Reteaching using Student Archetypes
Written by Jordan Feldman | jordan.feldman@uamaker.nyc
Embedded Files
Problem of Practice
In an ELA Department meeting, we were tasked with taking the student archetypes that were created in Grade Teams and coming up with a plan to better meet student needs regarding their academic progress. Through the student archetype group of Low Achieving (LA), Low Growth (LG), and Chronically Absent (chronic absenteeism was not a requirement for students to still receive additional support), we created a plan to pull these students out of certain ELA classes in order to work with them one-on-one and in small groups.
*Note: I believe LA and LG were determined by student MAP scores after comparing MAP2 data to MAP1 data.
Hypothesis
If students in the LA/LG/Chronically Absent archetype group receive additional one-on-one and small group support with the most important ELA assignments that assess the most important ELA standards in the 9th grade, then they will be able to demonstrate marketed improvement in those core skills (initially with the support of a teacher, then individually).
Target group
Students in the Low Achieving (LA), Low Growth (LG), and/or Chronically Absent student archetype group.
*Note: I believe LA and LG were determined by student MAP scores after comparing MAP2 data to MAP1 data.
Planning & resources
Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners (Ritchhart, Church, & Morrison, 2011)
Reflection
I measured success through:
Student growth with the standards that they were being assessed (working with me)
Student growth with the standards that they were being assessed (individually)
Teacher reflection:
Keep the HOW behind the one-on-one/small group work teaching
Hold student’s to a more rigid structure once our work period is complete - “this is what you need to do before we meet next time” - holding students accountable for higher expectations when they are working outside of class
Make sure to build in time for students to complete the feedback form in order to reflect, provide detailed feedback, etc.
Student reflection:
Student Feedback Form - One-on-One Support
I made this form to gather feedback, but wasn't able to give it out before the end of the year.
Actionable steps
If you want to use this strategy in your classroom, I recommend …
Identify students who fall into the student archetype of LA, LG, and/or Chronically Absent
Small group reteach of BM5 (Two day/two lesson assignment)
Standards Assessed: Thesis/Claim, Evidence, Analysis/Reasoning
Jordan will pull students when they arrive to class (students who need to make up this assignment; most likely due to lack of attendance)
Jordan will record this small group reteach (will need student/parental consent) for future use/other students
Day 1: Model Think Aloud Practice Paragraph
Step 1: Imagery, Characterization, Diction - check for understanding
Step 2: Standard - Thesis/Claim. Jordan will teach to this.
DEV/practice first (Fences model paragraph)
BM second (TVH paragraph)
Step 3: Standard - Evidence. Jordan will teach to this.
DEV/practice first (Fences model paragraph)
BM second (TVH paragraph)
Day 2:
Step 1: Brief review of Day 1 skills and accomplishments
Step 2: Standard - Analysis/Reasoning. Jordan will teach to this (Zoom-In, Zoom Out).
DEV/practice first (Fences model paragraph)
BM second (TVH paragraph)
Reach out to Jordan Feldman if you have any questions, or want support adapting this practice to your classroom!
Email: jordan.feldman@uamaker.nyc
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