Reteaching using JumpRope Data
Written by Julie Cohen | julie.cohen@uamaker.nyc
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Problem of Practice
There are varied skill, ability, and motivation levels across classes. Some students were not showing proficiency on standards based on jump rope. We wanted to address the needs of students who were demonstrating the greatest need based on their grades in JumpRope. For students who are not yet proficient in a skill
re-teaching was something that we wanted to introduce to ensure that students who are not yet proficient in a skill have the targeted support that they need to improve. The goal was to create a supportive learning environment where students feel empowered to master challenging skills at their own pace.
Hypothesis
If students receive opportunities for reteaching based on their Jumprope data, then they will be able to strengthen skills and apply knowledge to current and future work products, their grades on jumprope will increase, and they will pass Global 9.
Target group
Students who had grades < 2 in JumpRope a specific skill (.ie. contextualization) and applied reteaching in a small group and also students who were not passing the class based on JumpRope data for individual re-teaching. This allowed me to address individual needs and clarify misconceptions in the moment. This allowed for a greater level of engagement by students and allowed me to zero in on student needs. Almost all students improved their grade on contextualization the next time they completed an assessment on contextualization.
Reteaching was also applied to a group of students who were chronically underachieving and had not been passing Global and all students who participated in targeted reteaching were able to get their grades up into the passing range and will not need to repeat the class over the summer or next year.
Student Work
Student Work
Amira's work based on reteaching
Sharon's work based on reteaching
Admaya's work based on reteaching
Reflection
I measured success based on JumpRope grades.
Teacher reflection:
Re- teaching a valuable instructional strategy that supports students who are not yet proficient by addressing misunderstandings, reinforcing concepts, providing differentiated instruction, increasing engagement, offering practice opportunities, building confidence, identifying individual needs, and monitoring progress effectively.
Clarification of Misunderstandings: Often, students struggle because they have misunderstood a concept or a step in the process. Re-teaching allowed me to revisit these points, clarify any misconceptions, and ensure that all students have a solid understanding.
Reinforcement of Key Concepts: Some students may have grasped parts of a concept but not the entire process or its application. Re-teaching helped reinforce the fundamental concepts and principles, ensuring a stronger foundation for further learning.
Differentiated Instruction: Not all students learn at the same pace or through the same methods. Re-teaching provides an opportunity to use different instructional strategies, such as visual aids to reach students who struggled with the initial presentation.
Increased Engagement: Students who initially struggled with a skill who become disengaged. Re-teaching was an opportunity to re-engage their interest and motivation by breaking it down into smaller, more manageable parts.
Opportunity for Practice: Practice is essential for mastery. Re-teaching included opportunities for students to practice the skill again. This additional practice helped to solidify their understanding.
Building Confidence: Re-teaching in a supportive environment helps boost their confidence as they begin to grasp the concepts and see improvement in their performance.
Identification of Individual Needs: Through re-teaching, I was able to identify specific areas where individual students need additional support. This allowed for targeted interventions and personalized learning approaches to address those needs.
Monitoring Progress: Re-teaching provided me with an opportunity to assess students' progress after additional instruction. This assessment helps in determining whether further reinforcement or different teaching strategies are necessary.
Actionable steps
If you want to use this strategy in your classroom, I recommend …
Small Group and Individual Re-teach
Follow the data - In order to determine who would most benefit from re-teach opportunities consult grades in jumprope based on student performance on a given skill (ie. Contextualization).
Divide and Conquer- use a parallel teaching strategy to make sure that everyone gets what they need (those who need re-teaching get opportunities to master a skill and those who are ready to move on can.)
Feedback should be specific and actionable during re-teach.
Meet students where they are by customizing re-teach to the needs of the students in front of you (i.e. break down skill into smaller sections, allow for processing time, provide visuals etc)
Give students another at bat to show their learning -Practice should be directly tied to the skill students are working on improving.
Celebrate effort and progress!
Strategies to Applied to the re-teach sessions:
Differentiate instruction by tailoring your re-teaching approach to accommodate different learning styles by providing varied explanations, examples, and activities that cater to diverse learning needs.
Use visual aids (videos, pictures modeling) to illustrate concepts in a different way.
Chunk and scaffold by breaking down the skill or concept into smaller, manageable parts. Scaffold learning by gradually increasing the complexity of tasks as students demonstrate understanding.
Review and practice by giving students time to review their mistakes and practice the skill independently or with guidance. Offer constructive feedback during practice sessions.
Continuously Assess and monitor student progress and adjust instruction to ensure students are improving.
Provide positive reinforcement by encouraging and praising students for their efforts and improvements. Celebrate small victories to boost their confidence and motivation.
Keep parents informed about their child's progress and provide suggestions for how they can support learning at home.
Reach out to Julie Cohen if you have any questions, or want support adapting this practice to your classroom!
Email: julie.cohen@uamaker.nyc
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