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Learner reflection is essential for effective, profound, transferable learning, especially in cognitively demanding areas. It has been found that student learning reflection has assisted many educators to improve student satisfaction with educational feedback by engaging student in assessment and reflection. This underscores the need to form the student’s learning reflection. On this group analysis, assessment will be based on linguistic development in English. The analysis will be based on student ability to write and read various vocabularies. The analysis will assess the academic knowledge gained in relation to English vocabularies before and after the introduction of new teaching strategies.
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During the first lesson of day one, I gave the students a pre-test to see whether they knew the meaning of different English vocabularies. The test consisted of nine questions. The questions were aiming to find out if the class knew anything about the common English vocabularies and whether they understand the general or intended meaning of the word. The questions were also aiming to test if the students could associate different English vocabularies due to the context or tone of voice, as well as their fluency with the word. The analysis of group result for the pretest indicated that only 47% of the class attained the essential level of mastery overall. This means that only seven out of the fifteen were able to answer 75% of the questions correct for each of the nine questions. In the pretest, only 63% of males and 43% of females attained mastery. In addition, it was discovered that most of my students struggled with understanding the meaning of the vocabularies.
Furthermore, the analysis exemplified the fact that a number of students still struggled with differentiation of different types of vocabularies that are closely related in meaning. Therefore, most students ended up using them in the wrong context. In addition, student also experienced difficulties in writing down the vocabularies. Only 38 percent of the male and 14 percent of female students had mastered this concept. With regard to these results, the teaching strategies were appropriately structured in order to put more emphasis on this area. In the analysis, I also pinpointed various areas that did not require any emphasis. For example, 93 percent of the students achieved mastery in different types vocabularies encountered in daily English learning lessons. Therefore, there was no need to emphasize a lot on this area. On the second day, new English learning strategies were introduced, such as helping the student to understand vocabulary by useof context clues, word parts and even the dictionaries. This was intended at creating word ownership among the student. As a teacher, I actively taught the student on how to use these vocabulary learning tools. In addition, students were given enough time to play with vocabularies in order to familiarize with their meaning and context of use.
On the third day, a post-test was issued to the students. The test required the student to identify vocabulary that appropriately described a set of vocabularies. The test also included a section of word recognition and pronunciation in order to test their fluency with the vocabularies. After conducting the post test, the effectiveness of the new teaching strategies introduced during the previous lesson were analyzed as well as the areas that needed an intervention. The outcome reflected that approximately 80 percent of the student attained mastery on pronunciation of the vocabularies. These results enabled the educator to restructure the teaching strategies in order assist the small section of students who had failed to use different vocabularies in a different context. In addition, analysis provided an opportunity to assess different area where the score of the entire group was considerably low. While comparing the change of performance percentage between pretest and post-test, there was a notable increase from 33 percent during pretest to 40 percent in the post test. This fact had indicated that the introduction of new teaching strategies provided the student with more understanding on different vocabularies, and their appropriate use.
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This chart shows all the students who took the pre-test and post-test. Sixteen students took both tests. None of the student excelled in the pretest. Only ten students managed to excel in post-test.
The use of context clues, word parts and dictionaries as part of the instruction tools increased the student performance on the post test. In addition, student understanding on different vocabularies and their usage was expanded. According to the analysis it increased up to 63%. By taking a glance at the above graphs, it is exactly known how many students had failed and how many had successfully passed. It was easy to assess which students required more couching so as to increase their mastery level on the issue to do with mastery of meaning and context of vocabulary usage. For students with low results exceptional training within small groups was introduced. These groups aimed at exposing the student to different literatures in order to help them develop broad vocabularies. The students were supposed to read aloud after various key vocabbularies that were identified from the literature and article.
Summary of Findings
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According to my assessment, the overall post-test mastery on vocabulary meaning was approximately 88%. I would certainly love this mastery to be over 90% overall mastery for this English class. I would have also loved to attain a mastery of over 90% for each section. That is appropriate reading, writing and use of vocabularies. To achieve all this, I will need to back over the instructional strategies applied in some section as to accomplish a higher fraction to master of vocabulary leaning. The first vocabulary reading had a post-test mastery of 96; the other part of vocabulary use in writing and speaking had a post-test masterly of 92%. To a great extent, I am convinced that the instructional strategies and activities for the reading section were on board and on target. However, some intervention should be considered on the instructional strategies for the vocabulary use in writing in order to achieve a post-test mastery of over 90%. Appropriate use of vocabulary had a post-test mastery of 84%. My main, concern will be on the instructional strategies on this section. This is because the post-test mastery was only 84%. The instructional strategies for this topic certainly need some revision in the future. It will entail activities of learning the factors that prevent the students to obtain mastery in vocabularies. I intend to investigate any challenges that my students face in their attempts to achieve mastery. With regard to planning this section of vocabulary learning, I want to review all instructional strategies and activities to make sure that they are directly aligned with the objectives of the vocabulary learning. This is because the student who receives good strategy in vocabulary development is often able to use these plans in change of life long situations. Also, on issues regarding my assessment methods or methodologies, I will ensure that I am giving a variation of assessments to all my students and equal opportunities to demonstrate mastery of the content contained in the topic.
In the course of analyzing the students’ learning and mastering the concepts, I have learned about motivation, learning styles and approaches that can work for students. Additionally, through the analysis of my instructional strategies, I was able to learn about the weaknesses of my strategies. To effectively ensure that the students mastered the topic of weather, I will use an integrated method of teaching. The teaching approaches will be considerably improved so that they will become more practical in nature.
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