L3+Carlson,+Andrew

**UNIVERSITY OF MAINE AT FARMINGTON** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Andrew Carlson **__Lesson #:__** 3 **__Facet:__** Empathy
 * __ Grade Level __**** : ** 7-8 **__Numbers of Days:__** 5 Days
 * __ Topic: __** American Revolution


 * __ PART I: __**

Students will understand that the transformation that the U.S went through during the revolutionary period shaped U.S/ world history forever. Student will know founding fathers, Great Britain figures, British acts/ decrees, the starting events to the revolution, U.S winning, what is happening around the world during this time period. Students will consider the impacts the American Revolution had on the world. Product: Students will write an essay in Google docs interpreting how an event or aspect of the American Revolutionary Era affected the world at that time.
 * __ Objectives __**

Maine Learning Results
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

Content area: Social Studies

Standard Label: E History

Standard: E1 Historical knowledge, concepts, themes and patterns

Grade Level: Grade 6-8 "The American Revolutionary Era"

Statement: Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.

Performance Indicator: a,b,c,d


 * Rationale: ** I will meet the standard by focusing on the Revolutionary War's effects on the rest of the world at the time.


 * __ Assessments __**

Students will write in their journals regularly during class. I will use the journals as a way of telling how the students are engaging with the material and their comfort level with that and the project. I will respond in the journals throughout the process giving students guidance and support when needed. Students will also share notes and other practice worksheets or homework with each other at a point in the class so that they all are on the same page and are continually gaining ideas from their peers. I will pass out exit tickets after the first class to check understanding of the content and I will take entrance tickets and then provide feedback on them when the students are working on their projects.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **

Students will peer edit each other’s essays on Google docs with a checklist. They will also self-assess their essays before handing them in. I will then assess the final products using the checklist.
 * Section II – timely feedback for products (self, peer, teacher) **

Google docs Essay: Students will write an essay in Google docs interpreting how an event or aspect of the American Revolutionary Era affected the world at that time. Students must also touch upon how this links to today’s politics and national intervention. They will then edit each other’s essays on the Google docs. Students should have two or more of the following aspects in their essay; embed links, pictures, movies, audio, and other forms.
 * __ Summative (Assessment of Learning): __**

Students will work by themselves on the Google docs but after completing their rough draft students will peer edit their partners essays. Their essays will include links, pictures, movies, audio, or any other form of digital artifact that enhances the essay. Using all of the following the students will write an essay interpreting how an event or aspect of the American Revolutionary Era affected the world at that time.
 * __ Integration __**
 * Technology: **


 * History- ** Students will use history when looking at the U.S Revolution and when looking at the other events that were happening around the world at this time.


 * Writing- ** Students will write an essay on the content stated above.


 * Art- ** Creating the cover page, and making it look visually appealing.

Students will use an inverted triangle chart to organize their essay and get an idea of the flow of it. Using this graphic organizer they will be able to start with a general statement linking the American Revolution to something else happening in the world at the time then bringing it down to a more concise statement with evidence. Students will work in partners when peer editing each other essays.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

Students will break up into their partners using their historical figures sheet. After splitting into groups the students will peer edit their partner’s essays using the checklist. Each partner will be expected to provide 3 positive specific feedback statements, 2 constructive criticisms, and 1 feel good response, along with any grammatical editing.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Verbal ** : Students will end the class writing in their journals about troubles their having with their essay.

**Logical**: We will look into the economic impact of the revolution on other countries around the world.

**Spatial**: Students will be asked to create a cover page for their essay that has pictures colors and is very eye appealing. Can be created digitally or by hand.

**Naturalist**: One class we will go outside for a group discussion on the impacts of the American Revolution on the world.

**Interpersonal**: One class we will go outside for a group discussion on the impacts of the American Revolution on the world.

**Intrapersonal**: Students will be working by them selves for a portion of every class to work on their essays.


 * __ Modifications/Accommodations __**
 * From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) ** I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

If a student is absent please go to the class wiki to see any homework missed. If the student missed any pass backed work or revisions it will be in the folder at my desk. They should have a conversation with me when you come to pick up your work so I can clear any confusion the student may have. There will be a list of what is passed back during class on the class wiki. Students should also talk to their historical figure partners about what they worked on in class on their essays. Students will be expected to work on the graphic organizer and or essay if absent. If the students knows that they will be absent and would like a recording of the class please let me know and we can set up Skype buddies or I will record the lesson and post it on the wiki.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Independently students will write an essay that includes hyperlinks, pictures, audio recording, movies, and more. They will explore what events of the American Revolution impacted the rest of the world during this time period, and how it was affected.
 * Type II technology: **

Students will be asked to look at specifically the political effects the American Revolution had on the rest of the world. Did the American Revolution change politics in any way?
 * Gifted Students: **

-laptops - Graphic organizer - LCD projector - Textbook - Library resources
 * __ Materials, Resources and Technology __**


 * __ Source for Lesson Plan and Research __**

[|http://www.kidport.com/reflib/usahistory/americanrevolution/FranceAlliance.htm#TreatyFrance] - Described the French and Spanish alliance and has multiple videos. [] - Gave a deeper look into Spain’s role in the revolution. [] - Explained what was happening in Africa during the Revolution and after it. [] - Where I found the graphic organizer. [] Provided a lot of information on the beginning events of the war.

[] Provided information on the start of the war and Independence.

[] Had a little information on battles and a few dates to events. [] - Looks into Europe and Asia in the late 1700s.


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) ** Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)

__ Day One: __ (Students will have been asked prior to class to read my essay to give them a brief background on the revolution and Frances role in it.) (20 minutes) The Hook: I will read a fictional scenario where the French did not support or help the Americans at all during the revolution (being very creative) and then explain why the French did, and the impact it had on many other nations. (40 minutes) Students will split into groups of 4 using their historical figures paper. Each group will be assigned a country or region and they will explore what was happening in that area at the time of the American Revolution. In groups they will write a blog entry talking about what they found. (10 minutes) Class discussion on what the students found out about what was happening around the world. (10 minutes) Students write in journals about an event that they think might have impacted the region that they researched during the American Revolution. Homework: Look at all of the other groups blog entries and write your own blog entry giving one event that you didn’t know had happened during that era and one event during the American Revolution that may have effected one of these regions (cannot use the same region they researched in class).

__ Day Two: __ (5 minutes) Students do an entrance ticket, fill out a small survey about Google docs and write down if they have any experience with it. (20 minutes) I will go over Google docs with the class and then introduce the project for the lesson. (30 minutes) I will have a PowerPoint with embedded videos talking about the French and Spanish alliances with the U.S during the revolution. At the conclusion students will have a chance to share notes with the person they are sitting next to. (25 minutes) We will go outside as a class (as long as the weather permits) to have a class discussion about the economic impact of the Revolutionary war on other countries. I will have statistics and give the students some too. Homework: Students will be asked to write 3 sentences about what we discussed on the class Google docs that I will set up. Students will be asked to change colors and do a few other things to become more comfortable with Google docs.

__ Day Three: __ (10 minutes) Students will write in their journals about their experience with Google docs.(If students are having trouble I will have a Google docs tutorial for them.) (20 minutes) I will give a brief teacher lead discussion about how French helping America and all of the other alliances and revolutions that the U.S and other countries have helped with over the years links to politics in today’s world. (40 minutes) The students will lead the discussion now and I will only chime in occasionally, or when the conversation needs to be moved along. (10 minutes) Students will write in their journals about the discussion. I will have a few questions that I will ask them about the discussion.

__ Day Four: __ (10 minutes) Students will do a quick write in their journals about one of several quotes I will provide. (20 minutes) Students will work on their graphic organizers. (20 minutes) Students will break into partners and will look at each other’s graphic organizers and give each other feedback. (20 minutes) Students will write an outline to their essay. (10 minutes) I will circle around the class and give quick oral feedback on each student’s outline. Homework: Students will start to write their essay. (Write 1 page at least)

__ Day Five: __ (10 minutes) Students will write in journals about any troubles they are having with Google docs or with writing their essay. (50 minutes) Students will be given this time to work on their essay. I will be going throughout the room providing any help or feedback that is needed. Students are encouraged to spread out around class. Everyone should find an area that works for him or her. (20 minutes) Students will break into partners (different ones form the day before) to peer-edit each other’s essays. During this time I will come around and provide written feedback for students. Homework: Essay is done 2 days from now.

The room will be setup with the desks in an oval shape so that it is good for group discussions. Students will understand that the transformation that the U.S went through during the revolutionary period shaped U.S/ world history forever. Students understand major areas, major enduring themes, and historic influences of the history of Maine, the United States, and various regions of the world. It is important to not only be aware of our history but of other countries as well, because what other countries have done in the past and will do in the future has just a big of an impact on us as it does them. I will read a fictional scenario where the French did not support or help the Americans at all during the revolution (being very creative) and then explain why the French did and the impact it had on many other nations. ** Where, Why, What, Hook, Tailors: ** Verbal, interpersonal, spatial.

Student will know founding fathers, Great Britain figures,, British acts/ decrees, the starting events to the revolution, U.S winning, what is happening around the world during this time period. (see content notes) Students will split into groups of 4 using their historical figures paper. Each group will be assigned a country or region and they will explore what was happening in that area at the time of the American Revolution. In groups they will write a blog entry talking about what they found. We will then have a class discussion (one day going outside) on what the students found. I will be asking questions about how different events in the American Revolution may have affected the events that they report out about. Students will be writing in their journals and I will change my day-to-day plan based off their comfortably with the content. I will also have an entrance ticket at the beginning of the next class to see if the students have any experience with Google docs. I will present a power point to the students and they will have times to ask questions throughout the PowerPoint to clarify anything that they may be struggling with. Students will work on their [|graphic organizers] in class. They will then break into partners using the historical figure sheet to peer conference their graphic organizers. They will then outline their essay in class. The students will also peer edit each other’s essays the next day and will self-assess their essay before passing it in. ** Equip, Explore, Rethink, Revise, Tailors: ** verbal, logical, interpersonal, and intrapersonal.

At the conclusion of this project and lesson students should have a good understanding of the transformation that the U.S went through during the Revolutionary Era and how the events and people of the time period shaped U.S/ world history forever. Students will have a very in depth understanding of how the American Revolution impacted and influenced the rest of the world during the time period. Students will work by themselves on the essay and the graphic organizer. Students will use an inverted triangle chart to organize their essay and get an idea of the flow of it. Using this graphic organizer they will be able to start with a general statement linking the American Revolution to something else happening in the world at the time then bringing it down to a more concise statement with evidence. Students will work in partners when peer editing each other essays. Students will break up into their partners using their historical figures sheet. After splitting into groups the students will peer edit their partner’s essays using the checklist. Each partner will be expected to provide 3 positive specific feedback statements, 2 constructive criticisms, and 1 feel good response, along with any grammatical editing.

Students will be able to consider the impacts of the U.S Revolution on the world during this time period. I will use the student’s journals, note sharing, and exit tickets to be sure all of the students have mastered the content. We will have many class discussions throughout the lesson and I will ask questions to gauge the students understanding of the material. I will adjust each day-to-day plan depending on what I take from the students exit tickets. I will be circling around the classroom when students are working in groups or by themselves fielding any questions and helping any struggling students. I will provide videos and or an one on one explanation to students who are not completely grasping the material. Students will share notes and any other work completed while in class to compare and contrast. If they find that they have differing information then I will help to clarify for all of the students. ** Explore, Experience, Revise, Refine, Tailors: ** Musical, logical, interpersonal, intrapersonal, naturalist.

I will provide a checklist for students to self assess and peer assess their essays. I will be providing oral feedback during class 3 and written feed back on class 4. I will evaluate their final product using a checklist. Grades of this project will be given to students on day 4 of lesson 4. The lesson leads into a unit that will focus on the constitution and the process behind it. ** Explore, Experience, Revise, Refine, Tailors: **

Students will know….. Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
 * __ Content Notes __**

Initially there was considerable debate within France about openly supporting the colonies. There were concerns of the French Navy being insufficient and unprepared for such a war, and concerns over the economy being put even further debt. So, French involvement was somewhat behind the scenes. France still helped the Americans in many ways. They helped American frigates commit piracy against British merchant ships. They provided economic aid to fund the war effort. They also provided military experts to help with training American troops and improving battle strategy. France officially entered the war on February 6, 1778. At that point in time, French involvement was primarily at sea, in battles with the British fleet. However, France's role became decisive in 1780, when 6,000 soldiers of Rochambeau were sent to America. In the [|Battle of Yorktown], October 17, 1781, British General Cornwallis was trapped between American and French forces on land and the French fleet on the sea. Cornwallis formally surrendered on October 19 The [|Treaty of Paris] was signed on September 3, 1783, with ratified documents exchanged in Paris on May 12, 1784. The Treaty of Paris formally ended the American Revolution. However, the example of the American Revolution was one of the many contributing factors to the later French Revolution. Check out these videos to learn more about the France's contribution to the American Revolution. Anarchy prevailed in Egypt to 1805, with the Ottomans, Mamluks and Albanians competing for power -- the Albanians nominally in the service of the Ottomans. From this, an Albanian Muslim, the commander of the Albanian regiment, Muhammad Ali (Kavalali Mehmed Ali Pasha) emerged as dominant. In 1805, the Sultan in Istanbul recognized Ali as his viceroy in Egypt. The title implied subordination to the Sultan, but this was a polite fiction: Ottoman power in Egypt was finished. Muhammad Ali began a dynasty that was to last to 1952. Slave trade also declined during this era. Candada started to abolish the slave trade in the late 1700s. - The French and Indian War - The Stamp Act - The Boston Massacre - The first Continental Congress - Paul Revere and William Dawes - The Battles of Lexington and Concord - The second Continental congress - George Washington named Commander in Chief - Declaration of Independence signed - British capture Fort Washington, NY and Fort Lee, NJ - Flag Resolution - The winter at Valley Forge - The French Alliance - Articles of Confederation - French fleet drove British naval force from Chesapeake - Treaty of Paris
 * The French Alliance- ** After the Battle of Saratoga, Congress decided to seek French support in the war. They sent Benjamin Franklin, who could speak French, to meet with King Louis XVI and the French foreign minister. France wanted to get revenge on Britain for the defeat in the French and Indian War. They also wanted to ensure that Britain and America don't resolve their differences. In February 1778, France and America signed a treaty which put France at war with Britain. This treaty was the first document to officially recognize America as an independent state. Spain, an ally of France, joined the alliance a year later. Britain was now forced to defend its own territory of England against possible French and Spanish attacks.
 * More about France and America- ** France played a significant role in the American victory for independence from Britain. The American colonies Declaration of Independence was well received by the French people. Benjamin Franklin was dispatched to France in December, 1776, to gain French support, and was welcomed with great enthusiasm. Many Frenchmen went to America as volunteers for the war effort, including Pierre Charles L'Enfant and Marquis de Lafayette, who enlisted in 1776.
 * Spain in the War- ** Spain responded to this offer; in four ways, but not openly: money loaned, money given; a clandestine world trading company to provide war materiel and to bring European military leaders to America; opening literally a second front; and sending Spanish observers to America.
 * A clandestine operation- ** This project provided war materiel and brought European military leaders to the Patriots through a "dummy" world trading company -- Roderique Hortalez et Cie. Based in Paris, but operated out of St. Eustatius in the Lesser Antilles, the Bourbon Kings of Spain and France each provided one million livres to start the company in May of 1776, six weeks before the Declaration of Independence. The materiel and leaders were sent via ships from St. Eustatius to Portsmouth, New Hampshire; Philadelphia, Pennsylvania; Charleston, South Carolina and New Orleans in the Spanish Province of Louisiana, then up the Mississippi and Ohio rivers and across the Braddock and Bedford roads. For example, Patriots received this support for the Battle of Saratoga and during the Northwest campaigns led by George Rogers Clark. Baron F. W. Augustus von Steuben was brought to Valley Forge with these funds as were Casimir Pulaski, Thaddeus Kosciuszko et al for other Patriot activities.
 * Spain Observers- ** These were sent to United States in much the same way that the Patriots sent Commissioners to Europe. The first and best known was Juan de Miralles who became a partner in the trading firm of Robert Morris and Thomas Willing. Miralles and George Washington also became personal friends and professional correspondents.The early land claims from the Atlantic to the Pacific made by four colonies -- Connecticut, Pennsylvania, Virginia and North Carolina -- were finally settled by the Treaty of Paris in 1783.Information confirming Spain's role in the American Revolution can be found in the acts and proceedings of the Continental Congresses recorded by Charles Thomson. Additional material is available in the Library of Congress, National Archives, National Historical Park Service and university and private collections. Spanish sources include California Mission Archives and Archivos General de Indies, Seville, Spain.
 * Africa during the Revolution- ** The brief French invasion of Egypt led by Napoleon Bonaparte in 1798 ended with an expulsion of the French in 1801 by Ottoman, Mamluk, and British forces.
 * [|Europe and Asia during the Revolution]- **
 * Major Events: **

List the items that need to be printed out for the lesson. - Inverted triangle graphic organizer - Google docs tutorial
 * __ Handouts __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. **


 * __ Learning Styles __**

Students will be breaking down the economical side of the Revolution.
 * Clipboard: **

Students will look into how an event that happened in America can affect another country or region half way around the world.
 * Microscope: **

During class discussions we will be caring and compassionate when talking about sensitive subjects such as war and disease and death.
 * Puppy: **

Students will be moving around from activity to activity during the lesson. They will not be stationary the whole time or for even a majority of the time.
 * Beach Ball: **

The lesson targets a wide variety of learning styles. Students need to organize the economic statistics behind the Revolution. They will have to look deeply into the events of the era in order to link them to events in other countries. Students will also need to be compassionate and understanding when talking about the battles. It takes a caring and supportive class to be able to discuss battles in depth. The lesson uses a lot of different techniques to reach out to all students learning styles. Students will also be very active in the classroom. Students will write in their journals regularly during class. I will use the journals as a way of telling how the students are engaging with the material and their comfort level with that and the project. Students will also share notes and other practice worksheets or homework with each other at a point in the class so that they all are on the same page and are continually gaining ideas from their peers. I will pass out exit tickets after the first class to check understanding of the content and I will take entrance tickets and then provide feedback on them when the students are working on their projects.
 * Rationale: **
 * Standard 6 - **** Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making. **
 * Formative: **

Students will peer edit each other’s essays on Google docs with a checklist. They will also self-assess their essays before handing them in. I will then assess the final products using a rubric that will be constructed from the checklist. Google docs Essay: Students will write an essay in Google docs interpreting how an event or aspect of the American Revolutionary Era affected the world at that time.. They will then edit each other’s essays on the Google docs. Students should have two or more of the following aspects in their essay; embed links, pictures, movies, audio, and more. The essay will test students overall understanding of how events in the American Revolution affected other countries and regions around the world. The will receive peer checklists, self-checklists, oral and written feedback from the teacher. Their final grade will be detailed and will show them what they did right and wrong. I will use exit/entrance tickets, journals, and oral feedback throughout the lesson. I will use the journals and other forms of formative assessments to gauge the students understanding during the lesson. I will be looking at the student’s blog entries and journals to see how students are doing with Google docs and the content.
 * Summative: **
 * Rationale: **


 * Standard 7 **** - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. **

Students will understand that the transformation that the U.S went through during the revolutionary period shaped U.S/ world history for ever. Students understand major areas, major enduring themes, and historic influences of the history of Maine, the United States, and various regions of the world. //It is important to not only be aware of our history but of other countries as well, because what other countries have done in the past and will do in the future has just a big of an impact on us as it does them// __ Maine Learning Results __
 * Content Knowledge: **
 * MLR or CCSS: **

**Content area:** Social Studies

**Standard Label:** E History

**Standard:** E1 Historical knowledge, concepts, themes and patterns

**Grade Level:** Grade 6-8 "The American Revolutionary Era"

**Statement:** Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.

**Performance Indicator:** a,b,c,d In this lesson students will be able to consider the impacts of the U.S revolution on the world during this time period. The lesson will give an over view of the revolution and the events happening around the world at the time.
 * Facet: **
 * Standard 8 - **** Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. **
 * MI Strategies: **
 * Verbal ** : Students will end the class writing in their journals about troubles their having with their essay.

**Logical**: We will look into the economic impact of the revolution on other countries around the world.

**Spatial**: Students will be asked to create a cover page for their essay that has pictures colors and is very eye appealing. Can be created digitally or by hand.

**Naturalist**: One class we will go outside for a group discussion on the impacts of the American Revolution on the world.

**Interpersonal**: One class we will go outside for a group discussion on the impacts of the American Revolution on the world.

**Intrapersonal**: Students will be working by them selves for a portion of every class to work on their essays. Independently students will write an essay that includes hyperlinks, pictures, audio recording, movies, and more. They will explore what events of the American Revolution impacted the rest of the world during this time period, and how it was affected. This lesson targets a wide variety of learning styles. Students will use their verbal, interpersonal, and intrapersonal intelligences during group discussions and while writing in their journals. The lesson targets spatial and naturalist learners through having to create a cover page and by having a class discussion outside. It also gives logical thinkers a chance to break down the economic details of the revolution. a. Promote, support, and model creative and innovative thinking and inventiveness
 * Type II Technology: **
 * Rationale: **
 * __ NETS STANDARDS FOR TEACHERS __**
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. **

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes In this lesson students will work by them selves and in groups to look at and understand the connection of events that happened in the American Revolution to events and happenings around the world. Students will have to collaborate to really understand this. d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. **

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress Students are given the opportunity to choose what event they want to cover and then also get to decide what event it connects to around the world. Students will be active in goal setting and deciding in what they will be learning during the lesson. c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching