Student Learning Analysis Paper

Analysis of Student Learning
In order for a teacher to be truly effective in the classroom, that educator needs to have some indicator of how well the information is being assimilated into the cognitive processes of their students. Those that have participated in the lesson planning process know this to be the assessment portion of such plans, but rather than simply creating the assessment and looking at the percentage of points earned on it a teacher should be analyzing the consistent mistakes that each student is making with respect to each assessment. It is in this paper that I would like to address a concrete example of analyzing a student’s learning ability within the classroom by giving specific examples of student work to corroborate
This brings to point some possible instructional changes and improvements in order to meet his needs in the future, the first of which being a program known as Moby Math. Moby Math is an intensive program which deals with making sure that students are on the level that they are supposed to be mathematically by giving questions and assignments which test the students’ knowledge of the material at a certain level. If a student did not properly learn how to multiply double digit numbers correctly in third grade then the program will end up revealing that and assign problems accordingly. From the student’s perspective, the program is a bit monotonous, but it may be a necessary evil for students to relearn their basics. Not having access to the Individualized Education Plan of Nathan, I was unable to know what his accommodations were, but it seemed to me that if he were having a problem with his multiplication tables a four-function calculator could be allotted to him during stressful assessments. A final advantage that could be taken here would be to ensure that, during the tutoring time that Nathan appears before school on Tuesdays and Thursdays, Nathan receives one-on-one time which not only allows Nathan to receive problems on the board which he can work out with the teacher, but also allows him to analyze the problem as he is going through it. It comes right down to understanding of concepts in the end and if students do not have a firm grasp of a certain concept, like multiplying and dividing fractions, then this one-on-one time will be paramount for the student’s