EL SEGUNDO HIGH SCHOOL
CHARTING EVIDENCE OF STUDENTS ACHIEVING THE EAGLE EXPECTATIONS &
CONTENT STANDARDS
HOME GROUP: Fine and Applied Arts
YOUR NAME: Tracy Churchill
NAME OF TEACHER YOU
ARE OBSERVING: Doug Cost
SUBGROUP(S): Male/Female
PART 1 (Complete from lessons found on web)
SOURCES OF INFORMATION: Lessons found on the WASC website; teacher-made tests, standardized tests, performance tests, other examinations, exhibitions, projects, portfolios, self-assessments (found on the WASC website), daily assignments, report card analyses, University of California a-g requirements etc.
1. What did you find about student achievement as you evaluated the result of student learning? Students respond more positively to assignments that have a high personal content and are relatable to their own life experiences. Giving students more choices for each project appears to be crucial factor in motivating students to become active participants in learning. Allowing students to work together in class—as opposed to independently working at home—also seems to be a fundamental approach to helping students tackle material that is less ‘palatable’.
2. What did you find about student achievement as you evaluated the connection between the stated content standard(s) and the objective of the lesson? Focusing on accomplishing most of the work in class rather than assigning a bulk of the work for homework lends itself to more active participation from each student. This methodology engages students to respond to the lesson in a collaborative way that requires them to be truly present to the assignment and avoids the loss of attention from students who neglected their homework.
3. Did you find anything special about the subgroups of your student population? A student response stated that he enjoyed covering most of the work in class because the ‘atmosphere’ of the classroom was more motivating for him. Ms. Stucken found this method to be particularly helpful to males because it helped them to find success with a novel that they would not necessarily enjoy or choose to read on their own.
PART 2 (Complete while observing students in class)
OBSERVATIONS OF
STUDENTS WORKING:
1. What did you find about student achievement as you observed students working? Mr. Cost is a motivational teacher and helps to make students feel comfortable in his classroom by praising not only student’s in-class accomplishments, but also their success outside of school. For example, he complimented a student on his baseball ability—the student had a wide smile on his face and took obvious pride in his teacher admiring his athletic skills. This high-energy class includes a great deal of interaction that allows for all students to participate and feel a part of the learning process.
2. Did you find anything special about subgroups of your student population? I took a poll as I went around the room to observe students working. I asked the students if they liked the current book, Kafir Boy, 12 girls said they really liked it, 1 girl said she ‘sort of’ liked it while 2 girls said they didn’t care for the book. When polling the boys, 3 said they really liked it, 5 said they ‘sort of’ liked it and 2 said they didn’t like the book. Of those few students who didn’t like it, they stated the book was too ‘slow’ or ‘depressing’. Those that ‘really’ liked the book were emphatic about expressing their interest in the story. I also asked the students if they read all, most, or not much of the books assigned in their English classes throughout their time at El Segundo High School. The girls said they read all or most of the assigned books: 5-all, 8-most, 2-not much of the assigned work. The boys said they read not much of the assigned books: 2-all, 2-most and 7 not much.