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Unit Work Sample

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Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each students strengths, needs and prior experiences. Through this performance assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: The candidate uses multiple assessment strategies and approaches aligned with learning goals to assess student learning before, during and after instruction. The candidate designs instruction for specific learning goals, student characteristics and needs, and learning contexts. The candidate uses regular and systematic evaluations of student learning to make instructional decisions. The candidate uses assessment data to profile student learning and communicate information about student progress and achievement. The candidate reflects on his or her instruction and student learning in order to improve teaching practice.

The candidate will create a Unit Teacher Work Sample to demonstrate its impact on student learning. The attached template which consists of several components should be used to fulfill this requirement. Attach samples of student work as an appendix.

EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY TEACHER UNIT WORK SAMPLE TEMPLATE

Section I: Unit Title and/or Description: Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3) any other special features or important information that you included in your Long Range Plan as you described your students. There are a total of 45 students. There are 24 African-American males and 20 African-American females; 1 Asian female. There are no resource or ESOL students. According to the South Carolina Palmetto Assessment of State Standards Individual Reports of Mathematics from Spring 2012 76.9% of students results came back as not met, 2.6% of students results came back exemplary, and 20.5% of students results came back as met.

Section III: Contextual Factors: Describe the contextual factors, including the (1) relevant student characteristics from Section II, as well (2) as other factors related to the community, district, school, classroom or students, that are likely to impact instruction and/or student learning with regard to the selected instructional unit. Include a (3) description of the ways in which each of these factors will be taken into consideration during unit planning and instruction.

As stated above there are 45 total students that I will come in contact with during my Geometry unit. This information is relevant because these students come with many different backgrounds, SES, learning styles, etc. I gathered my information by consulting with school officials, cafeteria managers, and surveys. The majority of my students are living in poverty. I gained this information from my mentor teacher to see which students receive free or reduced lunch. These are some factors that may become problematic during my instruction. If a problem arises, I will be sure to monitor and adjust my lesson, making sure that every student is being reached.

Section IV: The Unit Plan Section IV A: Major Unit Objectives (Key Element 2.A) (1) List the unit objectives and (2) indicate the corresponding state standards. (Remember objectives must contain 4 parts: performance, product, conditions and criterion.) Math Correlated Standards/Expectations 4-5.4

Unit Objectives Key Element 2.A 1) 80% or more of the students will be able to find the perimeter of a polygon. 2) 80% or more of the students will be able to analyze the relationship between three-dimensional geometric shapes in the form of cubes, rectangular prisms, and cylinders and their two-dimensional nets.rek 3) 80% or more of the students will be able to generate strategies to determine the area of rectangles and triangles.

4-4.2

4-5.5

Section IV B: Unit Plan (Key Element 2.B) Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to achieve the unit objectives. (2) Describe the key instructional activities, strategies, materials and resources including instructional technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that are addressed.

Instructional Plan for the Unit Key Element 2.B Activities/Strategies/Materials/Resources (Key Element 2.B) Day 1 Students will review homework. Students will complete Morning Starter. After the morning starter, I will provide vocabulary words and model how to find and analyze the perimeter of rectangles, square, and triangles. Students find and analyze the perimeter of rectangles, squares, and polygons. Students justify their answers with a partner. I will intervene and provide feedback when necessary and work with the student/students whom are having difficulty grasping the Unit Objective Number(s) 1

2 Day 2 Students will review homework. Students will complete Morning Starter. After the morning starter the students will analyze a perimeter problem as the anticipatory set. I will provide vocabulary words and I will model examples through PowerPoint presentation on how to analyze the relationship between threedimensional geometric shapes in the form of cubes, rectangular prisms, and cylinders and their two-dimensional nets. Students use nets to create three dimensional. The will Students justify their answers with a partner. I will intervene and provide feedback when necessary and work with the student/students who are

I will model how to use formulas to determine the area of rectangles and triangles. Students will use formulas and strategies to find the area of rectangles and triangles. Then, the students will justify their answers with a partner. I will intervene and provide feedback when necessary and work with the student/students who are having difficulty grasping the lesson. Day 4 Students will review homework. Students will complete morning starter. The teacher will provide vocabulary words and model examples through PowerPoint I will model how to use formulas to determine the area of rectangles and triangles. The students use formulas and strategies to find the area of rectangles and triangles .I will intervene and provide feedback when necessary and work with the student/students whom are having difficulty grasping the lesson

Reflect on the instructional plan for the unit: How does this instructional plan (1) establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using students characteristics, needs and learning contexts. The instructional plan for the unit establishes a balance between grade-level academic standard and expectations and to the needs, abilities and developmental levels of individual students in many ways. The standards and indicators identified in this lesson are set forth by the Orangeburg Consolidated School District 5(OCSD5) pacing guide. I decided to teach this unit for two weeks. The students will be introduced to a new standard every week. Instead of teaching a standard and moving on, I decided to spiral review the previous standard. Section V A: Unit Assessments (Key Element 3.A) - List the key unit assessments.

Type of Assessment (Check one for each assessment) Key Unit Assessments (Key Element 3.A) Teacher-Made (A copy of each teacher made assessment must be attached to this plan.) 4-4.2 Analyze the relationship between three-dimensional geometric shapes in the form of cubes, rectangular prisms, and cylinders and their two-dimensional nets. Commercially Available

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students? (2) How did you use your prior understanding of students skills to plan your instruction? The unit assessments are valid and reliable because I based my test questions from PASS Coach Workbook. The PASS coach workbooks are sample questions that the students are most likely to see. The assessments are valid

because the information the information on the assessment is questions from lessons that the students have been introduced to. These assessments are teacher made. So, I was able to test my students on the information that I was teaching.

Section V B: Assessments (1) Describe and attach the assessments for each unit objective. (2) Include descriptions of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must be clearly labeled to indicate their relationship to the elements in the table below. Assessments (Key Element 3.A) Unit Objective 1: 4-5.4 Analyze the perimeter of a polygon. Pre-Assessment(s) Geometry Pre-Assessment :Post-Assessment(s) Weekly :Other Assessment(s) Homework assignments Unit Objective 2: 4-4.2 Analyze the relationship between threedimensional geometric shapes in the form of cubes, rectangular prisms, and cylinders and their twodimensional nets. No Accommodations necessary Standard Assessment Multiple Choice Standard Assessment Multiple Choice Assessment Attached Pre-Assessment(s) Geometry Pre-Assessment Post-Assessment(s) Weekly Other Assessment(s) Homework Accommodations (Key Element 3.A) No Accommodations necessary Evaluation Criteria (Key Element 3.C) Standard Assessment Multiple Choice Standard Assessment Multiple Choice Assessment Attached

Section V C: After administering the pre-assessment(s), (1) analyze student performance relative to the unit objectives. (2) Attach one or more clearly labeled tables, graphs, or charts that depict the results of the preassessment(s) in a format that allows you to find patterns of student performance relative to each objective. (3) Summarize the results of the pre-assessment(s) and describe the implications of these results on instruction. I administered pre-assessments for units one and two. To see if the students had any prior knowledge on the information I was going to teach. Based on the results of the pre-assessments I knew that the majority of my

students did not have any previous background knowledge on the units I was going to teach, and they may have a difficult time understanding the new content because the content is completely new information. The majority of my class did not score well on the pre-assessment tests however; they surprised me by drastically improving on the unit objective one and unit objective two post-assessments.

Section VI: Analysis of Student Learning) Key Elements 3.B and 3.C) Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit objectives. (1) Did the information increase your understanding of individual students performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire class, for one selected subgroup and for at least two individual students. For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, (4) explain the ways in which you have assigned student grades (or other indicators of student performance), and what were the overall results? Based on the overall results, (5) did the students gain from this unit all that you expected? Why or why not? (6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been reported

Objective 1 Pre-Assessment

Objective 1 Post-Assessment

Failing Scores

The majority of the class did not score well on the pre-assessment; however their scores are no surprise. This is the first time the students are learning how to analyze the perimeter of a polygon. After the pre-assessment I taught the content and the students had to work in groups and independently complete practice problems. After teaching the content I re-tested the students and I gave them the same pre-assessment test so they can retest. More than half the class scored 70% and higher on the post-assessment. The students are improving and we are aiming for them to make 635 and better on PASS. The Students grades were assigned based on their test results. Based on the overall results the students gained from this unit because the majority of the class went from not know anything about perimeter to knowing how to analyze the perimeters of different polygons.

Objective 2 Pre-Assessment

Objective 2 Post-Assessment

The majority of the students scored low on the pre-assessment tests for objective one and two. But, that was to be expected because the students have never seen the content before. Perimeter, area, nets and other geometric concepts are new concepts their learning. After the pre-assessments I taught the standards and the students had to work in groups and independently complete practice problems. After teaching the content I re-tested the students and I gave them the same pre-assessment test so they can retest. I was pleasantly surprised from the results that at least 80% of the students made passing scores on the retest. The majority of the students in the class scored 70% and higher on the post-assessment. The students are improving and we are aiming for them to make 635 and better on PASS. The students grades were assigned based on their test results. Based on the overall results the students gained from this unit because the majority of the class went from not knowing how to analyze the relationship between threedimensional geometric shapes in the form of cubes, rectangular prisms, and cylinders and their two-dimensional nets. To knowing how to analyze the three-dimensional geometric shapes and their nets.

Section VII. Reflection and Self-Assessment (Key Elements 3.B and 2.C) (1) Reflect on and describe the relationship between your students progress and achievement and your teaching performance. If you were to teach this unit again to the same group of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified? I enjoyed teaching my students. I provided my students with PowerPoint presentations and the opportunity to work in groups. I provided my students with PowerPoint presentations, handouts, and I allowed them to work in groups. When I first began to teach I did not provide them with any real world examples of the subject matter they were learning. I am improving on monitoring because some of the students will talk when they should be alert and focused on the content being taught.

1. A B C D

2. A B C D

13 cm 26 cm 39 cm 52 cm

3.

Andy drew a rectangle. The length of the shorter side was 6 cm and the length of the longer side was 9 cm. What is the perimeter?

A B C D

15 cm 24 cm 30 cm 39 cm

4. A B C D

How many feet of fencing are needed to enclose a rectangular pen that is 14 ft by 10 ft?

24 ft. 48 ft. 70 ft. 140 ft. Each side of a square measures 11 inches. What is its perimeter?

A B C D

5.

7 ft. 2 ft.

A B C D

6.

4 in.

3 in.

A B C D

20 inches 21 inches 30 inches 31 inches What is the perimeter of this figure?

10 cm 4 cm 3 cm 6 cm 3 cm 10 cm

A B

41 cm 44 cm

14 cm

4 cm

C D 7.

51 cm 54 cm

30 cm

24 cm

36 cm

A B C D

80 cm 90 cm 100 cm 110 cm

8. E F G H

9. E F G H

13 cm 26 cm 39 cm 52 cm

10. Andy drew a rectangle. The length of the shorter side was 6 cm and the length of the longer side was 9

cm. What is the perimeter?

E F G H

15 cm 24 cm 30 cm 39 cm

11. How many feet of fencing are needed to enclose a rectangular pen that is 14 ft by 10 ft? E F G H

24 ft. 48 ft. 70 ft. 140 ft.

11 inches 22 inches 33 inches 44 inches

7 ft. 2 ft.

E F G H

18 inches 30 inches 36 inches 72 inches

13 cm 26 cm 39 cm 52 cm

16. Andy drew a rectangle. The length of the shorter side was 6 cm and the length of the longer side was 9

cm. What is the perimeter?

I J

15 cm 24 cm

K L

30 cm 39 cm

17. How many feet of fencing are needed to enclose a rectangular pen that is 14 ft by 10 ft? I J K L

24 ft. 48 ft. 70 ft. 140 ft.

11 inches 22 inches 33 inches 44 inches

7 ft. 2 ft.

I J K L

9 ft. 14 ft. 18 ft. 28 ft.

1.

M N O P

2.

M N O P

13 cm 26 cm 39 cm 52 cm

3.

Andy drew a rectangle. The length of the shorter side was 6 cm and the length of the longer side was 9 cm. What is the perimeter?

M N O P

15 cm 24 cm 30 cm 39 cm

4.

How many feet of fencing are needed to enclose a rectangular pen that is 14 ft by 10 ft?

M N O P

5.

M N O P

6.

7 ft. 2 ft.

M N O P

7.

4 in.

3 in.

20 inches

F G H

8.

10 cm 4 cm 3 cm 6 cm 3 cm 10 cm

E F G H

41 cm 44 cm 51 cm 54 cm

14 cm

4 cm

9.

30 cm

24 cm

36 cm

E F G H

80 cm 90 cm 100 cm 110 cm

6 blips

4 blips

5 blips 9 blips

A B C D

A B C D

Jill walked around the edges of the gym. Michael poured a glass of milk. Kelsi covered her desktop with pattern blocks. Mandy measured how much her plant grew in Science class.

Using the paper clip as a measuring device, about what is the perimeter of the triangle?

A B C D

5 paper clip lengths 6 paper clip lengths 7 paper clip lengths 9 paper clip lengths

A B C D

Chi Kim covered her bedroom floor with a carpet. William filled the glass with milk. Abdul jogged around the baseball field. Karen walked up the hill.

13. Using the paper clip as a measuring device, about what is the perimeter of the triangle below?

A B C D

2 paper clip lengths 3 paper clip lengths 5 paper clip lengths 7 paper clip lengths

4 cm 8 cm

A B C D

12 cm 16 cm 24 cm 32 cm

A B C D

1 cm

1 cm

3 cm

3 cm

2 cm

A B C D

9 cm 11 cm 12 cm 14 cm

4 cm

16. A small garden plot 2 ism shown. What is the perimeter of the garden? 3m 2m 4m

A B C D

7m 9m 12 m 18 m

17. A farmer wants to put a fence around his field. The field outline and the dimensions are shown below. How many total feet of fence does the farmer need to surround the field? 20 feet

30 cm

24 cm

36 cm

I J K L

80 cm 90 cm 100 cm 110 cm

2.

6 blips

4 blips

5 blips 9 blips

E F G H

3.

E F G H

Jill walked around the edges of the gym. Michael poured a glass of milk. Kelsi covered her desktop with pattern blocks. Mandy measured how much her plant grew in Science class.

4.

Using the paper clip as a measuring device, about what is the perimeter of the triangle?

E F G H

5 paper clip lengths 6 paper clip lengths 7 paper clip lengths 9 paper clip lengths

E E F G H

Chi Kim covered her bedroom floor with a carpet. William filled the glass with milk. Abdul jogged around the baseball field. Karen walked up the hill.

Pre-Assessment Objective 2

1.

2.

3.

4.

5.

Post-Assessment Objective 2 1. What three-dimensional figure will this pattern make when folded?

2.

3.

4.

5.

6.

A B C D

A B C D

a square and a circle a rectangle and a circle a rectangle and two circles two rectangles and a circle

30 cm

M N O

90 cm 30 100 cm 110 cm cm

30 cm

c m

2.

E F G H

6 blips

4 blips

5 blips 9 blips

I J K L

4.

I J K L

Jill walked around the edges of the gym. Michael poured a glass of milk. Kelsi covered her desktop with pattern blocks. Mandy measured how much her plant grew in Science class.

5.

Using the paper clip as a measuring device, about what is the perimeter of the triangle?

I J K L

5 paper clip lengths 6 paper clip lengths 7 paper clip lengths 9 paper clip lengths

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