Cover Page Emporia State University Teacher Work Sample Analysis of Student Learning

1
Cover Page
Emporia State University Teacher Work Sample
Analysis of Student Learning
###Candidate Name:
xxx
##Candidate Phone Number:
xxx
###Candidate ID Number:
xxx
###Name of School:
xxx High School
###TWS Content Area:
Social Studies
###Grade Level:
9-12
###Date Submitted: (to be
filled in by ESU staff)
###TWS Number:### (to be
filled in by ESU staff)
This is verification that the candidate submitting this TWS is a student teacher/intern at this school and
that to the best of my knowledge this is the work of the candidate submitting the TWS.
Signature of Supervising/Mentor Teacher:
My signature verifies that this TWS is my own authentic work. I understand that obtaining, or
attempting to obtain, a passing grade on a TWS by falsification or misrepresentation may result in a
2
failing grade in a course or expulsion from the teacher education program. You should NOT expect your
supervising/ mentor teacher to verify your TWS without having an opportunity to review it.
Signature of Candidate Submitting the TWS:
Remember: Completed TWS may be submitted to Associate Dean, Dr. Ken Weaver, in one of three
ways: (1) electronically to [email protected] and two paper copies will be made by The Teachers
College, (2) hand deliver two paper copies to Visser Hall 211, or (3) mail two paper copies to ESU, The
Teachers College, Attn. Dr. Weaver, Box 4036, Emporia, KS 66801.
Demographic Information Sheet
Please indicate:
Your certification/licensure level (check all that apply):
_____ Early Childhood (Birth - Grade 3)
__X__Secondary (Grades 6 - 12)
_____ Elementary (Grades K - 6)
_____ Dual (Elem. and Secondary, PK-12
_____ Middle School (Grades 5 - 8)
Your certification/licensure area(s) (check all that apply):
_____Art
_____Lang. Arts, Middle
Lev
_____Physics
_____Biology
_____French
_____Psychology
___ Business
_____Health
_____Science, General
_____Chemistry
_____Journalism
_____Science, Middle Level
_____Early Childhood
Ed.
_____Mathematics
_____Social Studies-Middle Level
_____Early Child.,
handicap
_____Mathematics,
Middle Level
___X__Social Studies
_____Earth-Space
Science
_____Music
_____Spanish
_____Elementary
_____Physical Education
_____Speech and Theatre
_____Language Arts
_____Physical Science
_____Other:_______________
Identify the course, unit content area, (e.g., “Language Arts,” “Biology,” “Math,” Social Science,” etc.),
3
and grade level(s) of your Teacher Work Sample.
Course
World History
Content Area
Social Studies
The grade(s)/level of students in your classroom (check all that apply):
_____Preschool
_____4th Grade
_____9th Grade
_____Kindergarten
_____5th Grade
__X___10th Grade
_____1st Grade
_____6th Grade
_____11th Grade
_____2nd Grade
_____7th Grade
_____12th Grade
_____3rd Grade
_____8th Grade
Factor #1:
Contextual Information and Learning Environment
Contextual and Environmental
Factors
Factor Sources:
Community, District,
Classroom
Instructional Implications
or
A rapidly growing suburban
community on the edge of the
xxx Metropolitan area.
Community
Use lessons that embrace the
their metropolitan
backgrounds as well as
endeavor to introduce
differentiated multicultural
lessons where applicable.
31.2% of students categorized as
economically disadvantaged.
Community
It is important to be sure and
integrate all students in all
lessons without drawing
attention to differing
economic status.
4
Low motivation to excel in the
classroom in this course.
Parental support
Community
Endeavor to convince
students that education is
important while also
challenging students seeking
to succeed.
District
Take advantage of the Family
Access program a well as email
correspondence.
District race diversity: 86%
White, 2.9% Black, 6.1% Hispanic,
5% Other. All classroom
students are white.
Community
Provide diverse learning
opportunities to create
interracial understanding.
20 students in the classroom. 11
boys and 9 girls
Classroom
Generate adequate
interaction within the group
to facilitate gender
cooperation.
4 Special education students and
1 at risk student
Classroom
Create lesson plans to
attempt to highlight strengths
while addressing weaknesses.
Well lit and comfortable learning
environment equipped with all
necessary equipment available
and in working order.
Classroom
Maintain a comfortable
environment that is conducive
to learning and students
sense of well-being
C.
Important Student Characteristics within classroom1.
are Caucasian, one is African American, and one is Hispanic.
Ethnicity:
Of my 20 students 18
Even though there is some
diversity it is a very small percentage. I will create and implement lessons plans that will
introduce a wide array of ethnic backgrounds to help my students understand different cultures
5
and develop a tolerance of different lifestyles and cultures.
2.
Gender:
There are nine females and eleven males in this class. Though these
students are sophomores it is still important that we instill in them an understanding of gender
roles and gender interaction. I will endeavor to ensure a high level of gender integration within
assigned projects, activities, and assignments which will assist them in their understanding of
their roles as well as an understanding of the opposite genders roles, ideology, and thought
processes.
3. Parental support:
Parental involvement varies widely at this school.
Many
students have a high level of parental support and interest while other seem to have virtually
none.
I will be sure to communicate that all involvement is welcome and will assure that all
parents are aware of the web based program named Family Access which allows all parents to
monitor their child’s progress in a real time setting.
I will also communicate that any and all
communication with me is encouraged and welcomed.
4.
Socio-Economic Status:
disadvantaged.
Six of my students are considered to be economically
I will create lesson plans consisting of assignments and activities that place no
type of economical hardship ( such as expensive out of class projects requiring monetary input)
upon those students.
5.
Special Needs:
Six of my students identified as having a learning disability.
create and coordinate all modified lesson plans with my their Paraprofessional within our
I will
6
classroom.
I will ensure that all of my lessons are modified to help fit their specialized needs
and that any additional information or adaptations are furnished prior to the that lessons
meeting time.
6.
Developmental characteristics:
of behavioral and hormonal upheaval.
High School sophomores are in a constant state
Their moods, energy,
and levels of concentration
change on a minute to minute basis and have to be constantly taken into account.
Their
chemical make-ups are ever changing as they try to wade through a battlefield of peer
pressure, personal conflict ( at home and at school) and all of these factors make them highly
susceptible to personality fluctuations.
7. Classroom Setting: The classroom is well lit and set at a comfortable temperature.
It as a total of 28 desks and chairs which are arranged in clusters of two ( side by side) and all
facing forward towards the projector screen and large dry erase board.
Though the classroom
is full due to the number of students in some classes it is not cramped and all students are
comfortable while in their learning areas.
There is one projector and projector screen that is
in which is in working order.
D.
QPA/NCA school improvement plan and state assessment data
In 2010
92.3% of Juniors in the building
met or exceeded the state standard for
reading and 92% of Juniors exceeded or met the state standard for math. Social studies
assessment were reintroduced this year.
7
Factor 2:
A.
Unit Goals and Objectives
Course, unit content area, and grade level being taught for Teacher Work Sample:
I will be teaching high school World History, 10th grade, with units including The Wars of
Religion, Social Crisis in Europe including the English revolution, Absolutism in Europe, and
European culture. In addition to teaching the details of each unit ( dates, individuals, and
events) I will be teaching skills such as note taking, critical thinking, project management, and
essay writing which will help them transition to higher level social studies classes and
eventually college.
B. When choosing the objectives that I would use I used the Kansas state Board of Education
standards for high school World History students.
The history standard indicated that the
students were to learn about various eras and developments from different parts of the world
utilizing analytical and research skills. The students are to be engaged in historical thinking
gaining knowledge and understanding of significant individuals, groups, and ideas.
In order to
show the students abilities to draw historical conclusions and the students can incorporate
persuasive writing and a wide array of research techniques.
When selecting my unit
objectives I incorporated low, middle and high level objectives in accordance to Bloom’s
Taxonomy in an attempt to pinpoint those that I felt were most important to the students
development and understanding of the material, ideas, and concepts.
C.
History standard - The student uses a working knowledge and understanding of significant
8
individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United
States, and the world, utilizing essential analytical and research skills.
Benchmark 1 - The student uses a working knowledge and understanding of individuals, groups,
ideas, developments, and turning points of the Global Age of Exploration(1400 -1750)
Indicator 4 - (k) Compares and contrasts the rise of constitutionalism in Britain with political
structures in France. (e.g. changes resulting from the English Civil War and Glorious Revolution:
English Bill of Rights, establishment of Parliament, French Absolutism)
Indicator 5 - (k) explores the growth of Russian Absolutism(e.g. Ivan the Terrible, Peter the
Great, Catherine the Great)
Goal(s): The goal
of the unit is for
the students to
develop an
understanding
of the different
governmental
ideologies,
individuals, and
culture that
shaped late 16th
and 17th century
Europe.
9
Indicate TWS
objectives with
*
Obj
ecti
ve
#
Stated Objective
Level of objective
Domain of
objective
(use
to
code
your
obje
ctive
s)
*
1
Students will develop
understanding of Queen
Elizabeth I beliefs and how
they shaped England and
Europe.
low
cognitive
*
2
Students will be able to
identify the different types of
governments during the era
and their characteristics
low
cognitive
*
3
Students will answer
questions about their
feelings experienced after
being subject to Absolutism
low
affective
*
4
Students will be able to
identify important
individuals, ideas, cultures,
and occurrences in Europe
during the era.
low
cognitive
*
5
Students will be able to
compare/contrast the
characteristics of the
governments, religions, and
conflicts of the relevant
countries of Europe.
medium
Cognitive
10
*
6
Students will be able to
compare and contrast the
different governmental
ideologies of England, France
and Russia
medium
Cognitive
*
7
Using four or more sources
the student will produce an
informational power point
presentation accompanied
by a persuasive essay
explaining/defending whom
they felt was most
“effective” leader of the era.
high
Cognitive
*
8
Students will evaluate the
English Bill of rights and the
U.S. Bill of Rights and explain
which amendment is the
most important to them and
their daily lives.
high
Cognitive
Factor #3: Instructional Design and Implementation
Timeline
Learning
Objectives
Instructional Activities, including
interdisciplinary activities
Reso
urces
Assessments
and
Day 1
Pre -Assessment
Tech
nolog
y
Pre-A
ssess
ment
hand
out
Teaching and Readi
specific students an
on identified contex
pre-assessment nee
Pre-assessment exp
done by Para profes
sic Special Educatio
11
Day 2
#1
-Read Queen Elizabeth I Golden Speech
( answer questions from text)
-Complete introductory vocabulary
handout
Students will
complete and
hand in daily
work.
Textb
ook,
hand
outs
Introductory vocabu
modified in conjunc
paraprofessional. Pa
assist entire block
Day 3
#2,#4,#5
-Brainstorm question regarding societal
power
- French War of Religion lecture/Power
Point Presentation
-France, Spain, England comp/contrast
- White board review
Students will
complete and
hand in daily
work.
Graphic
organizer
Teacher
observation .
Highlighted Power P
used in conjunction
notes utilized. Parap
entire block to assis
Day 4
#2, #4, #5, #6,
#8
-Brainstorm/class discussion regarding
“personal rights”
-Societal crisis/war/revolution lecture
PowerPoint Presentation
-English/U.S. Bill of Rights
compare/contrast
-Bill of Rights - “Important to you”
essay
-Who am I / what am I review
Students
complete and
hand in daily
work
Graphic
Organizer
product
Teacher
observation
Day 5
#2, #3, #5
-Absolutism experiment
-Absolutism reaction essay
Teacher
observation
Hand in daily
work (essay)
Textb
ook,
Notes
hand
out, 3
natio
ns
hand
out,
proje
ctor,
powe
r
point
prese
ntatio
n
Textb
ook,
Bill Of
rights
graph
ic
organ
izer
hand
out,
proje
ctor,
powe
r
point
prese
ntatio
n
Textb
ook
Highlighted Power P
used in conjunction
notes utilized. Par
room entire block to
Bill Of Rights Graph
completed in hetero
two.
Paraprofessional in
assist with reaction
12
Day 6
#2, #4, #5, #6
-Introductory Matching/Vocabulary
- Czars video clip
-Absolutism lecture/PowerPoint
presentation
Hand in daily
work
Teacher
observation
Day 7
#2, #4, #5, #6,
#7
-Brainstorm as many Monarchial
figures a possible
-Monarchial leader research and
conclusion project
Teacher
observation-disc
ussion
Power point and
Essay continued
Day 8
#2, #4, #5, #6,
#7
-Monarch leader research project
(cont.)
-Guided reading/Quiz activity
-White board class review
Daily work
turned in
Completed
project handed
in for grading
Teacher
observation
Day 9
#2, #4, #6
- European Culture lecture PowerPoint
Presentation
- “Basketball” group review activity
Teacher
Observation
during notes/
lecture
Textb
ook,
proje
ctor,
powe
r
point
prese
ntatio
n
Textb
ook,
Lapto
p
comp
uter
Textb
ook,
lapto
p
comp
uter
Highlighted Power P
used in conjunction
notes utilized. Parap
entire block to assis
Textb
ook,
proje
ctor,
powe
r
point
prese
ntatio
n
Guided notes distrib
grouped in heterog
mainstreamed grou
competitive review
classroom to assist
Project modified in
Paraprofessional, Sp
students will compl
Para in classroom to
Handout modified i
Paraprofessional ins
classroom to assist
1) Techniques used to foster active inquiry, collaboration (e.g. collaborative groups), social
interaction, and a supportive classroom environment- Within my classroom I purposefully and
regularly use direct questioning techniques to draw out my more reserved students.
It is
from these questions that I generally experienced success in generating multiple student, and
13
sometimes, entire class discussions about the subject in question.
2) Multiple learning strategies lessons
In an effort to incorporate different strategies into my
I have found some very interesting and useful activities.
In deference to the amount of time I
had to teach these sections I did find myself relying on the content area but I still managed to
institute a number of different strategies designed to meet the needs of all levels of learners. I
make it a point to institute activities for the intrapersonal learners which allow them to work
silently as they digest the information.
Within every power point presentation I have included
pictures as well as video and/or audio clips where applicable.
were able to connect the video and pictures to the discussions.
The visual learners in my class
On the flip side my auditory
learners were able to connect the audio, as well as the group discussions, to the content.
3) Technology - I utilize technology within the classroom nearly every day.
As a social studies
content area teacher I utilize over head projectors, personal computer software (Power Point),
and video/audio clips on a daily basis.
I also utilize laptop computers whenever possible as
the students truly enjoy their time researching on the laptops as their comfort level on them is
at a very high level.
The research the students generate certainly reflects that comfort and
enjoyment level as their research and idea development tends to be much more detailed when
done on the laptops
4) How your plan meets the needs of the development levels of students (intellectual, social,
and physical).
I am blessed with
great Paraprofessionals within my classroom .
I work in
14
direct contact with them in relation to all modifications of assignments and lessons. I instituted
guided notes for all of my students and have found that all levels of learners enjoy and benefit
type of note taking.
As opposed to attempting to hastily write down everything covered they
are able to specifically identify the key points allowing them to assimilate the information
quicker it has helped content understanding and class discussion has risen as a direct result.
5)
Student use of critical thinking and problem solving - I endeavored to facilitate critical
thinking and problem solving throughout the unit.
Through writing assignments as well as
daily discussions my intent was to help them personalize the information in the unit helping
them make well thought out conclusions which would grow into personal thought processes of
ideas.
6) Accommodation of varied levels of reading skills and adaptations made for the students
who have reading difficulties classes.
As a rule I utilized “guided notes” for all students within my
They were instructed to read along with the note handouts and to fill in the notes
with the highlighted words or concepts from the power point. Any individual who required
additional assistance were furnished with a hard copy of the notes, the note key, as well as the
power point print out if requested.
Generally these things were made available to the
paraprofessional in my classroom as a way to help those children identified as special
education,
but if anyone else,
for any reason, had issues understanding or following my
presentation additional information was supplied to them.
15
Factor #4: Demonstration of Integration Skills: I realize the importance of integrated
knowledge and learning especially within the realm of the social sciences.
to great lengths to integrate reading and writing into my lessons.
That is why I went
In order to be successful in
this content area one must be able to read in order to glean important knowledge from
antiquated primary sources. In order to understand history a student must be able to read and
comprehend both simple and complex facts and ideas from a number of sources ( primary,
secondary, textbooks, speeches, etc.) To help the students develop I strived to include reading
in my lessons.
I had them read Queen Elizabeth I Golden Speech and explain how they
believed she felt towards her people. I had them do guided reading exercises in which they had
to read the text books to pull information and ideas to answer questions, in the
English Bill of
Rights /U.S. Bill of Rights compare and contrast lesson I had them read both documents, find
similarities and then personalize their findings by explaining which one was most important to
them.
All of these examples help develop the students ability to read for content.
Students also need to be able to get their ideas across they also need to develop the ability to
write proficiently.
I made sure to include a number of writing assignments that would allow
the students to develop their writing skills.
relevant topics for the section.
I incorporated
brainstorming assignments on
In the Monarchial ruler research assignment they had to
research and create an informational product and evaluate and make a personal choice or
decision as to which entity was the best from their point of view based on their personal
knowledge
and write an essay.
Again,
the Bill of Rights compare and contrast writing
assignment the student were given the task of comparing historical documents, making
16
decisions based on their reading,
and then giving a written explanation explaining their
personal ides and beliefs in relation to the documents and their own lives.
Factor 5:
Analysis of Classroom Learning Environment
A. Environmental Elements Conducive to Positive Learning:
My classroom contains a
number of factors and characteristics that help create and maintain and safe, comfortable, and
positive learning environment for my students. The most fundamental is that the room
temperature is kept at a comfortable temperature, normally from 70m- 74 degrees.
For some
rooms in the building this appears to be a struggle, but since my room is an interior building
classroom ( no outside walls) the temperature rarely fluctuates which is a tremendous plus on
extremely hot or cold days.
The classroom itself is spacious.
Space is periodically an issue
as we do have twenty-nine student desks ( situated in clusters of two seated side by side, with
aisles between cluster rows for me to walk through, facing the front of the room) thanks to the
ever growing population of the school and the tenth grades size in relation to other classes (
second largest in history).
We also have a teachers desk and a table and rolling chair to
accommodate our Paraprofessionals and any other visitors or guests to the classroom.
The
students desk are comfortable, sturdy, clean, and in good repair. The classroom also has two
large white boards on each end of the classroom.
One of these are utilized as an
informational board where the students can see the daily plan of events for their class period
upon their arrival on a daily basis.
The other white board is in the front of the room and is
used for informational purposes when needed as well as fulfilling the needs of a projector
17
screen as it is much more convenient that the pull down screen.
The classroom is also
equipped with a ceiling mounted projector which fulfills a number of needs such as video
announcements, video presentations, movie presentations, and Power Point presentations.
As a whole, my classroom easily lends itself to being a conducive place for learning.
B. Classroom Management Plan: I use a number of student motivation strategies within my
classroom.
On the first day of classes I create a short power point presentation about myself,
my life, and some of my experiences and I show and discuss it with the class. I then have each
student write me a brief one paragraph essay about themselves to help me learn a little more
about them. I use this information to build a rapport with the students as well as attempt direct
any future lessons toward interesting information contained in the essays weather it be for an
individual students or a number of students with similar interests.
contract of expectations.
my class.
In addition I employ a
It is a basic checklist of the expectations that I have of students in
We read these aloud and every students signs and dates the contract signifying
that they understand the rules of the classroom. Lastly,
I employ a seating chart to help those
students in need of help or extra supervision be in a place conducive to their learning level or
style.
These activities set a solid base for the classes behavior from that point forward.
The classroom knows what to expect from me and they are aware of what I will expect from
them on a daily basis.
1. Individual Motivation Strategies - I employ a number of different motivational
strategies within my classroom. I find that positive reinforcement and positive feedback are the
18
most effective tools I used to motivate students to excel. Though I do my best not to hand out
praise or compliments to easily I make it a point to identify any all positive efforts, ideas, or
behaviors and make it a point to praise that which is positive both publicly and privately. I also,
make sure that I make sure and bestow positive feedback on students based on their personal
learning level or social situation.
I have a large number of special education students and I
make it a point to include them in group discussions if they are unsure of their involvement and
I make it a point to praise them for the smaller victories that might not garner such praise for a
higher level learner.
2. Group Motivation Behavior:
As an energetic and outgoing individual I never had a
real issue with instilling excitement and interest into my classes.
the group as a whole when they are behaving positively.
I go out of my way to reward
A big one at my school is the reward
of music in the classroom when they are working diligently, as a whole, on a project or
assignment.
classroom.
I have been amazed at the weight this simple reward carries within my
I also use positive reinforcement at the group level also.
During the early
chapters of the semester I had the students doing some individual artwork ( coat of arms,
manor drawing, etc.) and I found that the reward of having their completed projects laminated
and posted in the room for the school year was a very effective motivator for the group.
The
students became very competitive and turned in better than average work as a result.
3.Verbal Communication Among Students:
Initially I allow the students to sit
wherever they choose with the understanding that if their choices are not conducive to the
19
environment I want I will rearrange them in a weeks time.
the seating chart to my liking.
In a weeks time I rearrange and set
This allows me time to identify students that may need
additional help or may need additional supervision and I can place them accordingly.
I also
encourage my higher level learning students to model positive behavior whenever possible and
by placing them near someone in need of that influence I can help both students excel both by
visual modeling but also but allowing conversation between the students in my classroom as
long as I or another students is not speaking to the class or myself at the time. These offline
conversations regarding class assignment can be invaluable to both parties.
I then rearrange
the seating charts at the end of each quarter as I collect more date and ideas on the students
and their behavior.
4. Non-verbal Communication Among Students: Non-verbal communication is very
similar to verbal communication.
All students are expected to act appropriately based on the
classroom expectations and should be brought back on task easily and quickly when asked to.
All forms of communication are encouraged as long as they are respectful of their peers and
others within the classroom environment.
5. Encouraging Active Inquiry In the Classroom:
During the units detailed in my
lesson plans I repeatedly had my students do research of events, individuals, and topics on their
own allowing them to hone their inquiry skills.
In addition, within the classroom setting I
regularly question the students at random to ensure that all students feel comfortable and
become used to being a part of the collective during discussion.
I also encourage all my
20
students to question me about any subject related ideas or questions that they may have.
It
are these student driven inquiries that generally grow into positive group discussions as they
and their peers begin to understand that many of them have the same questions and idea. In
order to cultivate this I use a number of group question and answer review activities to help
them internalize the information as well as get them accustomed to speaking out in class.
6. Provide Environment Supportive of Student Interaction:
The students retention of
the material and the students nurtured willingness to participate in thought, questioning, and
discussion the main drivers of my lesson plans.
I repeatedly talk to the students about their
ideas and their processes they use to arrive at their opinions and ideas.
I attempt to instill in
them the understanding that their education is important and is the product of their hard work
and I make my classroom open to any and all appropriate conversation and examination of
ideas that the students feel they want to explore.
In my classroom I do all I can to get the
students to share ideas and discuss their viewpoints with one another in order for them to
make an educated and open-minded decision.
Factor 6 : Analysis of Assessment Procedures:
A) Graphic Presentation:
21
B. Assessment Plan Table:
Assessments
TWS
Objectives
(Use TWS
Objectives
identified in
Type of Assessment
(Include a brief
description and criteria
for mastery.)
Adaptations
22
Factor 2.)
1. Pre-assessment
All TWS
Objectives
15 questions regarding
Europe Chapter 7 ( 12 of 15
correct)
No adaptations made on
pre-test
2. Vocabulary
activity
#1
Formative - 80 % or higher
( 10 of 12correct)
Special Education students
work in pairs in conjunction
with Para Educator
3. 3 Country
compare/contrast
graphic organizer
#2, #4, #5
Formative - Score 80% or
higher on characteristics
organizer ( 16 of 20 correct)
Special education students
allowed to work in groups.
4. Guided
Reading/Section
Quiz activity
#2, #4, #5, #6
Formative - Score 80% or
higher ( 22 of 27 correct)
Special education given
modified version which
includes a word bank for
guided reading .
5. Post-assessment
All TWS
Objectives
Same as pre-assessment.
Same
as pre-test
C. Master Learning Table
TWS Objectives
Percentag
e of
Students
Achieving
Mastery
on each
TWS
Objective
Average
Percentage
of Students
Achieving
Mastery for
each Level
of Objective
Number of
Students
Who
Achieved
Mastery
with
Adaptatio
ns
Low level objectives:
Students will develop understanding of Queen Elizabeth I
beliefs and how they shaped England and Europe.
85%
4 - Done as
group
project
23
XXXXX
Students will be able to identify the different types of
governments during the era and their characteristics
4- Done in
pairs
80%
Students will answer questions about their feelings
experienced after being subject to Absolutism
95%
5
Students will be able to identify important individuals,
ideas, cultures, and occurrences in Europe during the era.
76%
4
Low Level Mastery Objective Index Sub-categories score. (Average
of percent of students achieving mastery of low level objectives.)
XXXXX
77%
XXXXX
Middle level objectives:
Students will be able to identify important individuals,
ideas, cultures, and occurrences in Europe during the era.
50%
Students will be able to compare/contrast the
characteristics of the governments, religions, and conflicts
of the relevant countries of Europe.
Middle Level Mastery Objective Index Sub-categories Score.
(Average of percent of students achieving mastery of middle level objectives.)
High level objectives:
XXXXX
80%
XXXXX
2
4
65%
XXXXX
24
Students will be able to compare and contrast the different
governmental ideologies of England, France
Using four or more sources the student will produce an
informational power point presentation accompanied by a
persuasive essay explaining/defending whom they felt was
most “effective”
High Level Mastery Objective Index Sub-categories Score. (Average
85%
3
90%
5
XXXXX
of percent of students achieving mastery of high level objectives.)
Objective Mastery Index (Average of percentage of students achieving mastery
74%
using all TWS Objectives.)
77%
XXXXX
XXXXX
4
Table of learning gain scores and overall average gain. Include a table showing pre- and
post-assessment scores for each student, calculated gain score for each student, and the group average
gain score. E)Describe subgroup performances on low, middle, and high level TWS Objectives.
Provide the number in each subgroup.
Student #
Pre-assessment Score
Post-assessment
Score
Gain Score
1
26%
93%
1.10
2
20%
80%
0.74
3
13%
66%
0.72
4
6%
0%
0.89
5
26%
60%
0.30
6
0
53%
0.81
7
0
73%
8
0
60%
25
9
6%
93%
10
26%
86%
11
40%
93%
12
6%
26%
13
13%
26%
14
6%
93%
15
14%
100%
16
1
100%
17
0
93%
18
0
80%
19
0
86%
20
0
60%
Group Average Gain
Score
TWS Objectives
Subgroup 1: Special
Education
Subgroup 2: Special
education
(# in group)
(# in group)
Low
4
Middle
4
High
4
If subgroup performances are different, explain why you think they are different or similar.
F) Explanation of how student progress was monitored by pre-assessment data and used
26
appropriately in instruction and decision-making. The performance and improvement
undertaken by the Special Education subgroup was much higher statistically then the regular
group. I feel that that is due to the modifications, informal personal assistance and formal
professional assistance.
G)Explanation of how student progress is monitored by assessment data and used in
instructional decision-making. Provide examples to illustrate. I watch the students
performance on the formative assessments to identify the places that the students are falling
short. I then reassess my strategies and gear my future lessons ( especially review strategies)
toward the gaps in content assimilation and understanding. In addition with a number of our
formative assessment activities I allow the students to trade and grade their assignments.
They are instructed to give accurate grades and in a different colored ink they are told to write
in the correct answers so the owner of the assignment has the correct answers for future
review/study.
H) Explanation of how student progress is monitored by appropriate post-assessment data
and is used appropriately in instructional decision-making or planning. Student progress is
monitored and success and failure is derived directly from the students performance in relation
to their performance on formative assessments. It is from these scores etc that the teacher
has to decide if the students have mastered the content or not. If they have not then I revisit
my lessons and my reflections and make the changes that are necessary.
I) Explanation why you have chosen each assessment you used to measure your TWS
Objectives. The final is the final assessment for me. I attempt to use the daily work and daily
lessons as a way to build and apply the students knowledge gradually over the course of the
unit. I test their comprehension along the way with formative assessments and then monitoring
their performance work to shift my strategies to where I feel they will do the most good. In
the end the final test if the litmus test of failure or success.
J) Justify your assessment adaptations- The majority of my adaptations are done in
conjunction with a special education professional ( either a para and/or case worker) so I was
instituting their suggestions and strategies in relation to those students. I did install the Guided
Note taking strategy for all students as I felt that it was a more inclusive form of note taking
that would help all students assimilate the content better during lecture and presentations.
Factor 7: Reflection and Self-Evaluation:
27
A) Successful Activities: My students were most successful in this section when they were
allowed to utilize technology ( laptops) and had ample time to research and configure their
research projects on their own.
I was not expecting this but the most insightful and complete
work done was the “Ruler” activity in which they researched rulers of the time and wrote a
reaction paper as to which ruler they felt was most effective.
My second most successful
activity was the vocabulary (especially when introduced as an introduction activity).
The
students were diligent as it was a fairly easy assignment, but I was amazed by how much they
retained after only being exposed to the terms once. Upon seeing this retention I made sure
and included basic vocabulary whenever feasible.
Unsuccessful Activities-
The most unsuccessful activity I utilized was the guided reading
activity. The students were completely un-enthused with it and their performance reflects that.
I felt it was due two outside factors.
The high school footballs teams undefeated record and
game as well as the release of a highly anticipated video came ( Call of Duty” Black Ops).
I
understand the second one may sound a little ridiculous but I and other teachers saw a marked
drop in effort and scores for a least 10 days after it’s release as we overheard students talking
about being up all night playing
B. Impact of instructional decisions: Initially I had tried to instill a regular daily brainstorming or
writing assignment to every class.
It was quickly apparent that they students were under
enthused with this style of writing considering it was a small exercise worth few points.
I
found that once I discarded that activity and replaced it with a thought provoking era specific
28
question and then initiated a group discussion related to the questions the kids were much
more interested and engaged. It has become part of our routine and the students ask what is
going on if it is not included in the days lesson.
C. Improvements: As a non-traditional student I have been humbled and know that I do not
know everything.
From this point of view I know that I have a lot to learn.
I will,
like most
new teachers, strive to perfect organization techniques that will work for me and to make it my
top priority at all time to be ahead of the preparation game.
Nothing ruins a productive day of
class than an instructor that is not a hundred percent ready to teach the lessons and the
content that is on the plate for that day. I will also strive to be tougher or more strict at the
onset of a class or school year.
I felt I was to easy at the beginning and it left me a slight but
manageable uphill climb to get the classroom to behave and perform the way I expected in my
mind.
D. Communication -I am what I have termed a full service educator.
Though I have
expectations of my students I am willing to whatever it takes to work with and assist a student
to reach their potential.
I have found myself overextended at times with commitments I have
made to students, but I feel I have learned from my mistakes and have found a happy medium
in which I can assist those that need/want assistance and those that want me to do their work
for them.
I have regular classroom hours before and right after school and am willing to help.
Outside of those hours it needs to be an emergency etc.
and kids.
I have a great rapport with parents
During parent teacher conference I tell them we are a team trying to help the
29
student and they, for the most part, have reacted positively to that.
I will maintain this type
of verbage in the future.
E. School Improvement Plan: Gardner, even with high test scores, are adamant about
improving. For the last couple of years there had been no social studies content assessment.
This year, while I was there, there was an assessment done and based on the test they have
identified some areas for future devotion.
Professional Development:I need to develop a more in depth knowledge of lesson planning for
different learning levels.
I will be taking continuing education courses in Graduate methods to
help better understand cooperative learning techniques and multi-level strategies.
will also rely on my seasoned colleagues for ideas and advice on a daily basis.
have to ensure that I do not over extend myself.
I have and
Personally I
I have to diligently prioritize my tasks at
hand and make sure that my planning and organization never take a back seat.
As I become a
better organizer and get more experience planning an entire school year I know I will be
successful in my career. I will again glean important lessons and tips from my colleagues.
During this experience I have found most fellow teachers willing and able to jump in and help
and I will never leave that resource untapped.
APPENDIX C :
30
1) The most famous religious of the 16th century was?
2) He was nicknamed the “Most Catholic King” ?
3)A Spanish fleet of warships is called what?
King Phillip II
Armada
4) Queen Elizabeth I was practiced what religion?
5) A belief in magic
The French Wars of Religion
Protestantism or she was Protestant
that was part of village cultures?
Witchcraft
6) Queen Elizabeth I was a part of aht family ( along with Bloody Mary) ?
The Tudors
7) When William the Orange took over the throne of England it was termed what?
The
Glorious Revolution
8) England, France and Spain had what type of government?
Monarchy
9) This famous French king took the throne when he was four years old?
10) What was the name of King Louis XIV ‘s palace?
Versailles
11) Parliamentary forces know for their short hair were called what?
12) A rapid increase in prices is termed what?
Czar
Roundheads
Inflation
13) The most famous writer of the Elizabethan age was?
14) The Russian word for god?
King Louis XIV
William Shakespeare
31
15) This Czar was know for his ruthless deeds including killing his own son will in a fit of anger?
Ivan the Terrible