{"id":67,"date":"2022-11-23T15:52:06","date_gmt":"2022-11-23T20:52:06","guid":{"rendered":"https:\/\/wordpress.clarku.edu\/eportfolio-sample\/?page_id=67"},"modified":"2023-04-20T10:20:42","modified_gmt":"2023-04-20T14:20:42","slug":"student-work-samples","status":"publish","type":"page","link":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/learning-teaching-portraits\/portrait-i-overview\/student-work-samples\/","title":{"rendered":"Student Work Samples"},"content":{"rendered":"
Lesson one\"\"<\/a>\r\n\r\nDuring this lesson, students used the anchor chart shown to the right to complete a labeling sheet of the different parts of a bar graph. \r\n\r\n\"\"<\/a>\"\"<\/a>\r\n\r\nStudents later completed a worksheet where they were asked to read numerical values from the same graph. After students completed this, students were given the opportunity to work on another worksheet. The first two worksheets shown below are from students who were meeting learning goals consistently throughout the lesson. The latter worksheet is an example of a student who did not meet learning goals on the initial worksheet, but met them on the final worksheet during independent practice time. \r\n\r\n\"\"<\/a>\"\"<\/a>\"\"<\/a><\/pre>\n
Lesson two\r\n\r\nDuring this lesson, students answered questions about a graph on two worksheets. One was simple - similar to what is shown above from lesson one. Student work from the first worksheet is shown below.\r\n\r\n\"\"<\/a>\"\"<\/a>\r\n\r\nThe other worksheet was more complex and language-heavy. Students found it very challenging to solve some of these problems. With dictation support,  students were able to successfully complete some problems.<\/pre>\n
Lesson three<\/strong>\r\n\r\nDuring the third lesson, students completed a Valentines Day themed picture graph worksheet with a partner. Students then completed another worksheet independently. \r\n\r\nStudent work for partnership #1 can be seen below. \r\n\r\n\"\"<\/a>\r\n\r\nBelow, you can see each students' independent work. \"\"<\/a>\"\"<\/a>\r\n\r\n\r\nPartnership #2's group work can be seen below:\r\n\r\n\"\"<\/a>\r\n\r\nTheir independent work can be seen below:\r\n\r\n\"\"<\/a>\"\"<\/a>\r\n\r\nGroup #2's independent work is important because it indicates a critical misunderstanding of the key in a picture graph - which I address in my fourth LAP. <\/pre>\n
Lesson four<\/strong>\r\nDuring this lesson, students completed a modified version of the Valentine's worksheet they had completed with a partner earlier in the week as well as a new worksheet. Student work fell into two distinct strategies: Equations and skip counting. \r\n\r\nStudent work that used an equation to find the values on the graph is shown below:\r\n\r\n\"\"<\/a>\"\"<\/a>\r\n\r\nStudent work that skip counted to find the values on the graph are shown below:\r\n\r\n\"\"<\/a>\"\"<\/a>\r\n\r\nThe above student work provides evidence that addressing the misconceptions around the value of the key was the right call. <\/pre>\n
Lesson Five:<\/strong>\r\n\r\nDuring this lesson students used manipulative mats to create graphs - as shown below.\r\n\r\n\"\"<\/a>\"\"<\/a>\r\n\r\n\r\nStudent work above reflects the varying understandings of the value of a key demonstrated by students during the 5th LAP. The first image illistrates evident misunderstanding of the key. The student puts one symbol for each ice cream cone - without using the key. The second image reflects a student appropriately using the key by using one symbol to represent each ice cream cone.<\/pre>\n","protected":false},"excerpt":{"rendered":"
Lesson one During this lesson, students used the anchor chart shown to the right to complete a labeling sheet of the different parts of a bar graph.  Students later completed … Continue reading Student Work Samples<\/span><\/a><\/p>\n","protected":false},"author":1227,"featured_media":0,"parent":52,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"","meta":{"ngg_post_thumbnail":0,"footnotes":""},"class_list":["post-67","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/wp-json\/wp\/v2\/pages\/67","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/wp-json\/wp\/v2\/users\/1227"}],"replies":[{"embeddable":true,"href":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/wp-json\/wp\/v2\/comments?post=67"}],"version-history":[{"count":0,"href":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/wp-json\/wp\/v2\/pages\/67\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/wp-json\/wp\/v2\/pages\/52"}],"wp:attachment":[{"href":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/wp-json\/wp\/v2\/media?parent=67"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}