would give is, “You need at least 8 hours of sleep every night and you will get those<br />
8 hours if you are in bed by 9pm.” A possible counterargument would be, “I know I need 8<br />
hours of sleep, so if I sleep by 10pm and get up at 7am, then I get more than 8 hours every<br />
night.” After the game, I will hand back their letters and ask them to rewrite or give more<br />
supporting details to their counterarguments. By re-teaching counterarguments, I will meet<br />
the needs of my students because their letters showed that they were unsuccessful in<br />
writing counterarguments and this lesson will support their understanding of<br />
counterarguments and also give them an opportunity to rewrite them.