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Student Feedback Form
Student Feedback Form
At the end of the unit I gave a survey to students. This survey was completed by all 20 of my students. Each student was asked a series of questions regarding my teaching as well as the unit itself. The form was anonymous and I would not know which students answered which questions. This allowed students to be more honest with their answers without the pressure of making me upset or angry. The results of the form are listed below.
This chart was one that I found to be the most predictable. Most of the students in my class loved using their iPads so that means that they loved playing Kahoot. This is one way that I used students' interests to strengthen my unit. I was able to find and create Kahoots based on the decimal operations. This made learning more enjoyable for them as well.
This chart has a wide variety of answers. I was expecting most, if not all of my students to click the Kahoot button but instead only seven students did. I had six students click on the review worksheets which were the worksheets leading up to the post-assessment. This to me was the most surprising because I would have thought that most of the students would choose the fun technological lesson not the one that helped them the most on the final exam.
My students all answered that they learned a lot during this unit and that was expected because this unit was full of very informative math operations. It also shows that what they learned stuck with them throughout the unit. This was specifically shown during the post-assessments.
The chart made me feel like what I taught stuck with them because they, for the most part, said that I knew what I was talking about which is very reassuring. In addition to that data, I also had a chart that asked if I made learning fun. All 20 of my students said that they either agreed or strongly agreed.
This to me was one of the most important questions I wanted the students to answer. I wanted to create an environment during my math unit where students were excited to learn and that they wanted to learn as much as possible. I am really proud of my ability to do just that.
I really like the variety of the feedback I received for this specific question. 11 students wished that there were more activities and games while four students wished that there was more time for independent work. Two of my students wished that there were clearer steps when teaching the lessons and two of my students wished that there were more examples on the board before giving out independent work. I agree with that feedback because I think that it was difficult at times to pick out the students that selected clearer steps or more examples because they are the ones that seem to nod their heads and look like they understand. In the future I want to find a way to check for more understanding in that group setting for the students that might be too shy to raise their hand in front of the class and ask for help.
My last question asked students to rate the unit as a whole from a scale of zero to five. Most of the students chose a five and some chose a four. That was about where I envisioned it to be. I really think that the students overall learned a bunch of math as well as had a bunch of fun doing so. I tried my best to integrate a variety of different ways to check for learning as well as to excite them when they are doing problems that they might consider to be too difficult. I challenged them enough to where they felt gratification after solving the answer. I also made meaningful lessons that helped them towards the class goal of an 80% or higher.
Reflection and Self-Evaluation:
Reflection and Self-Evaluation:
I think the most successful learning goal was effectively multiply and divide decimals using specific strategies such as place value charts and standard algorithms. In the pre-assessment question six had only one student that got the answer correct, one three that got it partially correct, and 11 students who got it completely wrong. This question was a word problem that had the students think about what decimal operation they would have to do. Just by skimming through the problems the student might think multiplication initially but, in reality, it is division. After going through problems similar to this one throughout the unit students were able to significantly improve on that specific question. Only one student got the answer completely wrong, three students got the answer half correct, three students got ¾ of it correct, and nine students got the question completely correct. This showed me that students were able to use their strategies of being able to ask if an answer is reasonable, they were able to use the standard algorithm for division, and they were able to effectively divide decimals by a whole number.
The learning goal that I thought to be the least successful was showing proficiency on adding and subtracting decimals. Students were coming into the year with background knowledge of adding and subtracting decimals. In 4th grade students were already taught the standard algorithm for addition and subtraction of multi digit numbers. So on question two of the pre-assessment I saw that only three students got the answer partially correct and 13 students got the correct answer. On the post assessment I only had one student get it partially correct and 15 students got the answer completely correct. The reason I think that this learning goal was the least successful is because I think that students were already coming into this unit proficient in adding and subtracting decimals. Students were able to add and subtract multi digit numbers so once they learned that all you had to do was bring down the decimal point then it became pretty easy to them. If I was doing this unit again with the same kids I would not have this learning goal because students are already coming into my classroom proficient or almost proficient in this skill.
One area for growth for me to become a better educator would be to have more extension activities for students. I can infer that the students who wanted more activities or games on the questionnaire were most likely my high end students. These were my students that would finish their math work in about 15-20 minutes and then say that they were bored. These students needed more challenging extension activities and I just felt that I was less prepared for them because I was so focused on helping my lower level students. Another area for growth would be making sure that each student is being helped equally. It can be hard when teaching a lesson to a group of students to make sure that each student understands the content. It is especially hard when students are doing independent work. For example, I could be helping a student who does not understand the concept of the lesson and after I have to check in with my low level students. Meanwhile one of my high level students is having difficulty and has had their hand up for five minutes. By the time that I have checked in with all of my low level students my high achieving student has had their hand up for 30 minutes. So I have to make sure that I am surveying the students at all times even if I am helping a student one on one.
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