EL SEGUNDO HIGH SCHOOL

 

CHARTING EVIDENCE OF STUDENTS ACHIEVING THE EAGLE EXPECTATIONS & CONTENT STANDARDS

 

HOME GROUP:                                                                                Social Studies/English

 

YOUR NAME                                                                                    R Gen

 

NAME OF TEACHER YOU ARE OBSERVING                          P. Harrison

 

NAME OF COURSE YOU ARE OBSERVING                             Economics

 

SUBGROUP(S):                                                                                Gender Groups

 

 

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?
For the most part, when teachers and lessons concentrated on improving the performance of a subgroup of students, they are generally successful.

 

 

 

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?

 I saw no real improvement in achievement when the students were well informed of the content standards and objectives. I saw no correlation between gender and knowledge of content standards and objectives with achievement.

 

 

3.      Did you find anything special about the subgroups of your student population?
Statistically, females out-performed males. However, instruction or knowledge of the content standards did not play a role in this differentiation of achievement. Males were less motivated to perform well than females. The difference in motivation had little to do with style of teaching or knowledge of content standards and objective. I suspect that the difference is more attributable to societal causes rather than institutional or personal etiologies. Nonetheless, when teachers concentrated on a subgroup, the subgroup performed better.

 

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?
Self-motivated students work more efficiently than less-motivated students.

 

 

2.      Did you find anything special about subgroups of your student population?
No.