Saturday, February 9, 2019

Adaptive I :: essays research papers

Adaptive I wanderContentsbookman Introduction.2Comments of Student Relating to Ability3Comments of Students Parent Relating to Ability..4Pre- Assessment and Interpretation.5 & 6 manoeuver and Improvement (Case Material)..8Post Assessment and Interpretation..10 & 11Students IntroductionThe pupil under review is Evan. He is in sixth grade and is an fighting(a) student that is friendly, energetic, and easy to get along with. He is a very(prenominal) well behaved student that is quick to repair any wrong doing he has done. Evan is non on an Individual Education Plan (IEP) or is he a Title 1 student. As mentioned before, Evan does very well in his school subjects but gets easily frustrated with mathss. This is the subject empyrean of forward motion for this student. Evan had gotten all As in math and show very high competence in the subject until trio grade. In third grade Evan took the Iowa Test of Basic Skills (ITBS) and scored below average in the area of math. After this t est, but not as a result of, Evans grades in math progressively got worse. In forth grade Evans grades went from As to Cs by the end of the course. This was as well the first year that Evans teacher made a gabfest on his report card regarding his performance in math. In ordinal grade scored low on his recall of math concepts and applied concepts. His grades stayed at Bs and Cs but he failed to act the Clarkston School District math requirements for fifth grade. As observed this year, Evans performance has continued on its path of low to no improvement. This year fractions and decimals have been integrated into his schema and have furthered his confusion of math. As a result of the current confusion, I will try to improve his brain of decimals and fractions as a pretest determines.Student Relating to AbilityWhen asked if he had liked math before forth grade, Evan responded with a yes. He verbalise that his teacher didnt like the fact that he wasnt listening and stopped encein te him directions. When it came to math he didnt know what was going on. He said that the addition and subtraction was easy but the multiplication was difficult. He did not enjoy math any more because it had too much seated work. At this point he asked, Why cant math be more like science. We do a lot of experiments in science and I get to walk around.

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