Chandler

DeHaven
SAPA Reflection

Pre-Assessment Analysis:

For my section I will give a quiz pre-assessment to every student in my three
classes. This pre-assessment is the same exact quiz as the post-assessment quiz that
will be given to the same students. This unit was chosen because the students need
to know what all of the parts of the cells look like, what their functions are and they
need to know what the differences between a plant and animal cell are. Most of the
material has been covered in grades before so it should be a review of the material.
Also there is a large word bank that students can use and that may jog their
memories of prior material. A deficiency is that there are some items on the quiz
that students will have never heard of before and they will most likely have to take a
guess. I gave the pre-assessment on the first day that we started the unit, February
23, 2016 and the results are displayed below for all three periods.

First Block Cells Pre-Asessment

90
Score (Percentage)

80
70
60
50
40
30
20
10
0
A

D E

G H

L M N O

Student

The results are from the first block of my life science class. This class has the highest
achieving students and the highest academic level students in it. The average for this
class was a 45.5%, which is failing. This data shows that the students really need
work on all of the material, from what the cell parts look like to what they do. I will
need a variety of activities in order to help aid their learning.

Third Block Cells Pre-Assessment

70

Score (Percentage)

60
50
40
30
20
10
0
A

Student

These results are from my third period life science class. This class has some very
high achieving students, some average academic students and then students that are
lower on the academic level than other classes. Their average was a 33.2%, which is
failing. This data shows that the students really need work on all of the material,
from what the cell parts look like to what they do. I will need a variety of activities in
order to help aid their learning.

Fourth Block Cells Pre-Assessment

70

Score (Percentage)

60
50
40
30
20
10
0
A

Student

These results are from my fourth period life science class. This class has some very
low achieving students and is my lowest class out of the three. There are some

students who are high achieving and the others are lower. The average was 34.6%,
which is failing. This data shows that the students really need work on all of the
material, from what the cell parts look like to what they do. I will need a variety of
activities in order to help aid their learning.

Means for attaining goals:

There is a lot that I would like for the students to accomplish based on the
pre-assessment data that was generated. From the results it showed me that their
prior knowledge was very little and they will need some aid through this tough
subject. The pre-assessment showed that it was every single class and not just one
class or a few students in every class. My goal is to hit on every learning style
throughout this particular section of a unit. How I can do that is through a variety of
activities that allow for kinesthetic, visual, auditory and read and write learners to
learn the material.

What I want them to accomplish is what does that particular cell organelle
look like in a cell. This will be accomplished first of all through their cells foldable.
We will place images into their foldable as a class to make sure that they have the
correct information. This will really help the visual learners that are in the class.
Then we will complete a cell labeling worksheet in which they will need to look at a
plant and animal cell and label which part is which, they will be able to use their
foldable for this. The final activity that will help students understand what the
organelles look like is the plant and animal cell drawings in which they will draw a
plant and animal cell and all of its organelles. Once finished drawing they will color
and label the cells. This activity will help kinesthetic, read and write and visual
learners.

Another thing that I would like for them to be able to accomplish is what
exactly that cell organelles job is. To help them in this they will do the cells QR code
activity in which they scan the QR codes around the room and copy down what that
organelle does into their foldable. This activity will really help with the read and
write learners as well as the visual learners. Another activity for these types of
learners that will be done are the start-up and exit tickets; cell riddles, Cells exit
ticket and what is life worksheet. These will allow for me to assess student learning
and allow for students to assess their own learning.


For the auditory students in my three classes I have a New Path Learning
activity in which they will drag and drop cell organelles into the correct spots and
they have a variety of videos talking about cells. One video is a cell rap in which the
cell organelles are incorporated into a modern day song that the students will know
and will most likely stick. I will then finish the section with an edible cells lab in
which I use candy as an organelle and have the students create a cell from that
candy and then answer some questions on the functions. This allows the students
something to relate that cell organelle to when they are thinking about the answers
on the quiz or SOL test. This activity really helped all learning styles and allowed for

what I think was the best learning out of any activity done. I believe that by hitting
on every learning style in a different way but with the same content I am going to be
able to reach the students on every academic level.

Analyze the results:

After giving the post assessment it is very clear that every class learned something
because scores doubled in every class. In the first period class they increased by
45% to an average of 91% on the cell post-assessment. The third period class
increased 52% to an 85% on the cell post-assessment. The fourth block class
increased by 53% to an 87.4% on the cell post-assessment.

First Block Cells Post-Assessment

100
90
80

Score (Percent)

70
60
50

Pre-Asessment

40

Post-Assessment

30
20
10
0
A B C D E F G H I

J K L M N O P Q R S T
Student

The data shows the first blocks cell pre and post-assessments compared together.
Every single student increased his or her score by what was predicted in the SMART
goal except for student E. Student E increased slightly from a 43% to 51% when
they were supposed to increase by 25%. This student was not there the day of the
issued quiz so they took it at a later date and that may have played a role in the
results.

Third Block Cells Post-Assessment

100
90

Score (Percentage)

80
70
60
50

Pre-Assessment

40

Post-Assessment

30
20
10
0
A

M N

Student

The data shows the third blocks cell pre and post-assessments compared together.
In this class every student reached the SMART goal that was set after the preassessment. Some students did not reach their full potential but it may be hard to
push them to reach that full potential. The majority of the class almost doubled their
score, which really shows that the way the unit went worked well for them.

Fourth Block Cells Post-Assessment

100
90

Score (Percentage)

80
70
60
50

Pre-Assessment

40

Post-Assessment

30
20
10
0
A

M N

Student

The data shows the first blocks cell pre and post-assessments compared together.
Every single student increased his or her score by what was predicted in the SMART
goal except for student F. Student F increased slightly from a 17% to 19% when they
were supposed to increase by 40%. This student was not there the day of the issued
quiz so they took it at a later date and that may have played a role in the results.
Also this student seems to typically do lower on the material and it was certain that
they had a difficult time with the cell material.

Overall when looking at the results it shows that the material worked
because all but two students out of fifty students reached the SMART goal that was
set in place and most importantly every student increased no matter if they reached
the SMART goal or not they increased. I think that the thing that went the best
overall in the cells unit was the edible cell lab. This lab allowed student to relate that
cell organelle to something that they know and love. When they were taking the quiz
they could think back to the large marsh mellow and know that it was the vacuole.
The other activities really worked well for most students as well but I personally
heard students say that they would remember these now because of the edible cells
lab.

The one thing that I would change if I did this again would be to add another
day of instruction and another lab where they can see the cell through a microscope.
Snow days limited the time that I could spend on the material. This extra day may
have allowed for students to see cells in real life and that would have drawn their
attention more that other activities. The reason that we could not do it is that it

takes a long time to complete. The next time that I teach this lesson I think that I will
change the order in which I do things. I will change when I do the edible cells lab to
the day after we take notes with the QR codes. This way the students have
something to refer back to as we go over the other material, like what the function of
each organelle is. I will keep the other material the same but will add the
microscope lab so they can see cells for themselves and see that they are not
something that we are just making up but something that we need and are made out
of. I want the students to have some way to refer back and pull the material when
they are taking a quiz or a test and if they can think of the candy they used or picture
the cell then that may be able to help them remember the cell material better
because it is in their own way.