allisondockter.weebly.com · Web viewI will incorporate different technology into my lessons. I will use the SmartBoard to teach lessons. I show examples and work through problems

Northern State University Student Teaching Experience

Teacher Work SampleSpring 2017

Candidate Name: Allison Dockter

Candidate Phone Number:

-------

Candidate ID Number: --------

Name of School where data was collected:

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Subject/Content Area: Math, Reading, Daily Living

Grade Level: Elementary Special Education and High School Special Education

Date Submitted: 5-1-2017

I understand that obtaining, or attempting to obtain, a passing grade on a TWS by falsification or misrepresentation may result in a failing grade in a course or expulsion from the teacher education program.

I grant permission for the School of Education to use my Teacher Work Sample as an exemplary (outstanding) model for teacher candidate and university supervisor training purposes in the future. I understand my name will remain on the document for proper credit.

Signature of Candidate Submitting the TWS: _ Allison Dockter________(electronic submission)

Copyright © 2015 Educational Testing Service. The ETS® Praxis Performance Assessment (PPAT) Contextual Factors Chart and Lesson Plan Format are modified by permission of ETS, the copyright owner.

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DescriptionA Teacher Work Sample (TWS) is designed to assess the impact of teacher candidates’ instruction on students’ learning as well as provide evidence of candidates’ teaching performance during the Student Teaching Experience. The TWS assignment includes the following tasks:

I. Professional Goal Setting and ReflectionII. Contextual Information III. Instructional Design and Implementation (five lessons)

Format

Ownership: Complete the cover page verifying the TWS to be your own authentic work.

References and Credits: If you refer to another person’s ideas or material (such as theorists), cite these in a separate section at the end of the TWS under References and Credits. (APA is recommended)

Font and Spacing: Use Arial size 12 font, double space all narrative portions, and print on both sides.

Anonymity: Do not include the names of individual students, teachers, or staff as well as participating schools in any part of the work sample in order to insure the anonymity of all involved.

An electronic copy of your completed TWS must be submitted to:

● Your university supervisor (discuss the format)● D2L for Student Teaching (488) course● Your electronic portfolio/professional website (please remember to remove the cover page with identifying information before posting).

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Task I: Professional Goal Setting (Goal Statement and Action Plan due week 2; Goal Reflection due week 10).

Objective: Candidates set a professional goal, identify the action strategies they will use to achieve that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their student teaching experience.

Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for determining their professional goal.

NSU Conceptual Framework Categories

Potential Category Outcomes

(You will choose one of these outcomes as the basis for your goal)

Description

Knowledge of Self as an Individual

➢ Respect and Concern for Students

➢ Commitment to Health and Safety

Knowledge of Self as an Individual recognizes the educator’s influence in the lives of students and emphasizes the importance of building trust relationships, and setting positive examples.

Knowledge of the Learner ➢ Developmental Needs

➢ Student Diversity

Knowledge of the learner focuses on an understanding of growth and development of learners in the contexts in which development takes place and an understanding of how student diversity interacts with the learning process.

Knowledge of Content ➢ Understanding Subject Matter Knowledge of Content implies a broad understanding of the centrality of content knowledge for teaching, and ability to organize central concepts and principles of a subject matter, and a responsibility for acquiring new knowledge.

Knowledge of Pedagogy ➢ Planning

➢ Implementation

➢ Assessment

➢ Classroom Management and Organization

➢ Instructional Materials and Technology

Pedagogical Knowledge includes those principles and strategies necessary for effective teaching, including the planning, implementation, and assessment of instruction, classroom management and organization, knowledge of curriculum and instructional materials, and integration of technology.

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Knowledge of Self as a Teacher and Member of a Learning Community

➢ Parent and Community Involvement

➢ Commitment to Teaching

➢ Interpersonal Relations

➢ Professional Growth and Development

Knowledge of Self as a Teacher and Member of a Learning Community calls for a collaboration among teachers, students and their families and communities that embraces diversity, promotes a positive sense of personal identify, and enhances the possibilities for academic success.

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1. Conceptual Framework Goal Statement, Action Plan, and Reflection:

a. Identify the Framework Category to which your goal aligns:Knowledge of Pedagogy

b. Identify the specific Category Outcome you will use to determine your goal:Instructional Materials and Technology

c. Based on the outcome you selected, write a specific goal for this experience. After your goal statement, provide a brief narrative explaining the reasons as to why you chose this goal.

I want to increase my knowledge and use of technology in the classroom. I am used to using paper and pencil in school. That’s what I would prefer to use. But in today’s world, everything is revolving around technology. Students learn more with the help of technology. I hope to increase my knowledge of how to use technology in the classroom and implement it more into my lessons.

d. Describe the action plan (steps/strategies and resources) required to accomplish this goal:

I will incorporate different technology into my lessons. I will use the SmartBoard to teach lessons. I show examples and work through problems on the smart board. I will use the smart board for different assessment opportunities. I will create interactive lessons using the SmartBoard. IPad are also available at the school as well. I want to use those to create fun, interactive lessons also to have a different style of learning in the classroom.

e. Reflect on your progress/growth toward achieving this goal (this section due by week 10):Click here to enter text.

I feel like I made a significant growth with my goal. At my first placement, I watched the teacher use technology during her lessons. I asked her questions when I did not understand how or what she was doing. I then started using the SmartBoard daily for interactive calming videos for the students. We used the smartboard to read stories for reading and to create pictures from the stories. We used the smartboard during math to solve problems. We also played educational games for math to help switch up lessons. We used the smartboard multiple times a day during my first placement. During my second placement we used IPads and laptops for different lessons. We used them to practice problems and to watch videos pertaining to the lessons. The SmartBoard was used to show examples and allowed the students time to follow along and copy what the teacher was doing. This allowed them time to ask questions and learn what they were doing.5 | Page

Task II: Contextual Information (due week 2); see rubric for scoring details

Objective: Candidates gather contextual information and discuss factors that may influence the teaching and learning process.

Resources: Use a variety of resources to gather contextual information including Census data for the community, school Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school counselor, Infinite Campus, student files (with administrative approval), school data available online.http://doe.sd.gov/reportcard/listnew/

**The below information and resource is taken from Educational Testing Service Praxis Performance Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.

Contextual Information: This chart is designed to help you understand the many factors that affect teaching and learning. Such factors include the community, classroom procedures, student demographics, and the physical environment in which teaching takes place. Understanding these factors as they relate to your teaching will help you determine the instructional strategies and approaches that will support your students’ learning. In this chart, address any factors listed as they pertain to your teaching assignment. The subcategories listed under each category are just suggestions; there may be other subcategories that you would like to address, or there may be a subcategory listed that does not apply to your situation.

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students

(All subcategories listed in this box are required.)

Students’ grade and developmental levels; the age range of students; the content area being taught; any other factors that are pertinent to understanding your class assignment

- Grades kindergarten through 5th grade and 9th through 12th grade- Developmental levels-slightly below their grade level cognitively and high school math at around the 2nd/3rd grade level- age range: 5-11, 14-19

- content: life skills, math, reading, social skill, adaptive skills, oral expression, listening comprehension-Significant behaviors result in flexibility which means most academics try to incorporate behaviors

Community

(e.g., whether the area is urban, suburban, or rural; socioeconomic information; census data for the community)

- Urban- Middle Class

District - 4487.77 students are enrolled6 | Page

(e.g., enrollment; percent of students receiving free or reduced-priced lunches; graduation rates; ethnicities; percent of students with IEPs; percent of students who are ELLs; per-pupil expenditures)

- 39.12% of students receive free or reduced price lunches

- 92% of students graduate

Ethnicities include: White, American Indian, Asian, Hispanic, Black, and two races

- 14% of students are on IEPs

- 4% of students are ELLs

School

(e.g., enrollment; percent of students receiving free or reduced-priced lunches; ethnicities; percent of students with IEPs; percent of students who are ELLs; teacher-to-student ratio)

-192 students enrolled

-34.9% of students received free or reduced –price lunches

-Ethnicities include White, American Indian, Asian, Hispanic, Black, and two races

- 12% of students are on IEPs

- 4% of students are ELLs

Classroom Demographics

(e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students physical needs, and those due to cultural characteristics).

These refer to both my placements

-Ethnicities include Native American, White, African American-Gender Ratio: 5 girls to 10 boys and 4 girls to 4 boys-Special need include: 1 on 1 instruction, repeated instruction, behavior plans, extra practice, intervention programs in various different formats, Physical needs: extra time for getting ready for recess and getting up and down, sensory needs and breaks, prompts to prepare for the next class or activity-Cultural Characteristics relate to the priorities for Native Americans with missing school for certain events and having a quiet nature

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Knowledge of Students

(in terms of the whole class and individual students)

(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).

-Teaching how to express orally and emotionally, coping with feelings- Multifaceted-many different approaches-hands on, highly engaging (technology) assessment driven, flexible-All of the kids have come from a different school so they all have different backgrounds and needs.

- Behavior difficulties with getting kicked out of class and acting out in class

Task III: Instructional Design and Implementation (due week 10)

Objective: Candidates design, implement, and assess a minimum of five lessons from multiple subject and/or content areas. (see rubric for scoring on each component)

To complete this task refer to the Common Lesson Plan Template. You will complete the Common Lesson Plan Template (below) for 5 different lessons, 3 of which must be lessons that were observed by your university supervisor.

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Teacher Candidate Name: Allison Dockter

Grade Level: Kindergarten

Subject: Life Skills

Date: Monday, February 27, 2017

Millicent Atkins School of Education: Common Lesson Plan Template

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson:

CCSS.ELA-LITERACY.SL.K.6

Speak audibly and express thoughts, feelings, and ideas clearly.

CCSS.ELA-LITERACY.SL.K.1

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

List the Learning Objective(s) to be addressed in this lesson. Use the following format: “Student’s will be able to…”

Students will be able to express their feelings and thoughts by making a rainbow fish using the Zones of Regulation.

Students will be able to answer questions and have conversations with peers about the Rainbow Fish text.

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Describe how the objective is relevant to students’ lives.

The Zones of Regulation is important for students to understand to help them with self-regulation and emotional control. Creating this fish will show students that every person, or fish, has had each zone in them. Everyone has been sad, happy, frustrated (or begin to lose control), and angry (or out of control). It is important for students to use good speaking and listening skills when having these emotions.

List the words relevant to the content area that you will either introduce and/or review during your lesson.

- Zones of Regulation: Blue, Green, Yellow, Red - Speaking- Listening

List the materials you will need to teach the lesson.

- Rainbow Fish text (smartboard, projector, computer, epic.com)- Construction paper (blue, green, yellow, and red)- Fish outline- Glue- Scissors- Blue, green, yellow, and red crayons

ASSESSMENTPre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.

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Prior to starting the lesson, students will be asked to describe what listening and speaking as a whole is like. They will be asked to give me an example of each. I will ask them how being happy, sad, or angry can change how someone speaks or listens. I will keep track of the student’s answers by tracking how many they got correct and how many they got wrong.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

☐ Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-assessment?

(Recommended timeline is a minimum of two days prior to teaching your lesson).

We will begin talking about speaking and listening a few days prior to the lesson. The pre-assessment will be done 2 days prior (February 23) to giving the lesson not only to assess the students but to also prepare them for what we will be covering the next few days. The lesson will be given on Monday, February 27.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if applicable)

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# 1 # 2 # 3 # 4 # 5 # 6 # 7

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Pre-AssessmentCorrect Incorrect

Question Number

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Question #1: What does speaking look like? (Talking to others in a calm manner without interrupting or talking over others. Using a polite tone and not yelling)

Question #2: What does listening look like? (Waiting your turn to talk, having your attention on that person, showing interest)

Question #3: How does being happy affect someone? (It makes others around you happy too and excited to be around you)

Question #4: How does being sad affect someone? (It makes other sad and feel bad, others want to

help make you feel better, some might think you are sad because of them)

Question #5: How does being angry affect someone? (It scares some people, they might think you are mad at them)

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Question #6: How does these affect how people talk? (Some people don’t want to talk to someone who is angry or very sad)

Question #7: How do these affect how people listen? (If someone is happy, others are more likely to listen rather than listen to an angry person yelling)

Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment.

Some of the students knew that listening was something done with the ears but did not understand what it actually meant. They could show what listening looked like with their ears but continued to talk and move around, not paying attention to the person talking. They could show me the different emotions for being happy, sad, and mad, but could not tell me how that would affect speaking and listening.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.

☒ Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model of

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the desired outcome.

☐ Is your key included at the end of this lesson plan?

TECHNOLOGYDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson to enhance instruction and student learning.

The technology needed for this lesson includes a computer, projector, and smartboard. Students will start the day by using calming exercises using this technology. Then, during the lesson a story will be read to the students also using this technology.

Using technology for the calming videos really helps to set the students on the right foot for the day. The videos have calming music and a calming voice that helps students focus and get a good mindset for the day. The actions involved in these videos helps students use their energy or actions in a good way to help them throughout the day. Using technology for reading the story in the lesson is a different way for students to learn in the lesson. The students get anxious very quickly so instead of having me talk for the whole lesson, epic.com provides narration to the story.

ACCOMMODATIONSDescribe the accommodations/differentiation/modifications you will use to meet the needs of all

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learners and accommodate differences in students’ learning, culture, language, etc. * Be sure that these accommodations are based on what you identified/described in your contextual information (Task II).

- Students will be allowed to use ball chairs and sensory cushions during the lesson to help them focus better.

- Students will be prompted when trying to answer a question if they get stuck.

- Behavior smiley charts will be filled out on how students did throughout the morning/lesson.

MANAGEMENTIdentify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.

When students get off task I will say “Scooby Dooby Doo” and they will respond by saying “Eyes on you” and will look at me. If I do not have all of their eyes on me, I will repeat it again. Once I have all of their attention, I will direct them back to what we are working on. If students begin getting agitated they will be asked if it is a big problem or a little problem and then I will help them fix it. Smiley faces or frowny faces will be marked on their behavior sheets on how class went.

LESSON IMPLEMENTATION“I Do”

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(Teacher introduces lesson and models expected outcome of learning objectives)

Describe how you will activate student interest and present the learning objective in an engaging way (this is your lesson opening).

We will begin class by watching 2 “FLOW” videos to help students begin the day in a calm mood. Once we are finished with that, I will explain to the students that we will be working on our speaking and listening skills by listening to a story (The Rainbow Fish), sharing ideas about it, and creating our own fish. I will explain to the students that we will be using the colors of the Zones of Regulation to create our fish. Students have been learning about the Zones from the beginning of the school year. This lesson fits in as an accumulative lesson.

Describe how you will communicate (to students) how the objective is relevant to their lives.

I will show the students what it looks like to have bad speaking and listening skills. I will exhibit how being happy, sad, and mad affects speaking and listening. I will ask them how it made them feel. Students will see how it does not feel very good to be around someone who is screaming or being very antsy to answer questions. They will also see that it does not feel good to have someone talking while they are talking or to have someone interrupt them while talking.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. (cite theories/theorists)

Anita Archer’s explicit instructional strategy will be used in this lesson. The lesson is direct, engaging, and success oriented to help the students achieve the objectives. I will explain and model for the students the different parts of listening and speaking.

For listening I will explain and demonstrate for the students these steps:

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- Voices off

- Eyes on who is talking

- Ears listening

- Hands and feet still or silent

- Brains thinking

For Speaking I will explain to the students these steps:

- Raise hand for permission to talk

- Once granted permission look at who you are talking to

- Use your inside loud voice without yelling

- Always use positive words and appropriate language

I will then explain to the students how controlling our emotions help with speaking and listening. It is hard for classmates to learn when students are talking in angry voices. When students are talking in happy voices, it makes classmates excited to learn.

Describe how you will check for students’ understanding before moving on to guided practice.

I will ask the students to show me the different parts of listening. I will then ask the students if they can tell me the different parts of speaking. If they can successfully recall the skills, we will move on with the lesson.

“We Do”

(Teacher engages students in guided practice)

Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).

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We will watch/listen to the Rainbow Fish using good listening skills. I will tell the students I will be watching to see if they can show me how good their listening skills are. Once the story concludes, we will discuss questions about the story. We will then retell the story by taking turns saying what happens. I will remind the students we need to use our good speaking and listening skills so everyone can hear and learn better. I will ask the students how the story made them feel (mad, sad, happy, etc.). I will then ask the students to show me how rainbow fish showed these emotions.

Describe how you will check for students’ understanding before moving on to independent practice.

If the students can use good speaking and listening skills, they are ready to move on. Once they show me they can speak and listen appropriately for their age, we will continue with the rest of the lesson. This step is very important because the activity has directions that need to be followed to create our fun project.

“You Do”

(Students engage in independent practice)

Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? (this is the post-assessment)

Students will be given directions to follow to create their own Rainbow Fish. They will be using the colors of the Zones of Regulation to create their fish. They will be given directions as we make the fish such as gluing pieces of cut construction paper on the body and fins except for the top fin and face. The top fin will contain their name written in the color of the zone they are in. The face will be colored in in that same color. They will be assessed during the creation of their fish to see if they used good speaking and listening skills. This will be done by seeing if they follow what they are asked to do. They will be told one direction at a time and be expected to complete it correctly by using their good listening skills. If they have a question, they will be asked to follow the speaking steps taught.

APPENDIX: Include a blank copy of your post-assessment.

☒ Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson Closing

Describe how you will reemphasize the lesson objective and any skills/content that were taught in an

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interactive manner (whole/small group, etc.).

Students will be asked to show their fish to the class and explain why they used the color for the face and name. The students will use good speaking and listening skills to do so.

ANALYZE(This portion may only be done after the post assessment is collected/scored.)

Describe the results of the Post-Assessment and be sure to address the following:

✓ Students’ progress from pre-to-post assessment. (if applicable)

✓ Factors that may have influenced the post assessment results.

✓ How the results of the post assessment highlight what areas of the lesson will require re-teaching (if any).

If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you used the same document for both the pre and post assessments, it is strongly encouraged that you show the comparison.

Students showed their understanding of the lesson by using their speaking and listening skills when showing each other their finished fish. The students used the Zones of Regulation colors to explain what zone they were in and how that zone affected others around them. When the pre-assessment was given, hardly any of the students understood how the different zones affected others around them. After discussing the fish and the colors, all of the students understood better and could explain it back to the class.

REFLECTList and describe two things you feel you did well to plan, implement, or assess instruction (successes).

1. The beginning of the lesson (the calming videos) is always a great way to start the day and lessons 19 | Page

out. The videos are a good way for the students to get out some energy and calm down for the day/lesson. When the teacher does the video actions with the students, they are more likely to do it with you instead of just sitting there. 2. I feel like I had good management of the class. There were a couple behavior problems that occurred but I knew what to say and do to correct it in the moment. I also gave the students certain directions to help prevent bad behaviors from happening such as going over hallway rules before we would go in the hallway. 3. It is very important to assess the students throughout the whole lesson. I think I did a good job of this. When a student was struggling I would help them right away to make sure they stayed caught up and understood what was going on and what we were doing.

List and describe two things you feel were challenges during the planning, implementation and/or assessment of the lesson.

1. I gave the students different materials for the lesson before we were to the point of using them. Because of that they were messing with the materials instead of listening to the directions. Then they started asking questions which threw off what we were talking about.

2. There is one student in the class that has very bad behavior. It was difficult to design a lesson for everyone in a way that would work around her behavior. I did not want anything in my lesson to trigger a behavior. This lesson fit in great with her and the other students; it was just very difficult to do so.

3. The students were given small pieces of paper to glue on their fish. This took them a long time to glue down because they were so small. A couple of the students lost interest. Another student did not have enough time to finish and got upset.

List and describe two ideas for redesign you would make if you were to teach this lesson again.

1. If I were to do this lesson again I would make sure to have a better closing at the end of the lesson. When I did this lesson, I didn’t do much of a closing. I would create a better closing to tie everything back together one last time before the students were dismissed.

2. I would also make sure to tell the students when I want them to do something instead of asking them to do it. I’ve learned that asking them to do something allows them the opportunity to not do it. When they need to do something, they should not get the choice of whether they are going to do it or not.

3. If I were to do this lesson again I would make sure to not give the students the materials until we are at the point of using them. This causes students to fidget with them and ask questions. They aren’t paying attention to the lesson or listening to directions when they are given the different materials.

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4. The pieces of construction paper to glue on the fish were so small that it took the students quite a while to glue them on. Next time I would make the pieces of paper bigger so it would not take as long for them to do the gluing.

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Subject: Reading

Date: 3-6-17



-K.SL.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

-K.SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.


Students will be able to use small group interactions to discuss text. Students will also be able to use drawings to explain what is going on in a story.


It is important for students to learn how to listen and talk with peers so they be able to communicate

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when they get older. It is important for students to be able to use drawings to explain text so they will be able to draw maps when they get older and also be able to add pictures to make text more exciting.


- description - drawing - details - labels- listening- speaking - taking turns - conversation


- One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss book- Printed fishbowls- crayons/colored pencils


Prior to the lesson, students will be asked if they know what each of the vocabulary words mean by 23 | Page

having to draw a picture of it. They will verbally explain what they drew and what they think the word means.





The pre-assessment will be given 2 days prior to the lesson (March 3) to assess the student’s knowledge and to prepare them for what the lesson will be about. The lesson will be given on March 6th.


D e s c r i p ti o n D r a w i n g D e t a i l s L a b e l s L i s t e n i n g S p e a k i n g T a k i n g T u r n s

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Vocabulary Definitions

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Neither one of the students knew what description, details, nor labels meant. They both understood what drawing, listening, and speaking meant though. And one of them knew what taking turns meant while the other did not. Because these results were about half and half, I decided to continue with the lesson and improve their knowledge on the topic.



APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model of the desired outcome.



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There is no technology needed for this lesson. This lesson is a hands on lesson where it is taught best book, paper, and pencil rather than technology.

ACCOMMODATIONSDescribe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Be sure that these accommodations are based on what you identified/described in your contextual information (Task II).

This lesson will have direct teaching. It will be one teacher for two students.

Students will be allowed to use ball chairs and sensory cushions during the lesson to help them focus better.

Students will be prompted when trying to answer a question if they get stuck.

Behavior smiley charts will be filled out on how students did throughout the morning/lesson.



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I will begin by showing students the book we will be reading, One Fish, Two Fish, Red Fish, Blue Fish. I will ask the students if they remember the vocab words we talked about a few days prior. I will explain to the students how we will be using those words for the lesson. I will then tell them that we are going to be using the words from the story to make our own drawings. They will be drawing pictures as the story goes on to help illustrate the story.


The objective is relevant to student’s lives because it is important to know how to communicate for jobs when they get older. Using their drawings during the lesson will help them with drawing objects such as maps when they get older.


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Anita Archer’s explicit instructional strategy will be used in this lesson. This lesson is direct, engaging, and success oriented to help the students achieve the objectives. I will explain and model for the students the different parts of this lesson.

I will exhibit what I picture when reading the title of the book. That will be the first pictures drawn. I will show what I picture when I hear “Red fish”. I will have the students draw what they hear after I drew mine. Then we will do “Blue fish” and so on. Once we have the title pictures done, I will then use my communication skills to explain what I drew back to the class.


I will ask the students to show me their different fishes and all together say the title while we point to the different drawings. If they can do this, we can move on in the lesson.

“We Do”



We will begin reading the story. Students will not get a chance to see the pictures from the story. They will have to use their imagination to draw the characters as they sound in the story. I will be watching the students to see if they can draw the pictures the way the book makes them sound. Once the story concludes we will talk about the pictures as a group. We will discuss the different parts to the pictures such as color, goofiness, reality, etc.


I will monitor the student’s drawings as the story goes on. I will check to make sure they are drawing something similar to what they are hearing from the story. If they have similar pictures, we can then move on with the lesson.

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“You Do”



I will have the students explain to each other what each of their pictures are. I will monitor them to see if they use good communication skills and used accurate visual representation of the text to add detail to the story. I will have the students explain the detail they used on each fish and initiate conversations between the two classmates.



Lesson Closing

Describe how you will reemphasize the lesson objective and any skills/content that were taught in an interactive manner (whole/small group, etc.).

I will then explain to the students how drawing pictures really helps us understand the topic of a story better. I will have the students draw a picture on a sticky note about what we did in class today using a detailed picture as an exit slip.


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D e s c r i p ti o n D r a w i n g D e t a i l s L a b e l s L i s t e n i n g S p e a k i n g T a k i n g T u r n s

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Post-AssessmentCorrect Incorrect

Vocabulary Definitions

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Description:

Both of the students were able to describe their pictures using listening and speaking skills while taking turns. They made their own drawing and added details to their pictures. Neither student used labels on their pictures. This was an overall great lesson. Both students show great growth and understanding of the lesson.

REFLECT

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List and describe two things you feel you did well to plan, implement, or assess instruction (successes).

- I think it was a great idea to read the story to the students. They like being read to and since it was Dr. Seuss’s birthday week, the story fit in perfectly. This helped to keep their attention because they were interested in the story.

- The students love drawing so I think it was a good idea to have them make their own pictures to show what they were learning throughout the lesson. They were excited to see what was going to come up next.

- Having the students share with each other helped them to use their speaking and listening skills. They took turns and made sure to describe their pictures. I think this was a great way to end the lesson by having them show each other their drawings. They were really proud of them and excited to show each other what they drew.


- After asking the students to use labels on their drawings I realized that they can’t really write or read yet. That makes it very difficult for them to put labels on it.

- I also realized that the story is very long and is a lot for the students to draw pictures for every page. I ended up adjusting it to only a certain few pages that they would make drawings for.

- It was hard to decipher which picture belonged to which pages in the book. We tried our best to put them back in the order they were in.


- If I were to do this again, I would take labels out of the whole lesson. I think using labels for kindergartens is not a good fit for their grade level.

- I would create slips of paper that contain the words of the pictures they are drawing such as “one fish”, “two fish”, “red fish”, “blue fish”. This would help when putting the pictures back in order. Students would be able to talk about their pictures and what they did easier.

- If I were to do this lesson again, I would have the story read on the projector from the internet. This would help the lesson move along a little faster and keep the students on task. I would use a timer and give them 30 seconds to make their drawings to make sure there is enough time to finish the story.

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Subject: Reading

Date: 3-14-17



K.RF.1. Demonstrate understanding of the organization and basic features of print.

d. Recognize and name all upper- and lowercase letters of the alphabet.


Students will be able to identify the letter “b” and know what sound it makes.


Students need to understand the different letters and sounds of the alphabet to be able to read and obtain a future job.


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words

letters

uppercase

lowercase

sounds


Computer

SmartBoard

Play Dough

IPads


Prior to the unit, students will be assessed on their previous knowledge of letter recognition. Students will roll a dice on the smartboard that contains the letters of the alphabet. They will need to tell me what letter is rolled. This will help me when deciding which letters need more time when being taught and repeated.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)34 | Page




The unit will be assessed a couple weeks before the lesson. Since the assessment covers all the letters of the alphabet, one assessment will be done for the whole unit. This assessment will be referred back to when designing lessons for the students. This lesson will be given on 3-14-17.


The students were assessed on all of the letters of the alphabet. Each letter showed up once and the students struggled with the letters containg a stem and curve such as b,d,p, and q as well as g, v, and w.


The letters the students were struggling with are common letters to have trouble with. I decided start with one of the hardest letter first for this lesson. This lesson focuses on the letter “b” to help the students be able to identify the letter when they see it.


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A fun, interactive video will be used to help teach the students about the letter “b”. Students will then use their IPads to go on a scavenger hunt to find the letter “b”. Students love using their IPads. This is a fun way for students to learn about the letters of the alphabet to help the letters stick in their memories by using both technology and other manipulatives.

ACCOMMODATIONSDescribe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Be sure that these accommodations are based on what you identified/described in your contextual information

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(Task II).

Students will be allowed to sit on ball chairs to help them focus better.

There will be 2 students to one teacher setting to allow more time with the students.

Students will be prompted when trying to answer a question if they get stuck.

Behavior smiley charts will be filled out on how students did throughout the morning/lesson




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In order to obtain student’s attention, I will begin by asking the students who knows what the letter on the board is. I will then ask the students who has that letter in their name. One student’s last name begins with it and the other student has the letter in the middle of their last name.


I will explain to the students how important it is to know the letters of the alphabet so they can read and write. Knowing the letters of the alphabet helps us write our names.



I will play a video about the letter “b”. This video will focus on uppercase and lowercase “b”. The video will show what the letters look like and then say the sounds it makes. The video will then show the students how to make the 2 letters. I will let the video show the students make it. I will then pause the video and have the students follow me making it in the air. I will have them do it with me a couple times and then let them make a couple on their own.


Once the video concludes, I will ask the students to draw in the air both letters they just learned. I will also ask them what sound they make. If they have can do both, we will move on with the rest of the lesson. If they struggle, we will draw the letters in the air together.

“We Do”

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To help students practice making the letter “b”, we will take play-dough and practice forming lowercase b and uppercase b. I will begin by using all of the playdough to make just a lowercase b. I will show students that letter be ALWAYS begins with a line down. Then I will add on the rest of the letter to show them what it looks like all together. I will then have the students do the same. I will pronounce the letter b and explain to students that your lips start together in a line again to make the sounds. This helps students when trying to tell the letters “b” and “d” apart. Next I will ball all of the playdough up and make an uppercase B starting with the line down again. Then I will add on the rest of the letter. I will have the students copy me and make the sound on their own. I will let the students practice making upper and lower case “b” a few times.


Once students have had enough time to practice the 2 letters, I will ask the students to show me their best lower “b” and their best uppercase “b”. If they can make the letter the right way, we will move on with the lesson. If they struggle we will practice making a few more of them so they can gain more practicing opportunities.

“You Do”



I will ask the students if they can spot either letter anywhere in the room. I will ask them to show me the letters around the room. I will then explain to the students how we are going to take a scavenger hunt around the school to look for as many upper and lower case letter “b”s we can find. Once students have a pretty good pile of pictures we will head back to the classroom. The students will then share the pictures with their classmate saying what letter they found, and what sound the letter

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makes. This will provide many opportunities for students to see letters in words outside of the classroom and provide practice opportunities for them to say the sound the letters make.



Lesson Closing


I will ask the students what sound the letter “b” makes. I will ask them why it is important for us to learn the letter “b”. Lastly, I will ask the students if they can write the letter “b” on a sticky note.







Description: Prior to the lesson, the student could not recognize the letter “b” as the letter b. During the lesson, the student started picking up on the letter. The playdough really helped the student 40 | Page

understand the letter. Using hands on manipulatives to create the letter really helped the student understand and recognize it. The student showed great progress during the post assessment. He successfully could identify the letter “b” around the school without getting it mixed up with another letter. He was able to tell me the letter multiple times and tell me the sound it makes.


- I think using a video to have the student practice drawing the letter in the air, practice making the letter sounds, and recognizing the letter in words is a great way to introduce the letter to the student. He was actively engaged in the video and liked making the sound along with the music. It was a fun way for him to start learning about the letter.

- I think using playdough as a hands-on manipulative really helped the student understand the letter. He was given multiple chances to practice making the letter. He loves playing with playdough so he enjoyed making the letter b multiple times.

- IPads were a great use in this lesson. The younger students always want to play around on the IPads. This lesson allowed the student to have an IPad and take pictures of whatever he wanted if it related to the lesson. He really enjoyed this and loved searching around the school for pictures. It was great for him to get outside of the everyday classroom and have a different environment.


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- The lesson was originally planned for 2 students. One student had behavior problems that prevented her from being a part of the lesson. While giving the lesson, I had the student do everything to me as if I was his classmate.

- The student had trouble finding the letter when he had no idea where to look. I helped him by giving him an area to look and he found the letter right away.

- I think I did a great job of reminding the student of the rules. He likes to lean on his chair and not sit down right. I reminded him to sit on his bottom. When he walks in the hallway he also likes to run. I reminded him before we went in the hallway to walk and not run. This helped prevent that issue.

- I allowed the student to be active during the lesson. He learns best when he is moving around instead of just sitting the whole time. He had different opportunities to be on his feet moving around in different settings and situations.


- I would make my own letters and words and put them around the school. I think this would help students find the letter easier. Sometimes it is hard for students to spot letters when they have a big poster full of letters and sentences. This would help narrow down the amount of letters the students are looking at.

- Another way I could introduce the letter “b” is by reading a book about the letter. I would have the student listen to the sound it makes and have him try and think of some words that begin with that letter such as ball, basket, bounce, etc.

- I would also have the student trace the letter “b”. It would provide more practice opportunities. During the lesson the student never got a chance to write the letter with a writing utensil. I think this would help the student with learning how to write the letter a lot more.

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Grade Level: 10th-12th

Subject: Fundamental Math (2nd grade level)

Date: 4-13-17



3.NF.A.1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.


Students will be able to recognize fractions. Students will be able to recognize parts and wholes.


Students need to understand how to use fractions in everyday life. Fractions are used in cooking, cleaning and numerous different situations every day.


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- Fractions- Whole- Part


Computer/IPad

SmartBoard

Scratch paper

Writing utensil


Students will be asked to answer the following questions on a piece of paper to assess their knowledge on fractions.

1. What is a fraction?2. Where would you find a fraction?3. How do you know how many parts make a fraction whole?4. What is a whole number?


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We will begin talking about fractions a few days before the lesson. The pre-assessment will be done 2 days prior to the lesson (4-11-17) to check for understanding. This will help determine if the lesson will be a good fit for their level. It will also prepare them for what we will be talking about the next few days in class. The lesson will be given on (4-13-17)


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Only one student could recall information on fractions. The other students did not know what they were or where you could find them. This helped when deciding whether or not to continue with this lesson. Since hardly any of the students knew anything about fractions, I continued with the lesson.






We will be using the smartboard and IPads/computers for this lesson. Students will be watching videos on the smartboard and then will have an opportunity to work on some practice problems on their own on their computers/IPads. Using the smartboard for the videos allows students to see what is going on in the video and ask questions right away if they do not understand what is happening.

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ACCOMMODATIONSDescribe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Be sure that these accommodations are based on what you identified/described in your contextual information (Task II).

Class practice: Videos and examples of fractions will be shown to the class to watch and practice together.

Guided Practice: The students will be given an opportunity to practice on their own with an app that shows them how to correct mistakes or assist them if they need help.

Independent Practice: Students be monitored to see if they understand what they need to do. If they don’t, they will have a chance to work one on one with the teacher to allow them more guidance and help if needed.


Students will be asked to close their screens when the video is playing. The application we are using has a progress monitoring tool the teacher can use you track how much time is put into each problem/video. The teacher can then tell if the students are just rushing through it or trying hard.

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“I Do”



Each student will be given a computer/IPad. They will be directed to open the app or website (khanacadamy.com) and log in with their given username/password. Once everyone is logged, they will click on 2nd grade math and go to the fractions part. The students will be directed to close their screens and to look at the board. As a class, we will listen to the videos. Once the videos are complete, as a class we will practice the problems given.


I will explain to the students how fractions are used in everyday life. Students need to understand fractions to be able to cook or mix anything together.




Once the students can successfully answer the questions asked, as a class, they will be allowed to move on to the next part of the lesson.

“We Do”


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Students will move on to the next part of the lesson which is practicing the content from the videos on their own. This involves identifying parts of a fraction. Students have to determine whether or not these parts are equal or not. Students will identify how many parts each figure contains. They will work their way through the problems. If they get stuck they can click on the “get a hint” button or they can go back and re-watch the videos again. Once they think they have the answer, they will click “check answer” and go on to the next question. Once the students get 5 questions right in a row they can move on. Once they complete the 2 sections of “Cut Shapes into Equal Parts) they will be asked to practice the problems 2 more times to get a total of 3 times.


Once the students show they can get through all 3 sets of fraction problems, they can move on to the next part of the lesson.

“You Do”



Students will then be given a worksheet packet with different fraction problems on it. They will be asked to complete the worksheet and turn in for a grade. If they are struggling or need help, they are to raise their hand and I will come help them. Students will be asked one more time,

1. What is a fraction?

2. Where would you find a fraction?

3. How do you know how many parts make a fraction whole?

4. What is a whole number?

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Lesson Closing


To close, students will be asked to give an example of somewhere you would find a fraction in everyday life.







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Description: One student still struggled with fractions He did not really grasp the concept of fractions. I spent a lot of one-on-one time with him while the other students were working. The other students had a great increase in fraction knowledge than from the beginning of the lesson. This graph show great improvement for a majority of the student.


- I think using the website is a great way to have a different lesson. Instead of having the teacher teach the entire lesson, the students can watch the videos that explain what to do. The video shows examples while the narrator is talking and allows practice opportunities.

- I think using this website is a great tool. The teacher can track the students’ progress online. The website provides a “classroom” where it keeps track of how many problems each student gets right or wrong. For the amount of problems the students get wrong, it will tell whether they need to keep practicing or if they have mastered the skill.

- I feel like I did a great job of keeping the students engaged. They all participated in the video and wanted to get the right answer so they tried hard to answer correctly. I gave each student an opportunity to answer the question on the board once everyone had a chance to figure out the answer. If the students got it wrong, I gave the class the opportunity to determine what they did wrong.


- It was hard to get the website up and running. I had to create an account for each student and that took a lot of time. The students had trouble logging in right away and I had to reset some of the accounts. That is something that definitely needs to be done before class to make sure each student is able to log in.

- There weren’t enough laptops for each student to have their own so some of them had to share. It was hard to track their progress when they were sharing because they were working together to do the problems.

- One student struggled the whole lesson. I had to spend a lot of time with him to try and keep him up with the rest of the class. This worked out fine because the rest of the class understood

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what was going on so they could work more independently. This student could not grasp the concept of fractions very well at all and so I had to help him through the problems.


- Although I liked the videos, I think this lesson would be just as effective if the teacher taught the same content while using the smartboard to exhibit the problems. The student understood what the video was showing but I had to show a couple more examples for a few parts because the students wanted to see more examples.

- I think turning the “we do” part of this lesson into a game would be beneficial too. If the students got put into two groups, they have to work together to figure out the answer. They cannot answer the question until everyone agrees. They have to explain their reasoning to the group and show how they came up with the answer they did. I think this would greatly help those who are struggling. If they see how other students solves the problems, I could possibly help them too.

- If I were to do this lesson again, I would use manipulatives to show how a whole can be broken down it equal parts representing fractions. I think if students see how this breaks down, it would help they understand the parts of a whole concept.


Grade Level: 9th, 10th, 11th, 12th

Subject: Fundamental Math (at a 2nd grade level)

Date: 4-27-17



2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up

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to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.


Students will be able to make their own graphs and compare problems when information is given to them. Students will be able to answer questions containing the words compared to, less than, equal to, and data.


Students need to understand how to use bar graphs which will help develop data literacy. Data literacy helps students ask and answer questions by gathering, analyzing and applying the data to the real world.


Bar graph

Data

Compare

Less Than

Equal To


Computer

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SmartBoard

Colored candy & fruit snacks

Graph Paper

Crayons/colored pencils/markers


Students will be asked to answer the following questions on a piece of paper to assess their knowledge on graphs:

1. What is a bar graph?

2. What does data mean?

3. How do you know what a graph is showing?

4. What is an example for something you can use a bar graph for?





We will begin talking about bar graphs a few days before the lesson. The pre-assessment will be done

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2 days prior to the lesson (4-25-17) to check for understanding. This will help determine if the lesson will be a good fit for their level. It will also prepare them for what we will be talking about the next few weeks in class. The lesson will be given on (4-27-17).


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The students did not really understand what graphs were. Out of 8 students, only one student answered all the questions right and one student got another one right. The other students either left the answer blank or wrote I don’t know. This showed me that the students had not been taught bar graphs before, or could not recall it. I decided this would be a good lesson to teach them.


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The smartboard will be used for extra practice. It is interactive and helps everyone see what others are doing and thinking. This helps to see other students’ points of view. This is a good tool to use when demonstrating examples. I will model so the students can see what I am doing and copy it on their own worksheet. The students will be walked through each step they need to make their own bar graphs. They can then ask questions if they do not understand why something is done the way it is.

ACCOMMODATIONSDescribe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Be sure that these accommodations are based on what you identified/described in your contextual information

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(Task II).

Class practice: Examples of how bar graphs are put together and labeled will be explained on each bar graph shown.

Guided Practice: I will pick the partners the students will be working with. This helps promote cooperative learning. Each part of the lesson will be taught in a step-by-step process to not overload the students with information. Enjoyable manipulatives will be used to help obtain the students’ attention.

Independent Practice: Students will be given relatable data to make their bar graphs. By allowing them to discuss their graphs with a partner, they will have time to make corrections if needed before they turn it in to be graded.


The students will be using hands on manipulatives. They will be working with partners and working independently on their assignment. Before they are allowed to begin working with a partner, they are reminded that they are to be only working on the assignment at hand. They need to put away any other materials that are not a part of the lesson. If they get caught working on anything else, I will take it. They need to work together on partner work, and work independently on independent work.

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Each student will be given a bag of skittles. They will be asked to sort them into colors and count how many of each color there are. Once everyone has theirs counted, they will take turns telling me their amounts on the smartboard. The totals will be added up. It will then be put into a graph for the students to see. The graph will then be explained to the students using the words data, compare, more than, and less than.


I will explain to the students how graphs are used for many different situations. I will then ask the students if they can think of any situations in which a graph would be used.




I will ask the students these questions based on the graph we made.

1. Which group has the most?

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2. How do you know which one has more without counting the boxes?

3. How many more does yellow have than orange?

4. How do you know?

If they can answer the questions we will move on. If not, we will make a new graph and do it again.

“We Do”



As a whole class, we will use the website http://www.bbc.co.uk/bitesize/ks2/maths/data/interpreting_data/play/ to practice making and reading graphs. This website provides numerous practice opportunities for students. Once students get through 3 rounds, or once they understand what they are doing, they will then be paired up and will be given 2 packs of fruit snacks. With their partner, they will need to create a bar graph using labels and colors to show the data from their fruit snacks. Each pair will then explain their graph to the class using the terms: data, more than, less than, and compare.


The students will then be asked to show their graph to the class and answer these questions:

1. Which group has the most?

2. How do you know which one has more without counting the boxes?

3. How many more does one color have than the other?

4. How did you figure that out?

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If they can describe their graphs and answer those questions, they are ready for independent practice.

“You Do”



Students will then be given a worksheet with different animals on it. They will need to color the animals and count how many there are of each. The students are to then make a bar graph to show the data from their worksheet. They will need to color and label their bar graph. Once they finish making their graph they will need to answer the 8 questions that go along with it. Once they are done, students will share their findings with a partner.



Lesson Closing


To close, students will be asked to give an example of something you would use a bar graph for. We will review what the vocab words mean and discuss real world examples of bar graphs.


Describe the results of the Post-Assessment and be sure to address the following: 62 | Page





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Description: Overall the students caught on to the lesson pretty well. All of the students could answer questions 1, 3 and 4 correctly. One student struggled with answering what data meant. The students successfully explained their graphs to the class and could answer questions about them.

REFLECT

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List and describe two things you feel you did well to plan, implement, or assess instruction (successes).

1. I think using candy and fruit snacks for this lesson was a great idea. The students were really interested in what was going on and wanted to do a good job on their graphs so they could eat them. The students always like using colors for different things. Using the colors for the graphs also helped keep their attention on what we were doing.

2. I modeled a lot during this lesson and I feel like that is an important part of a successful lesson. I showed the students examples and worked through problems with them. I allowed them multiple practice opportunities so they understood what to do before they were on their own. When students got stuck on something, I made sure to talk with them until they understood what to do. If they got something wrong I helped them see what they needed to change and why.

3. I made sure to give the students very direct instructions. They were told how to put away materials, desks and what to do to get ready for the next class. This prevented last minute hurrying when the bell rings.


1. During the lesson, I had one student who was having a behavior problem. Because I could not spend all of the lesson trying to get him to follow along and participate, one of the educational assistants stepped in to help keep his behavior under control while I moved on with the lesson.

2. During the lesson the example line graph was hard to see so I couldn’t write the numbers up the side. This made it difficult to keep everyone on the same page. I had to repeat myself and check everyone’s line paper to make sure it was done correctly to prevent errors later on.

3. With this group of students, they like to doodle quite often. During the lesson I had to ask a couple of them to work on what we were doing at that moment. For one student, it took repeating it a couple times to get her to listen. I feel like this is always a challenge because the students want to finish what they are doing (which is not part of the lesson such as doodling on their assignment) before they move on to what the class is doing.

4. It was hard to get through the whole lesson. I ended up having to cut out part of the lesson because it would have taken us too long to get through the whole lesson.

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1. If I were to do this lesson again, I would make it into two different lessons. I would use the candy and fruit snack part of the lesson for the first lesson. I would use the online part (which we did not do) and the worksheet for the second lesson. It would provide the students with more practice opportunities.

2. If I were to do this lesson again I would have the students come up and write their own totals on the board. This gets the students moving a little more. They would have to pay more attention to know when it is there turn and what they need to do.

3. If I were to do this lesson again, I would have the questions the students need to answer printed out on a piece of paper. They could answer the questions when they were done with their graphs instead of hurrying to finish or waiting for everyone else to finish.

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Teacher Work Sample Scoring Rubric

Student Teaching

Teacher Candidate Name:_________________________________________________________________Semester: Spring Fall Year 20____Grade/Subject Area______________________________________________________________________

Task I: Professional Goal SettingComponents Advanced/Excellent

4

Proficient/Competent

3

Basic/Developing

2

Below Basic/

Needs Work

1

Professional Goal Setting and Reflection

Candidate identifies one well-planned goal and effectively communicates reasons/justifications for why s/he chose the goal.

Candidate provides a detailed action plan for the achievement of the goal and cites any specific resources s/he will use to enhance goal achievement efforts.

Candidate is highly effective at communicating any progress/growth made toward the goal in the reflection.

Candidate identifies one goal and communicates reasons/justifications for why s/he chose the goal.

Candidate provides an action plan for the achievement of the goal and cites resources s/he will use to enhance goal achievement efforts.

Candidate effectively communicates any progress/growth made toward the goal in the reflection.

Candidates identifies one goal but does not adequately provide reasons/justifications for the selection of the goal.

Candidate provides an action plan for the achievement of the goal but needs to work to develop a more specific list of resources to be used for achievement of that goal.

Candidate’s reflection on goal achievement is minimal and needs development.

Candidate does not identify a well-planned goal nor provide a reason for the selection of the goal.

Candidate does not provide an action plan for the achievement of the goal.

Candidate is not clearly able to reflect on his/her performance in the area of goal setting/achievement.

Task II: Contextual InformationComponents Advanced/Excellent

4


3

Basic/Developing

2

Below Basic/

Needs Work

1

Contextual Factors Candidate clearly identifies numerous contextual factors which may impact the instructional strategies, approaches, and

Candidate identifies several contextual factors contextual factors which may impact the strategies, approaches, and assessments used to

Candidate identifies very few contextual factors which prohibits his/her ability to fully recognize any impact those factors

Candidate does not identify the contextual factors.

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assessments used to support their students’ learning.

support their students’ learning.

would have had on potential strategies, approaches, and assessments used to support their students’ learning.

Task III: Instructional Design and Implementation

Components Advanced/Excellent

4


3

Basic/Developing

2

Below Basic/

Needs Work

1

Standards/Objectives

All lessons contains evidence of setting measurable objectives that are clearly aligned with specific state and/or national standard(s).

Lessons allow for numerous connections across the curriculum which serve to build understanding, and encourage application to real world issues.

Most lessons contains evidence of setting measurable objectives that are aligned with specific state and/or national standard(s).

Lessons allow for connections across the curriculum which serve to build understanding, and encourage application to real world issues.

Lessons contain minimal evidence of setting measurable objectives that are only somewhat aligned with specific state and/or national standard(s).

Lessons allow for very few connections across the curriculum which do not build understanding, nor encourage application to real world issues.

Lessons contain no evidence of setting measurable objectives and are not aligned with specific state and/or national standard(s).

Lessons allow for no apparent connections across the curriculum; students are not able to build an understanding or apply to real world issues.

Assessment

Incorporates a well-aligned pre-assessment to measure students’ prior knowledge of the learning objective and purposefully utilizes the results to inform planning/instruction for the lesson and post assessment.

Includes copies of the Pre- and Post-Assessments used.

Includes a copy of a high quality key/product to show desired outcome.

Incorporates a pre-assessment to measure students’ prior knowledge of the learning objective and somewhat utilizes the results to inform planning/instruction for the lesson and post assessment.


Includes a copy of a key/product to show desired outcome.

Incorporates a pre-assessment which partially measures students’ prior knowledge of the learning objective but fails to adequately utilize the results to inform planning/instruction for the lesson and post assessment.


Includes a copy of a key/product to show desired outcome.

Does not incorporate evidence of a pre-assessment to measure students’ prior knowledge of the learning objective.

Does not include copies of the Pre- and Post- Assessments used.

Does not include a copy of a key/product to show desired outcome.

Technology

Purposefully and consistently incorporates the use of available technology to further enhance instruction in ways that authentically

Incorporates the use of available technology to somewhat enhance instruction in ways that engage most of the students

Is still developing the ability to incorporate the use of available technology to enhance instruction in ways that

Does not incorporate the use of available technology to enhance instruction nor provide an explanation for why

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engage all students in the learning experience. For cases where technology is not utilized, candidate provides a logical explanation.

in the learning experience. For cases where technology is not utilized, candidate provides an explanation.

engage the students in the learning experience. For cases where technology is not utilized, candidate provides an explanation.

technology is not utilized.

Differentiation, Accommodations, and Modifications

Purposefully adjusts instruction during lesson planning and implementation in order to significantly meet all of the identified needs of individuals, small groups or the class by including specific methods of differentiation, accommodations and modifications.

Adjusts instruction during lesson planning and implementation in order to meet some of the identified needs of individuals, small groups or the class by including general methods of differentiation, accommodations and modifications.

Attempts to adjust instruction during lesson planning and implementation but the differentiated instruction, accommodations and modifications used do not fully meet the identified needs of individuals, small groups or the class.

Does not adjust instruction during lesson planning and implementation in order to meet the identified needs of individuals, small groups or the class. No differentiation, accommodations and modifications present.

Management

Numerous management/motivational strategies are clearly identified and rationale provided for how these strategies serve to significantly enhance both student engagement and learning.

Management and motivational strategies are identified and rationale is provided for how these strategies enhance student engagement and learning.

Management and motivational strategies are not clearly identified and rational is lacking evidence of how these strategies fully serve to enhance student engagement and/or learning.

Management and motivational strategies to enhance student engagement and learning are not identified.

Lesson Implementation

(I Do/We Do/You Do)

Purposefully activates student interest by consistently including a highly-effective/engaging introduction and closing.

Effectively introduces and repeatedly reinforces the learning objective(s) so that students are cognizant of expected outcomes.

Presents all content in a sequential manner and provides numerous opportunities for modeling and practicing the skills and content needed to meet the learning objective(s).

Consistently checks for student understanding throughout the entire lesson

Activates student interest by including an effective/engaging introduction and closing.

Introduces and reinforces the learning objective(s) so that students are cognizant of expected outcomes.

Presents all content in a sequential manner and provides opportunities for modeling and practicing the skills and content needed to meet the learning objective(s).

Checks for student understanding throughout most of the lesson cycle and provides evidence of re-teaching/remediation where

Attempts to activate student interest but needs to work to develop a more effective lesson opening and closing.

Needs to be more purposeful about introducing and reinforcing the learning objective so that the students are cognizant of expected outcomes.

Content is not always presented in a sequential manner and candidate needs to provide more opportunities for modeling and practicing the skills and content needed to meet the learning objective(s).

There are no clear attempts to activate student interest. Candidate does not include evidence of an effective opening and/or closing.

Learning objective is not reinforced throughout the lesson.

Content is not presented in a sequential manner and candidate does not provide evidence of allowing opportunities for modeling and practicing the skills and content needed to meet the learning objective(s).

Candidate does not check for student understanding throughout the lesson

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cycle and provides detailed evidence of re-teaching/remediation where necessary.

Includes numerous detailed reasons for why the instructional strategies and learning activities chosen for the lessons are developmentally appropriate (claims are supported by relevant theory/research that is clearly cited).

necessary.

Includes reasons for why the instructional strategies and learning activities chosen for the lessons are developmentally appropriate (claims are somewhat supported by relevant theory/research that is cited).

Checks for student understanding throughout most of the lesson cycle and provides little evidence of re-teaching/remediation where necessary.

Includes reasons for why the instructional strategies and learning activities chosen for the lessons are developmentally appropriate (claims are not sufficiently supported by relevant theory/research nor sufficiently cited).

cycle and there is no evidence of re-teaching /remediation.

Does not includes reasons for why the instructional strategies and learning activities chosen for the lessons are developmentally appropriate (claims are not at all supported by relevant theory/research nor sufficiently cited).

Analyzes

Includes professional-quality table/charts/graphs which clearly show post assessment results (and pre-post comparison if applicable)

Provides detailed description of the post assessment results which thoroughly addresses all of the following items :

students’ progress toward mastery of the objectives from pre-to-post

factors that may have affected the post assessment results

how the results of the post assessment highlight what areas of the lesson will

require re-teaching (if any)

Includes average-quality table/charts/graphs which show post assessment results (and pre-post comparison if applicable)

Provides a description of the post assessment results which somewhat addresses most of the following items:



how the results of the post assessment highlight what areas of the lesson will

require re-teaching (if any)

Includes poor-quality table/charts/graphs which do not clearly show post assessment results (or pre-post comparison if applicable)

Provides a weak description of the post assessment results which does not adequately address the following items:



how the results of the post assessment highlight what areas of the lesson will require re-

teaching (if any)

No quality table/charts/graphs which show post assessment (and/or pre) results.

Does not provide a description of the post assessment results is weak and illogical and does not address all of the following items:



how the results of the post assessment highlight what areas of the lesson will require re-

Lesson Reflection: Successes

Identifies, describes, and explains more than two relevant successful teaching strategies and provides detailed supporting evidence for why they were effective.

Identifies, describes, and explains two successful teaching strategies and/or provides supporting evidence for why they were effective.

Identifies, describes, and explains only one successful teaching strategy and/or provides only minimal supporting evidence for why it was

Fails to adequately identify, describe, or explain successful teaching strategies and provides no supporting evidence.

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effective.

Lesson Reflection: Challenges

Identifies and describes more than two challenges encountered throughout lesson.

Identifies and describes two challenges encountered throughout the lesson.

Identifies and describes only one challenge encountered throughout the lesson.

Fails to adequately identify, describe, or explain challenges encountered throughout lesson.

Lesson Reflection: Improvements

Identifies and describes more than two significant ideas for redesigning the lesson and provides full details to support the redesign.

Identifies and describes two ideas for redesigning the lesson and provides details to support the redesign.

Identifies and describes one idea for redesigning the lesson and provides very minimal details to support the redesign.

Fails to identify and describe an idea for redesigning the lesson and/or provides no details to support the redesign.

Overall Professional Quality of Teacher Work Sample

Components Advanced/Excellent

4


3

Basic/Developing

2

Below Basic/

Needs Work

1

Writing Skills Content Organization:

All formatting requirements followed: (Cover page, references/credits, font and spacing, anonymity)

Paper is well organized with clarity of thought and purpose.

Content Organization:

All formatting requirements followed: (Cover page, references/credits, font and spacing, anonymity)

Paper is organized.


Most formatting requirements followed:

(Cover page, references/credits, font and spacing, anonymity)

Paper is somewhat organized but candidate needs to continue to develop communicating thought and purpose.


Few formatting requirements were followed: (Cover page, references/credits, font and spacing, anonymity)

Paper requires much better organization of content and candidate needs to significantly develop in the area of communicating thought and purpose.

Conventions:

Writing has very few errors in spelling, grammar, punctuation, and/or sentence structure.

Conventions:

Writing has only occasional errors in spelling, grammar, punctuation, and/or sentence structure, but does not significantly detract from overall quality.

Conventions:

Writing has frequent errors in spelling, grammar, punctuation, and/or sentence structure, and this somewhat detracts from overall quality.

Conventions:

Writing has numerous errors in spelling, grammar, punctuation, and/or sentence structure, errors which significantly detract from overall quality.

Overall Quality: Overall Quality: Overall Quality: Overall Quality:

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Professionally written, high-quality paper.

Adequately written, average quality paper.

Writing and quality of paper are in development but resubmission is not required.

Poorly written, low-quality paper. Resubmission required.

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Documents

allisondockter.weebly.com · Web viewI will incorporate different technology into my lessons. I will use the SmartBoard to teach lessons. I show examples and work through problems