EDST 1000 podcast

The speaker is discussing their Learning Needs Analysis assignment, which focuses on teaching students how to form different sentence types. They chose this topic because it aligns with the Ontario Grade 2 Curriculum and their future career as an elementary school teacher. The speaker wants to understand how the students' past experiences, knowledge, and developmental age affect their writing skills. They mention a study conducted in Norway that found no significant differences in writing quality between students before and during the COVID-19 pandemic. The speaker plans to assess their students' prior knowledge by consulting with their previous teachers and conducting a test. They outline their desired learning outcomes, including students' ability to make a variety of sentence types, recognize different sentence types, and use proper grammar and punctuation. The speaker also discusses their assessment methods, such as matching examples of sentences to the correct type and writing dif Hi, so this is my Learning Needs Analysis assignment. So, I chose to do Learning How to Form Different Sentence Types. I decided to use this because this is an actual learning outcome in the Ontario Grade 2 Curriculum under Writing. So, I chose this because as an education student, my plan is to be an elementary student for PJ and I hope to teach Grade 2 to 4 maybe, and this is perfectly in the curriculum. So, getting myself forward is meaningful for me and it makes me feel like I need to do better. So, to understand my identified group of second graders, I need to understand how their past experiences and knowledge and their developmental age affect their current level of performance in their writing skills. An experience that they had to go through was learning through the COVID-19 pandemic. Understanding how my students perform under these learning conditions is necessary to understand if they are behind or ahead of my set expectations. So, there was a study done in Norway where there were 1,668 students who attended second grade one year before the COVID pandemic and the remaining 641 students who were attending second grade one year into the pandemic. So, the students were tested on handwriting fluency, quality, and attitude toward writing. The researchers actually concluded that there were no significant differences in the COVID-19 group compared to the pre-COVID-19 group on any of the three testing qualities. So, the study consisted of boys and girls and students who spoke Norwegian as their first and second languages. The study also concluded that the test scores for bilingual students remained the same. The study proved that initial writing loss observed immediately after remote instruction that minimally happened. Although it did happen, they understood that it disappeared a year later when the students were done in second grade. So, they were basically at where they should have been. So, although the pandemic continued while they were in second grade, they were still able to learn. This case study is relevant for me as I focus on these students immediately after the pandemic. So, my next step is the needs assessment. So, to understand what my students currently know, I will speak to their previous first grade teachers. And in the Ontario curriculum, they should have learned simple verbs, subjects, and how to make simple sentences. So, I will talk to the teachers and see how they taught that, what they learned, how well the students did. And then I will also conduct a small test at the beginning to understand my students' prior knowledge. So, some examples of test questions will be to write a simple complete sentence, write a question, answer the following sentences, and what do you think punctuation is. And obviously, the students should be able to complete some of these questions correctly based on their grade one curriculum and knowledge. And there are other questions that they should answer incorrectly because this involves grade two knowledge that I will be teaching them. So, we will learn to make different sentence types assuming they understand the simple complete ones. And if they do not, then we will start from there and build our way up. So, my next step involves three stages. So, stage one is the desired results. So, my learning outcomes and my established goals are students will be able to make a variety of sentence types. And students will be able to recognize different types of sentences. So, I want them to bring this into the real world so they can communicate effectively with others through different sentences. And they will create complete sentences with different punctuation. So, I want them to understand the different types of sentences. And an essential question is, why do we have a variety of sentence types? If students can answer this question, then the established goal is known and I know that they understand it. So, students will know why punctuation is important and how to use punctuation when communicating, especially through these sentences. And students will be skilled at making different sentence types with proper grammar structure. So, stage two is evidence and assessment. So, evaluated criteria, students will make a variety of sentences and students will be able to differentiate punctuation. So, some assessments I will do is students will match examples of sentences to the correct sentence type. Students will write different sentences using the different sentence types. And students will be able to correct wrong sentences. Some other evidence will be students will meet with the teacher and be given a topic to make a sentence on. Students will compete in games. And students will share something the day on the weekend using different sentence types. And finally, stage three is learning plan. So, we will start with a learning needs analysis to see how students are doing based on what they should know from the grade one curriculum. If students fail this initial test, we will re-teach their sentences, starting with simple sentences. Then I will provide various lessons catered to different students based on learning styles. So, videos, hands-down learning, and reading, and then I will even help them. Then I will assign homework and assessments to understand how they're progressing, see where the confusion is, and then work based on that. Then lastly, we'll have our final assessment with different types of assessments also to fit the students' learning styles appropriately. So, the final assessments will be graded on a rubric and checklist. So, the rubric consists of students can make different types of sentences. So, examples, questions, statements, and explanations. And the other one is rubric. And then I have a checklist. So, here are some of the stuff on my checklist. Students can ask a question. They can make different types of sentences. They can apply these sentences to an activity they completed. Students can correct when the sentence types are incorrect. And they can make a question, statement, and exclamation. So, that's it for my Learning Needs Assignment Podcast. I hope you enjoyed. Thank you.