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Impact on Student Learning

Reflection

The ideal outcome for a learning segment, is for all objectives to be


met by all students. Hence, students become proficient in the skills and
concepts associated with all the lessons of a learning sequence.
I am very aware that this utopia does not exists in the real world.
Some students struggle more than others in the classroom. It may take
some students only one lesson to fully grasp the concepts and skills
presented to them. There are some students it may take more than one
lesson and still there are those it may take years. Hence, the lessons in a
learning segment must build on each other. This may allow students to fine
tune their skills since, one lesson may require the skills of a previous lesson.
It also allows students to develop their conceptual understanding in an area
as concepts in a learning sequence are interrelated. For example while there
is the concept of the geometric representation of a linear function as a line,
this is related and interconnected to the concept of the numeric
representation as coordinate points. These two forms are also related to the
concept of the algebraic form y = mx + b. Yet another example of such an
association is the case of systems of equations. There is the concept of the
geometric representation of the solution to a system of equations which is
related to the concept of the solution algebraically via substitution or
elimination. However there is still the numeric concept where students use

other problems solving strategies to determine the solution to a system of


equations. Similarly, graphing skills can facilitate algebraic skills when
students can see the link between these areas. A learning segment has to
sequenced and containing learning tasks to facilitate such
interconnectedness between concepts when students are being instructed.
I view assessment as the main tool to assist me in determining the
impact of my teaching on student learning. Assessment is an ongoing
process. It can be formal or informal. Informal forms of assessment are
generally formative in nature and they help guide my decisions for further
instruction. Formal assessment tend be summative. While summative
assessment provides a grade for students it can also provide valuable
information on students learnings and can be used as a formative
assessment tool. A similar argument can be made for informal assessment
exercises that require pen and paper work from students. Instead of going
around in circles, my experience has shown me that any piece of student
work can be used as for any form of assessment. The aim of my
assessments it always know what my students have learned when I assess
them.
It is necessary to communicate with students about their performance.
This is done by giving students feedback so they have an idea of how
improve or move on with a course of study. Now teachers including myself
must put a lot of thought into providing feedback to students. It must not be
taken lightly because it can be beneficial to students. Feedback must have a

positive comment followed by comments on areas that students need to


improve upon. The challenge I face when giving, are those situations where
students do excellent. All procedures in solving a problem were done
correctly and correct answers were obtained by students. Finding a
comment on an area where students need to improve can prove to be very
difficult. I still need practice in providing feedback to my students. In my
seminar classes I did get some guidance on the area. However, with each
script I am faced with, I need to decide on the appropriate comments given
the student. However, I am positive that over time I will improve in this area.
I will be able to provide in depth support to my students based on the
feedback I provide them on their performances.
In the long run I will develop into an educator who uses research,
planning, instruction and assessment to impact positively on students
learning.