1

1
Factor 6 and 7
Name
Department, Institutional Affiliation
Course
Instructor
Date
Factor 6
Student Progress and Advancements for Whole Groups and
Entire Class
Pre- and Post-Assessment Reports
Table 1
Pre-Assessment Table
Date
Topic
Activity
Learning Goals
Assessment
Week
Pre-assessment
Pretest

1
Test answer key
1
history
Question and Answer session
2
Understanding reasons for studying history and traditions
Understanding relationships between past and present
2
geography
Group discussion
3
Use of maps and globes awareness
Locate places using relative terms, such as near, far, or next to
Locate china, the united states, and Mexico on the map
3
civics
Individual homework
3
Understanding various roles of leaders in the community
Importance of rules in the community
Participate in classroom voting process
4
culture
pretest
4
Value multicultural society dimension
Understand, how and why people celebrate
Understand how different cultures are expressed through
holidays and traditions
5
Contemporary applications
Examination
1
Recognize responsibility as a member of various groups,
including school and community

Table 2
Post-Assessment Table
Date
Topic
Activity
Learning Goals
Assessment
Week in Advance
Post Assessment
Test
1
Test answer key
1
History
Question and answer session
2
2
Geography
Group discussion
3
3
Civics
Individual homework
3
Importance of rules in community Participate in classroom
voting process

4
Culture
Pretest
4
5
Examination
1
Figure 1
Graphical Representation of Student Performance and Progress
Table 3
Student Mean Performance
Learning Duration
Student Mean Performances
Day 1
37
Day 2
45
Day 3
58
Day 4
72
Day 5
85
Summary of What the Graphs Say about the Student
Assessment frames learning, creates learning activity, and

orients all aspects of the knowledge acquisition process.
Nonetheless, it attempts to introduce more realistic and
meaningful tasks, providing broader and reliable indicators of
student achievement. Several positive effects on learning have
been identified and students strongly support new methods of
assessment. Problems inevitably arise, since the level playing
field of the exam room remains unchallenged and should be
replaced with new means of establishing fairness, reliability,
and validity, by embracing innovative assessment (Jung, 2011).
During the start of a learning period, a greater percentage of
students depict poor awareness concerning the learning process
henceforth portraying low knowledge of concepts and contents
being taught, as illustrated by the graph in figure 1. This
translated to a low mean grade of 37, through the assessment of
the test evident in table 3. However, the grades gradually
improved from a mean of 37 to 85, resulting from merging
assets from, the instructional strategies, leading to an improved
academic rationale, ability to grasp and reason information
given, improving the learning process.
Through a series of coordinated learning methods, the students
learning abilities and performances were gradually improved.
Although challenging considering the classroom as a dynamic
environment, bringing together students from different cultural
backgrounds with different abilities and personalities, it is
important to implement creative and innovative teaching
strategies to meet student individual needs. One size fits all
solutions to teaching challenges are scarce, to inspire students
learning it is imperative to embrace different teaching
techniques. To start with I employed visualization, intending to
bring dull academic concepts to life, assisting my students to
understand how these concepts apply in the real world.
Nevertheless, cooperative learning came in handy, by
encouraging students of different abilities to work together in
small group activities, enabling them to verbally express
themselves and respond to each other I was able to assist the
building their self-confidence, and advance their critical

thinking skills (McDowell, 1995). Posing thought-provoking
questions that inspired my students to reason by themselves,
becoming more independent learners, was one of the ways I
used to adopt an inquiry-based instruction model of teaching.
Further, I encouraged students to ask questions, and investigate
their ideas, to develop accurate problem-solving skills, gaining
deeper insights into academic problems, however, insights were
subjective, encouraging students to express their unique views,
even though they are nonprogressive. To negate this, I
employed a behavior management structure, through this
strategy instructor gain students' respect, ensuring students have
an equal chance of reaching their full potential. Combining
discipline and reward is an effective way to administer behavior
control, allowing you to mold students' values, focus and, instill
the right competencies. For this to be visual, I introduced an
interactive reward chart with students represented by a name.
Each student moved up or down the chart concerning the
behavior exhibited. To accommodate the difference in student
learning abilities, adoption of the differentiation technique was
inevitable, tasks were allocated based on students’ abilities to
ensure no one was left behind. Students with higher academic
capabilities were stretched and those of whom were slow
received appropriate support, assigning tasks of different
complexity to different groups was one way this strategy was
accomplished. To accelerate the learning process, technology
had to play a role, especially since digital media is all around
young people in the 21st century, it was a great way to actively
engage students. Using an interactive whiteboard to display
images and videos helps students visualize and internalize new
academic concepts. Mobile phones with applications such as
google proved useful, allowing students to research their
random ideas, mounting self-sufficiency. Some of these
strategies implemented were in consequence of teacher
professional development programs attended, that enhanced my
skills, impacting teaching and learning in my class. Such events
are paramount for educators to gain inspiration from other

teachers and academicians, topics considered encompassed, new
educational technologies, online learning, augmented and
virtual reality, equity and inclusion, digital citizenship, socio
emotional learning online safety training, and accessing online
teaching assistants.
Subgroups
Identifying and explaining why I selected this group
The study group my work focused on about intellectual delivery
strategies was the over-achievers. while a majority of
educational programs focus on engaging the at-risk learner
population, high performers often feel left out, it is equally
important to recognize and address the needs of those students
who are overachievers. From this angle, irrespective of learning
capabilities all students must acquire full access to resources,
and use these resources to be at their peak best, in this case,
meet the learning objectives of the social studies class. Non the
less this does not suggest that underachievers be left behind
since each student needs to learn and the mean will be affected.
However, understanding how to focus on high-performing
students, and their aptitudes, has a significant effect and
possesses a ripple effect, affecting positively the class as a
whole (Macdougall et al., 2017). For instance, flipping your
classroom, and challenging the traditional approach to learning
to inspire overachievers by providing prerecorded lectures
followed by in-class exercises, allows you to create time for
needier students. In 2012 the flipped learning network in
collaboration with Classroom Window reported data from a
survey of 453 flipped educators, with an 80% reported
improvement in student attitude after employing this approach.
On the other hand, it is possible to deploy high-performing
students as your teachers by introducing a buddy system
between them and underachievers, so that they can teach them
what they learn, improving the overall mean. To maximize the
process of information acquisition I have decided to focus my
attention on achievers, this is because with the right strategies
they can benefit the classroom as a whole

Table 4
Overachievers Mean Performance Over Time
Learning Time frame
Overachievers’ Mean Performance
Day 1
59
Day 2
67
Day 3
75
Day 4
84
Day 5
96
Figure 2
Graphical Illustration
Explanation and summary of the graph
Figure 2 designates the step-by-step intellectual development of
overachievers, whereby as exhibited in the graph they start their
process at a mean of 59, above average, higher as compared to
the rest of the class including medium performers and
underachievers. Through these tools, it was clear to me that
high-performing students had a higher aptitude compared with
the rest of the class (Smith, 2007). Henceforth, based on this
knowledge I was able to design strategies tailor-made to affect
these students accelerating their learning process. To place
matters into perspective I was able to group these students and
offer them independent learning projects, permitting them to
inquire about the topic more deeply and discuss among
themselves till they arrived at a satisfactory answer. Through
these projects I encouraged or rather strived to instill self-
assessment, helping them reflect on what they had learned, so
that they could see their progress and own it, over criteria lists,
anecdotal records, and self-evaluation.

Individuals
· Select 2 individuals that performed differently (use pre and
post- test to show examples of children’s work
· Explain how these 2 students learn and site differences
· Use pre- and post-test
· Draw conclusions
· NEED 4 chats and student work example (This is missing )
(REVISION#1-)
Individuals
Two individuals who depicted a peculiar learning pattern were
Simon and Joseph. According to the test at the beginning of the
assessment, they both belonged in the poor performer's group,
scoring a 39 and a 43 respectively. However, upon closer
evaluation, it was concluded that the low performance was not a
result of low aptitude. Joseph was from an emigrant family that
moved here recently, so he had not yet assimilated and grasped
the English language, furthermore at home his parents
communicated in a foreign language (Purwanti & Vania, 2021).
To solve his case, I introduced a shot after school program to
help him improve his communication, furthermore, I engaged
his parents to ensure they communicated in English at home.
For Joseph, he was generally slow in learning however he
possessed a great memory and ability to understand, to assist
him to improve I took the time to explain matters deeply, with
time he was able to grasp fundamentals. At the end of the
assessment he Simon and Joseph scored 78 and 84 respectively.
Factor 7
This section reflects on student learning and teacher instruction.
It has 3 sections in which to focus upon in providing your
response.
· Select learning goal your student was most successful
Provide 2 reasons for student success (align with goals,

instruction and assessment)
· Select learning goal in which your student was least successful
Provide 2 reasons for the lack of success (align with goals,
instruction and assessment) (REVISION# 2) check below
· Reflect on possible professional develop
Identify 2 professional learning goals you learned during
lesson…..Discuss 2 steps you will take to improve performance
(REVISION# 3)
Factor 7
The students were most successful in accomplishing learning
goal 2, which aimed at understanding different American
cultures and their importance at community levels. There are
various reasons why they were successful in meeting this goal.
The students, for instance, were assessed using different
techniques, which increased their understanding of the mistakes
and accomplishments that they made. Utilizing a formative
assessment method that involved following up student progress
and delivering feedback expanded their capacity to accomplish
such goals. Additionally they were successful since they
engaged in self-directed learning activities, in which they
participated in the process of reading and seeking individual
support from teachers and parents.
The students were, however, least successful in accomplishing
learning goal 2,
Select learning goal your student was least successful…Provide
2 reasons for student success (align with goals, instruction and
assessment) (This needs to be revise because Goal 2 can’t be
least and most successful..choose another goal) (REVISION #2)
which focused on improving their language literacy using their
first languages. One possible reason for their poor performance
is that some students were not conversant with the English

language as a tool for delivering instructions. Additionally, they
had not mastered many English vocabularies that would enable
them to gather knowledge in different subjects. Furthermore,
using the same pace to teach both low and high achievers might
have contributed to this failure.
To address the aforementioned concerns, it is important to
implement a differentiated instructional procedure. This
strategy aims at providing learning content using different
methods and channels, such as teacher-centered and student-
centered learning. Moreover, the students should utilize
different learning materials based on their preferences and
learning capabilities. These may include charts, books, tablets,
and PowerPoint presentation. Finally, it is important for the
school to collaborate with parents and community members and
determine the most appropriate models for optimizing student
learning outcomes.
Where is this area and Section of the assignment…. THIS IS
MISSING (REVISION #3)
Identify 2 professional learning goals you learned during lesson
Discuss 2 steps you will take to improve performance

References
Jung, H. W. (2011). Process attribute rating and sensitivity
analysis in process assessment.
Journal of Software: Evolution and Process, 24(4), 401–419.
Macdougall, C., Epstein, M., & Highet, L. (2017). Continuing
professional development: putting the learner back at the center.
Archives of Disease in Childhood - Education & Practice
Edition, 102(5), 249–253.
McDowell, L. (1995). The Impact of Innovative Assessment on
Student Learning. Innovations in Education and Training
International, 32(4), 302–313.
Purwanti, E., & Vania, G. (2021). Classroom management:
Applying appropriate strategies to enhance effective teaching.
Journal of Foreign Language Teaching and Learning, 6(1).
Smith, E. (2007). Considering the experiences of
‘underachieving’ and ‘overachieving’ students. International
Journal of Research & Method in Education, 30(1), 19–32.
Series 1 Day 1 Day 2 Day 3 Day 4 Day 5
37 45 58 72 85

59 67 75 84 96
1
Factor 6
You will complete a Whole class. Subgroup and individual
assessment of student learning. You will respond as follows:
Whole group for the entire class you will discuss progress and
advancement for students as follows:
· Use table to show pre- and post-assessment of whole class
· Do graph showing progress students made
· Summarize what graph says about your students
The information below was presented the 3 bullets here
Factor 6 and 7
Name
Department, Institutional Affiliation
Course
Instructor
Date

Factor 6
Student Progress and Advancements for Whole Groups and
Entire Class
Pre- and Post-Assessment Reports
Table 1
Pre-Assessment Table
Date
Topic
Activity
Learning Goals
Assessment
Week
Pre-assessment
Pretest
1
Test answer key
1
history
Question and Answer session
2
2
geography
Group discussion
3
3
civics
Individual homework
3

Importance of rules in the community
Participate in classroom voting process
4
culture
pretest
4
5
Examination
1
Table 2
Post-Assessment Table
Date
Topic
Activity
Learning Goals
Assessment
Week in Advance
Post Assessment
Test
1
Test answer key
1
History
Question and answer session

2
2
Geography
Group discussion
3
3
Civics
Individual homework
3
Importance of rules in community Participate in classroom
voting process
4
Culture
Pretest
4
5
Examination
1
Figure 1
Graphical Representation of Student Performance and Progress

Table 3
Student Mean Performance
Learning Duration
Student Mean Performances
Day 1
37
Day 2
45
Day 3
58
Day 4
72
Day 5
85
Summary of What the Graphs Say about the Student
Assessment frames learning, creates learning activity, and
orients all aspects of the knowledge acquisition process.
Nonetheless, it attempts to introduce more realistic and
meaningful tasks, providing broader and reliable indicators of
student achievement. Several positive effects on learning have
been identified and students strongly support new methods of
assessment. Problems inevitably arise, since the level playing
field of the exam room remains unchallenged and should be
replaced with new means of establishing fairness, reliability,
and validity, by embracing innovative assessment (Jung, 2011).
During the start of a learning period, a greater percentage of
students depict poor awareness concerning the learning process
henceforth portraying low knowledge of concepts and contents
being taught, as illustrated by the graph in figure 1. This
translated to a low mean grade of 37, through the assessment of
the test evident in table 3. However, the grades gradually
improved from a mean of 37 to 85, resulting from merging
assets from, the instructional strategies, leading to an improved
academic rationale, ability to grasp and reason information
given, improving the learning process.

Through a series of coordinated learning methods, the students
learning abilities and performances were gradually improved.
Although challenging considering the classroom as a dynamic
environment, bringing together students from different cultural
backgrounds with different abilities and personalities, it is
important to implement creative and innovative teaching
strategies to meet student individual needs. One size fits all
solutions to teaching challenges are scarce, to inspire students
learning it is imperative to embrace different teaching
techniques. To start with I employed visualization, intending to
bring dull academic concepts to life, assisting my students to
understand how these concepts apply in the real world.
Nevertheless, cooperative learning came in handy, by
encouraging students of different abilities to work together in
small group activities, enabling them to verbally express
themselves and respond to each other I was able to assist the
building their self-confidence, and advance their critical
thinking skills (McDowell, 1995). Posing thought-provoking
questions that inspired my students to reason by themselves,
becoming more independent learners, was one of the ways I
used to adopt an inquiry-based instruction model of teaching.
Further, I encouraged students to ask questions, and investigate
their ideas, to develop accurate problem-solving skills, gaining
deeper insights into academic problems, however, insights were
subjective, encouraging students to express their unique views,
even though they are nonprogressive. To negate this, I
employed a behavior management structure, through this
strategy instructor gain students' respect, ensuring students have
an equal chance of reaching their full potential. Combining
discipline and reward is an effective way to administer behavior
control, allowing you to mold students' values, focus and, instill
the right competencies. For this to be visual, I introduced an
interactive reward chart with students represented by a name.
Each student moved up or down the chart concerning the
behavior exhibited. To accommodate the difference in student
learning abilities, adoption of the differentiation technique was

inevitable, tasks were allocated based on students’ abilities to
ensure no one was left behind. Students with higher academic
capabilities were stretched and those of whom were slow
received appropriate support, assigning tasks of di fferent
complexity to different groups was one way this strategy was
accomplished. To accelerate the learning process, technology
had to play a role, especially since digital media is all around
young people in the 21st century, it was a great way to actively
engage students. Using an interactive whiteboard to display
images and videos helps students visualize and internalize new
academic concepts. Mobile phones with applications such as
google proved useful, allowing students to research their
random ideas, mounting self-sufficiency. Some of these
strategies implemented were in consequence of teacher
professional development programs attended, that enhanced my
skills, impacting teaching and learning in my class. Such events
are paramount for educators to gain inspiration from other
teachers and academicians, topics considered encompassed, new
educational technologies, online learning, augmented and
virtual reality, equity and inclusion, digital citizenship, socio
emotional learning online safety training, and accessing online
teaching assistants.
Subgroup
· Select a group characteristic (gender, high achievers vs low
achievers)
· Explain why you selected this group
· Use chart to illustrate
· Summarize what you found
The information below was presented the 4 bullets here… but
some revisions needed…
Subgroups
Identifying and explaining why I selected this group
The study group my work focused on about intellectual delivery

strategies was the over-achievers. while a majority of
educational programs focus on engaging the at-risk learner
population, high performers often feel left out, it is equally
important to recognize and address the needs of those students
who are overachievers. From this angle, irrespective of learning
capabilities all students must acquire full access to resources,
and use these resources to be at their peak best, in this case,
meet the learning objectives of the social studies class. Non the
less this does not suggest that underachievers be left behind
since each student needs to learn and the mean will be affected.
However, understanding how to focus on high-performing
students, and their aptitudes, has a significant effect and
possesses a ripple effect, affecting positively the class as a
whole (Macdougall et al., 2017). For instance, flipping your
classroom, and challenging the traditional approach to learning
to inspire overachievers by providing prerecorded lectures
followed by in-class exercises, allows you to create time for
needier students. In 2012 the flipped learning network in
collaboration with Classroom Window reported data from a
survey of 453 flipped educators, with an 80% reported
improvement in student attitude after employing this approach.
On the other hand, it is possible to deploy high-performing
students as your teachers by introducing a buddy system
between them and underachievers, so that they can teach them
what they learn, improving the overall mean. To maximize the
process of information acquisition I have decided to focus my
attention on achievers, this is because with the right strategies
they can benefit the classroom as a whole
Table 4
Overachievers Mean Performance Over Time
Learning Time frame
Overachievers’ Mean Performance
Day 1
59
Day 2
67

Day 3
75
Day 4
84
Day 5
96
Figure 2
Graphical Illustration
Explanation and summary of the graph
Figure 2 designates the step-by-step intellectual development of
overachievers, whereby as exhibited in the graph they start their
process at a mean of 59, above average, higher as compared to
the rest of the class including medium performers and
underachievers. Through these tools, it was clear to me that
high-performing students had a higher aptitude compared with
the rest of the class (Smith, 2007). Henceforth, based on this
knowledge I was able to design strategies tailor-made to affect
these students accelerating their learning process. To place
matters into perspective I was able to group these students and
offer them independent learning projects, permitting them to
inquire about the topic more deeply and discuss among
themselves till they arrived at a satisfactory answer. Through
these projects I encouraged or rather strived to instill self-
assessment, helping them reflect on what they had learned, so
that they could see their progress and own it, over criteria lists,
anecdotal records, and self-evaluation.
Individuals
· Draw conclusions
· NEED 4 chats and student work example (This is missing )

The information below was presented the 4 of the bullets here…
but last bullet is missing
Individuals
Two individuals who depicted a peculiar learning pattern were
Simon and Joseph. According to the test at the beginning of the
assessment, they both belonged in the poor performer's group,
scoring a 39 and a 43 respectively. However, upon closer
evaluation, it was concluded that the low performance was not a
result of low aptitude. Joseph was from an emigrant family that
moved here recently, so he had not yet assimilated and grasped
the English language, furthermore at home his parents
communicated in a foreign language (Purwanti & Vania, 2021).
To solve his case, I introduced a shot after school program to
help him improve his communication, furthermore, I engaged
his parents to ensure they communicated in English at home.
For Joseph, he was generally slow in learning however he
possessed a great memory and ability to understand, to assist
him to improve I took the time to explain matters deeply, with
time he was able to grasp fundamentals. At the end of the
assessment he Simon and Joseph scored 78 and 84 respectively.
Factor 7
response.

The information below was presented of the first 2 bullets
here…however some 1 revision is needed for bullet 2… Bullet
3 is missing as a whole……
Factor 7
The students were most successful in accomplishing learning
goal 2, which aimed at understanding different American
cultures and their importance at community levels. There are
various reasons why they were successful in meeting this goal.
The students, for instance, were assessed using different
techniques, which increased their understanding of the mistakes
and accomplishments that they made. Utilizing a formative
assessment method that involved following up student progress
and delivering feedback expanded their capacity to accomplish
such goals. Additionally they were successful since they
engaged in self-directed learning activities, in which they
participated in the process of reading and seeking individual
support from teachers and parents. Select learning goal your
student was most successful…..Provide 2 reasons for student
success (align with goals, instruction and assessment)- This area
up top states this info presented..
The students were, however, least successful in accomplishing
learning goal 2,
Select learning goal your student was least successful…Provide
2 reasons for student success (align with goals, instruction and
assessment) (This needs to be revise because Goal 2 can’t be
least and most successful..choose another goal)
which focused on improving their language literacy using their
first languages. One possible reason for their poor performance
is that some students were not conversant with the English
language as a tool for delivering instructions. Additionally, they
had not mastered many English vocabularies that would enable
them to gather knowledge in different subjects. Furthermore,
using the same pace to teach both low and high achievers might

have contributed to this failure.
To address the aforementioned concerns, it is important to
implement a differentiated instructional procedure. This
strategy aims at providing learning content using different
methods and channels, such as teacher-centered and student-
centered learning. Moreover, the students should utilize
different learning materials based on their preferences and
learning capabilities. These may include charts, books, tablets,
and PowerPoint presentation. Finally, it is important for the
school to collaborate with parents and community members and
determine the most appropriate models for optimizing student
learning outcomes.
·
Where is this area and Section of the assignment…. THIS IS
MISSING
References
Jung, H. W. (2011). Process attribute rating and sensitivity
analysis in process assessment.
Journal of Software: Evolution and Process, 24(4), 401–419.
Macdougall, C., Epstein, M., & Highet, L. (2017). Continuing
professional development: putting the learner back at the center.
Archives of Disease in Childhood - Education & Practice
Edition, 102(5), 249–253.
McDowell, L. (1995). The Impact of Innovative Assessment on
Student Learning. Innovations in Education and Training
International, 32(4), 302–313.
Purwanti, E., & Vania, G. (2021). Classroom management:
Applying appropriate strategies to enhance effective teaching.
Journal of Foreign Language Teaching and Learning, 6(1).

Smith, E. (2007). Considering the experiences of
‘underachieving’ and ‘overachieving’ students. International
Journal of Research & Method in Education, 30(1), 19–32.
37 45 58 72 85
59 67 75 84 96
Factors 6 & 7
Factor 6

Subgroup
achievers)
Individuals
· Draw conclusions
NEED 4 chats and student work example
Factor 7
response.

Factors 6 & 7
Factor 6
Subgroup
achievers)
Individuals

· Draw conclusions
NEED 4 chats and student work example
Factor 7
response.

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