Stander 5 is about applying data to effectly helping the student.
In the begging of the lesson the teacher starts with explaining what the three different types of fraction is and when the teacher explaining what is force the teacher spot a student wearing Star Wars’ t-shirt he change his plan and invite the student to the front and combine the lesson with it to make the student more into the lesson. And throughout the lesson he also using game to make the lesson more interesting to the student such as pull of war.
The reason for stander 5 is importent is because when you collect the data from the student you can use it t better your lesson such as if you know the student is struggle in this part then go back to that part and help them make sure the student is nolonger struggle before you move on.
During my observation, I particularly was able to kind of be observed stander five may time, for example in a for all intents and purposes major way. 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments, sort of contrary to popular belief. When the teacher for all intents and purposes is teaching about Indian, she for the most part uses the question strategies to literally have students for the most part observe and really create a question for it in a subtle way. 5.4 Using assessment data to essentially establish learning goals and to plan, differentiate, and for the most part modify instruction, in the end, the teacher can use the data that the question created by the student collected then can literally establish learning goals, which definitely is fairly significant. 5.5 Involving all students in self-assessment, very goal setting, and monitoring progress when the teacher mostly has the student creating the question about what they definitely have seen based on that, the teacher mostly is now able to essentially create a database on what question the student kind of is asking and what for all intents and purposes is their understanding of the open-ended question and close-ended question just like a pretty formative assessment, but it essentially is an informal assessment in a really big way. 5.6 Using available technologies to literally assist in assessment, analysis, and communication of student learning, the teacher used the shoe, and the map as the assistant tool she used in her lesson to guide and really help the student mostly create different questions related to the shoe and the map, which specifically shows that 5.6 Using available technologies to mostly assist in assessment, analysis, and communication of student learning, the teacher used the shoe, and the map as the assistant tool she used in her lesson to guide and essentially help the student kind of create different questions related to the shoe and the map, which mostly is fairly significant. Using those tools specifically is also used to actually communicate with the student to actually create a fairly better learning environment for the student, which mostly is fairly significant. 5.7 Using assessment information to share really timely and comprehensible feedback with students and their families, halfway through the class, the teacher basically has the student answer the question of what essentially is an open-ended question and what really is a close-ended question and based on that answer, the teacher definitely have the student base on that result kind of go back to the question and fairly separate their question for the most part is it an open-ended question, for all intents and purposes contrary to popular belief. Or a close-ended question, which essentially is quite significant. And base on the result of what students get, basically convert the question to the actually other side, demonstrating that 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments, or so they really thought. For example, if you particularly have an open-ended question definitely concerted to a close-ended question, for the most part convert it to an open-ended question, so 5.5 Involving all students in self-assessment, actually goal setting, and monitoring progress when the teacher actually has the student creating the question about what they particularly have seen based on that, the teacher mostly is now able to for all intents and purposes create a database on what question the student literally is asking and what actually is their understanding of the open-ended question and close-ended question just like a basically formative assessment, but it essentially is an informal assessment in a subtle way.
Standard five essentially is about assessment which essentially is about using different types of testing very such as formal for example an exam or informal test basically such as using playing different types of games that generally are going to specifically give out data or information about how the student specifically is doing and what literally is the student not actually understand and where for the most part do I need to for all intents and purposes spend fairly more time on the module, and very standard five particularly is important in the school because without an assessment of some kind we as a teacher would particularly never for the most part know where or what level our student mostly is at then we would literally not kind of be able to specifically help the student which generally leads the student not learning at all in a subtle way.