Professional Documents
Culture Documents
The Level 2 Teacher Work Sample: of Karlissa Firman Completed at Hansen Elementary School University of Northern Iowa
The Level 2 Teacher Work Sample: of Karlissa Firman Completed at Hansen Elementary School University of Northern Iowa
of
KarlissaFirman
CompletedatHansenElementarySchool
UniversityofNorthernIowa
Level2oftheUNITeacherEducationProfessionalSequence
EDPSYCH3148LearningandInstructioninClassroomContexts
EDPSYCH3128TeacherasChangeAgent
SubjectArea:Mathematics
GradeLevel:Kindergarten
LessonTitle(s):Teen Numbers and Turkeys (Lesson One),
MentorTeacher'sName:Mrs.Bauer
UNIFieldExperienceCoordinatorsName:ShellyBromwich
3128Section#orDayandTimeofYourClass:Section95
Session:__A_X_B
Semester:_X_Fall__Spring__May
Year:2014
SupportinginformationabouttheL2TWScanbefoundat:
https://sites.google.com/site/level2atpls/
PermissionforFutureUseofthisWorkSample
Pleasecheckoneoptionbelowandsignonthesignatureline:
_X__IDOgivemypermissionformyteacherworksampletobeusedasanexamplefor
thebenefitofteachereducationandfuturestudentteachers.Iunderstandthatmyteacher
worksampleorexcerptsfrommyteacherworksamplesmaybepostedonawebsite,
presentedataconference,orappearaspartofawrittenpublication
___IDONOTgivemypermissionformyteacherworksampletobeusedasanexample
forthebenefitofteachereducationandfuturestudentteachers.Myteacherworksample
orexcerptsfrommyteacherworksampleswillNOTbepostedonawebsite,presentedat
aconference,orappearaspartofawrittenpublication
StudentSignature:___________________________________________
GeneralWriting/FormattingInstructions:Usea12pointfontthroughout,withone
inchpagemargins.Writeinfullsentences.PlantoreviseyourTWSreportatleasta
coupleoftimessothatyourwritingqualityisuptotheexpectedstandard.Ingeneral,
responseswhicharewellthoughtoutandsuccinctlywordedarepreferabletolong
ramblingresponsesthatdonotproperlyaddresstheprompt.
Section1:PlanningYourLesson
ContextualFactors
TCWSStandard
Theteachercandidateusesinformationaboutthelearningteachingcontextandstudent
individualdifferencestosetlearninggoals,designinstructionandplanassessment. Pleasenote
thatinthestudentteachingTWS,youwilldescribethecommunity,district,andschoolfactors;inthiscase,
wehaveprovidedthisinformationforyou.
Community, district and school factors: Briefly describe important features of the school and
district where you will be completing this experience Address student demographics in the school
including socio-economic profile and race/ethnicity. You might also address any of the following if
relevant to your unit of instruction: stability of community, political climate, community support for
education, school improvement initiatives, professional development priorities, environmental
factors, school-wide programs in character education or citizenship, etc.
*HelenAHansenElementarySchoolisanamazingschoolthatserves482studentsin
gradesPK6.Thestudentpopulationhasstayedrelativelythesameoverthepastfive
years.Theschoolismadeofup47%malestudentsand53%femalestudents.Hansenisa
verysecureschoolandyouhavetobebuzzedintotheschoolandcheckinthroughthe
mainofficetoevenenterinsidetheactualschool,whichisverycalmingtomanyparents.
Hansensstudentteacherratioof16:1ishigherthantheIowaaverageof14:1.Thereisa
teacherpopulationof31teachers,thishasstayedrelativelythesameoverthepastfive
years.Hansensminorityenrollmentis16%ofthestudentbody(majorityAsianand
Black),whichislessthanthestateaverageof19%.HansenElementaryoperateswiththe
CedarFallsCommunitySchoolDistrict.HansenElementarydiversityscoreof0.29is
lessthanthestateaverageof0.34.Theschool'sdiversityhasstayedrelativelyflatover
fiveyears.HansenElementaryallowsstudentsoutat1:30pmonWednesdays,toallow
forteacherstohaveprofessionalDevelopmentmeetingsduringnormalschooltime.
Theschoolhasrecentlymademanydifferentchanges,andgoneundernew
construction.Ithasconformedintoanew,beautifullybuiltelementaryschool.Thenew
additionstotheschoolallowforfurtherchildinteractionsbetweenclassesofthesame
gradelevels.Therearenowthinkingareasoutsideofclassroomswithwhiteboardtables,
coaches,andgorgeousartworktoadmire.Thereisalsoanewgymnasiumandmusic
roomaswell.
Student Belief:
I HAVE HANSEN P.R.I.D.E.
HowTheseFactorsMayImpactMyLessons:Explainonewaythatthesecommunity,district,
andschoolwidefactorsmayimpactyourlessontopics,teachingstrategies,assessmenttechniques,etc.
Withtheschoolbeingcompletelyrenovatedrecentlyandeverythingbeingnew,Ithink
thechildrenwillbeabletofocusmoreformanydifferentreasons(temperature,settings,
etc)whichwillhelpmetremendouslywhileconductingmylessonplan.Becauseofthe
ProfessionalDevelopmentdaysthatMrs.Bauerparticipatesin,IfeelthatIaminsuch
goodhandswhenitcomestoplanningoutmylesson.Sheissoskilledandgoodatwhat
shedoes;Ihaveallconfidencethatshewillguidemeintoawonderfulfirstlessonforme
andherstudents.HansenElementaryhasveryhighscoresinMath,Science,andReading
whichisgreatformetoknowbecauseitshowsmethatthestudentsIwillbeteachingare
veryeagertolearnandwillbeabletoretainthematerialthatIteach,thatismyhopeat
least.
ACharacteristicoftheClass:Describethemostimportantcharacteristicyouobservedinthe
specificgroupofstudentsofthisclass(e.g.,gender,race/ethnicity,interests,studentskilllevels,etc.)
thatyoubelievemightimpactthewayyouteachthisgroup.Pleasedescribepatternsyouobservefor
multiplestudentsorstudentgroupsandnotthoseofanindividualstudentunlesstheneedsofan
individualstudentwouldhavethegreatestimpactonyourteaching.
IbelievethewaythatMrs.Bauerrunsherclasswithherclassroommanagementwill
helpmylessontremendously.Studentsalwaysraisetheirhandsandaresopolitewhen
answeringandaskingquestions.ThereisonestudentwhoIhavenoticedisquite
mischievous,somischievousthatshehasherowndeskwhiletheotherstudentsallsitin
groups.Shetendstonotliketopayattentionandgeteasilydistractedinotherthingsin
theroom.ButIhavenoticedthisandwhendesigningmylessonplanImadesuretotake
herintoconsideration.Lastly,thestudentsareveryskilledatlearninginMrs.Bauers
classroom.Whilesheisteachingalessontheyareabletositonthecarpetandlistenvery
tentativelyuntilsheisfinished.Whentheyaretodoanassignment,theyareabletowork
bothindividuallyandasagroupwell.ThereareafewstudentsonIEPs,buteachstudent
addstheirownstrengthsandweaknessestotheclass.
HowThisCharacteristicWillImpactmyLessons:Explainspecificallyhowthisaspectwill
impacthowyouteachthesestudentsandhowyouplantoadaptyourinstructiontomaximizethelearning
ofallstudentsinthisclass.
KnowingthatIhavebuiltrelationshipswitheachandeverystudent,Ibelievethatthey
willbeveryinteractiveallthroughoutthelesson.Iftherearestudentswhoneedalittle
extraassistancethroughoutthelesson,orneedtogetbackontask,Ihavepickedupalot
ofthetriggersMrs.Bauerusesformetouseaswell.Iknowthattherearealsoafew
slowerlearnersintheclassroomsoIwillmakesuretoreiteratemyselfmanytimes,
especiallysincemylessonwillbeovermath.
APhysicalAspectoftheClassroom:Describethemostrelevantphysicalaspectoftheclassroom
youobserved(e.g.,deskarrangement,workspaceandresources,technology)thatyoubelievewillimpact
thewayyouteachinthisenvironment.
IloveeverythingaboutMrs.Bauersclassroom.Itisamazing,tosaytheleast.Ihavent
evenseenhersitinherdeskoncesinceIvebeenthere.Herdeskisinagreatlocation
accordingtothepodsofstudentsshehasplacedtogetherinfrontofher,ifsheweretosit
there.Eachpodisadifferentcolorsomanytimeswhenliningup,etc,shewillcallpods
bycolors.Duringlessons,allstudentsmeetonthecarpetontheircorrectpieceoftape.I
likethisbecauseallstudentsareabletoseeandlisten.Oneachdeskshehasasmalltrash
can.Ithoughtthatthiswasabsolutelybrilliant!Attheendofthedayshehasonestudent
assignedastrashdutytopickupeveryonestrashandemptyitintothebigbin.This
solvesallproblemswithchildrengettingupmanytimesduringclasstothrowitems
away.Lastbutnotleast,whenyouwalkintoherclassroomyourjawaboutdrops.Itisso
beautifulandfun,itmakesyouexcitedtolearn.Ithinkthatswhataclassroomisall
about!
HowThisPhysicalAspectoftheClassroomWillImpactMyLessons:Explain
specificallyhowthisaspectwillimpacthowyouwillteachinthisenvironmentandhowyouplanto
engineerthephysicalenvironmenttomaximizestudentlearning.
Thephysicalaspectoftheclassroomwillgreatlyimpactmylessonsasallthestudentwill
beabletoclearlyseethelessonbeingtaughttothem.IlikethatIwillbealevelabove
theminalargeteacherchair,andthestudentswillbeonthefloorwiththeireyesandears
onmeandwhatIhavetosay.WhentheygobacktotheirdeskstoworkonthetaskI
givethemformylesson,itwillbeeasyformetowalkaroundthepodsandanswer
questionsorhelpstudentswiththeirtask.
(Listadditionalgoalshere,ifnecessary)
Alignment of Learning Goals to State or National Curriculum Standards: Describe how your learning
goals align with the Iowa Core Curriculum and/or National Standards for your content area. Identify the
general subject area, grade level, and one or more specific standards in your response. The Iowa Core
Curriculum can be found at: http://educateiowa.gov/index.php?
option=com_content&view=article&id=2485&Itemid=4602
StandardforLearningGoal1:
K.CC.A.2
Count forward beginning from a given number within the known
sequence (instead of having to begin at 1).
StandardforLearningGoal2:
K.CC.B.5
Count to answer "how many?" questions about as many as 20 things
arranged in a line, a rectangular array, or a circle, or as many as 10
things in a scattered configuration; given a number from 120, count
out that many objects.
StandardforLearningGoal3:
K.CC.B.4
Understand the relationship between numbers and quantities; connect
counting to cardinality.
(Listadditionalstandardshere,ifnecessary)
JustificationofLearningGoals:Explainhowyourlearninggoalsarerelevant,challenging,and
appropriate.Considertheirimportancerelativetopreviousandsucceedingtopicscoveredintheclass,the
studentsfutureintheclassandschool,andtoskillsneededforsuccessinthe21stcenturyworld.
Theselearninggoalsarerelevant,challenging,andalsoappropriateastheentirelesson
dealswithteennumbersandcounting.Thelearninggoalstargetcountingskillsand
understandingrelationshipsbetweennumbers.Also,studentsshouldbeabletoanswer
andaskquestionsaccordingly.
AssessmentPlan:Describeyourplanforassessingyourlearninggoals.
TypeofAssessments
AssessmentSampleSize
Below,describethemethod/stocheckonstudent
progress.Considertheseapproaches:
selectedresponse,e.g.multiplechoice,matching,
fillintheblankquestions
writingassessment,e.g.essays,essayquestions,
journaling
performancebasedassessment,e.g.throwingaball,
presentation
teacher/studentcommunication,e.g.class
discussion,interview,groupwork
Below,listyourassessmentsamplesize.An
assessmentsamplereferstotheamountofstudent
workyouwillassess.Teachersoftenmake
inferencesaboutstudentlearningbasedona
sampleofonlyafewstudentswork.Examplesof
assessmentsampleswouldincludechoralresponses
fromtheentireclass,yourobservationsofasmall
groupperformingalearningtask,orananalysisof
individualstudentwriting,drawingorother
performances.
LearningGoal1AssessmentMethod:
LearningGoal1AssessmentSample:
Analysisofindividualstudents.
Selectedresponse.
LearningGoal2AssessmentMethod:
LearningGoal2AssessmentSample:
Wholeclass.(19Students)
LearningGoal3AssessmentMethod:
LearningGoal2AssessmentSample:
Wholeclass.(19Students)
Teacher/studentcommunication.
Teacher/studentcommunication.
(Listadditionalassessmentmethodshere,if
(Listadditionalassessmentsampleshere,
necessary)
ifnecessary
Lesson1Plan:Describeyourplanforachievingyourlearninggoals.Thelessonplanshould
includethefollowingsections:Analysisofpreassessmentdata,Planfordifferentiation,Plan
tomotivatelearningandengageattentiveness,Descriptionofactivitiestoachievelearning
goalsandDescriptionofmaterialsneededtoimplementlessonplan.Youmayinsertyour
lessonplan1responsesintheprovidedpromptsbeloworattachasaseparatedocument
inAppendixA.Ifyouchoosetoattachaseparatedocument,makesurethatitstill
addressesallfivesectionsbelow.
AnalysisofPreAssessmentData:Discusswhatstudentsalreadyknowandcandoregardingyourgoals
beforeyoubeganyourlesson.Preassessmentsmayincludeyourmentorteachersdescriptionsofpast
assessmentsandactivitiesand/oryourownobservationsfrompreviousclassactivitiesorstudentworksamples.
Students in Mrs. Bauers class have been working on teen numbers for
the past couple weeks. They are more towards the end of this task
because they are getting so skilled at working with teen numbers and
are almost ready to start working on the next numbers. Things I have
observed are that children are already capable of verbally answering
questions about teen numbers, and they are also very good at working
with snap cubes. Students have also done many activities and
worksheets to help them memorize teen numbers.
PlanforDifferentiation:Describeatleastonewayyouwilldifferentiatethecontent,process,or
productinvolvedinyourlessoninresponsetoindividualstudentneeds,preferences,priorknowledge,or
interests.Considerespeciallytheneedsofstudentswithdisabilities,studentswhoarehighachieversin
somearea,studentswithlanguageneeds,andstudentswhoareatriskforschoolfailure.Formore
information,see:http://www.cast.org/publications/ncac/ncac_diffinstruc.html
studentlearningatthebeginningofthelesson.Describespecificallywhatyouwillsaytointroducethe
lessonandengagestudentsinterest.Describehowyouwillmaintainstudentsinterestthroughoutthe
lesson.
I will make sure to praise the children when they are doing something
well. I will be enthusiastic, prepared, and greet the children as they
come in and tell them how excited I am to teach them today. I will
always use many forms of positive reinforcement.
DescriptionofActivitiestoAchieveLearningGoals:Includedescriptionsoftheactivitiesyou
plantouseinthelesson.Youractivitiesshouldbedesignedtosupportyourlearninggoalsandshouldbe
clearlydescribedandcarefullysequenced.Activelyengagingstudentsinlearningalsogivesyouthe
opportunitytoassesstheirunderstanding.Makesureyoutakeadvantageofthisopportunityby
coordinatingyouractivitieswithyourassessmentplan.
-After finishing Turkeys say, Wow, you all know your numbers so well! I
am so impressed! All of your Turkeys look so good!
Transition: I want to see how quietly everyone can make their way
back to their carpet spots. If youre extra quiet Ill explain our game!
-Has anyone ever heard of played bingo?
DescriptionofMaterialsNeededtoImplementPlan:Listofallthematerialsor
technologyyouwillneedtoimplementtheactivities.
This First Thankgiving Day book. The Book.
Buzz Game- Buzz cards from Mrs. Bauer.
Turkey Feather Match-Up- I will need 19 paper turkeys and 190 feathers with dots f
10-20, plastic bags for the feathers, and paper clips to attach bags to each turkey whi
handing out. Also, this includes a large sample for myself that I will use to demonstra
with.
Turkey Bingo- I will need 19 bingo sheets so each student gets one, two cups of bing
chips per table, and I will use Mrs. Bauers name drawing sticks and basket for draw
numbers. Also, this includes a large sample for myself that I will use to demonstrate w
Section2:ReflectiononLesson1andPlanningLesson2
InstructionalDecisionMaking
TCWSStandard
Theteacheranalyzesstudentlearningtomakeinstructionaldecisions
StudentsResponsetoLesson1:Didthestudentsrespondinthewaysyouhadpredicted?Were
yousuccessfulinaccomplishingyourlearninggoalsforthislesson?Explainwhyyouwereorwere
notsuccessful.Considermotivation,management,understandingofinstructions,complexityoftask,
anddifferencesinstudentsachievementlevelswhenconstructingyouranswer.
ThestudentsrespondedexactlyhowIhoped.Theywereveryexcitedfortheactivities
thatIhadplanned,whichmademesuperexcitedaswell!Thestudentswerevery
interactivethroughoutthelessonandwereengagedthewholetimeduringcarpettime.I
wasverysuccessfulinaccomplishingthelearninggoalsforthislessononaccountthatall
studentswereconfidentlyabletoshowtheyknewtheirteennumbersforallofour
activitieswedidinthelesson.Studentsthatstruggledattimeswereabletoask
appropriatequestionsandgethelp,butnextoncedidtheyaskforananswer.
AdjustmentsforLesson2:Describehowyouwilladjustyoursecondlessoninresponsetoyour
analysisabove.Considerinstructionalstrategies,theorganizationandcontentofthelesson,motivational
strategies,preventativemanagementstrategies,proceduralchanges,materials,activitiesandassessment.
Explainwhyyoubelievetheseadjustmentswillimprovestudentslearning.
Iwilladjustmysecondlessonfrommyfirstbydoingafewthingsdifferently.Itstrue
thatyoureallydontknowwhattoexpectuntilyouactuallydoyourlesson,withyoung
childrenitseemsthatnothingevergoesasplanned.Iwouldliketoplanfor
differentiationbetterformynextlesson.Manyofthechildrengotdoneearlywiththeir
turkeysandweresittingaround,Ididthinkonmytoesandcomeupwithamathgame
forthemtodothattheyreusedto,butnexttimeIwanttobemorepreparedwithlittlein
betweenactivitiestohave,justincasethisweretohappenagain.WhenIamreadinga
booktotheclass,Iwanttogetmoreofthemeaningacross.IfoundthatIjustread,and
askedafewquestionshereandthere.Ineverreallytalkedaboutthebookitselfasmuch
asIdliketo.IfIreadabookinmysecondlesson,thiswilldefinitelybesomethingI
change.Formysecondlesson,IwouldliketoignoreMavemore.Mrs.Baueralsoagrees
thatthisissomethingIneedtoworkonfornexttime.Shetendstomakecommentsalot
andoftenandIrespondedtoalmostallofthem.Lastly,nowthatIknowwhatitfeelslike
tobeupinfrontoftheclassteaching,Iwanttobeevenmoreconfidentandenthusiastic.
Ilovethefeelingofbeinginfrontofallofthechildren!Ididntwanttostop.
DesignforInstruction
TCWSStandard
Theteachercandidatedesignsinstructionforspecificlearninggoals,individualstudent
characteristics,andlearningcontexts.
Theteachersetssignificant,challenging,variedandappropriateLearningGoals.
Theteachercandidatewillrecognizethattherearemultipleassessmentapproachesthatmustbe
alignedwithLearningGoalstoassessstudentlearningbefore,duringandafterinstruction.An
attemptismadebytheteachercandidatetodesignstudentassessments.
StandardforLearningGoal1:
K.OA.A.1
Represent addition and subtraction with objects, fingers, mental
images, drawings , sounds (e.g., claps), acting out situations, verbal
explanations, expressions, or equations.
StandardforLearningGoal2:insertyourresponsehere
K.OA.A.2
Solveadditionandsubtractionwordproblems,andaddandsubtractwithin10,e.g.,by
usingobjectsordrawingstorepresenttheproblem.
(Listadditionalstandardshere.ifnecessary)
JustificationofLearningGoals:Explainhowyourlearninggoalsarerelevant,challenging,and
appropriate.Considertheirimportancetopreviousandsucceedingtopicscoveredintheclass,thestudents
futureintheclassandschool,andtoskillsneededforsuccessinthe21stcenturyworld.
Theselearninggoalsarerelevant,challenging,andalsoappropriateastheentirelesson
dealswithaddingnumbersandcounting.Thelearninggoalstargetaddingskillsand
understandingrelationshipsbetweennumbers.Also,studentsshouldbeabletoanswer
andaskquestionsaccordingly.
AssessmentPlan:Describeyourplanforassessingyourlearninggoals.
TypeofAssessment
AssessmentSampleSize
Describethemethod/stocheckonstudentprogress.
Considertheseapproaches:
selectedresponse,e.g.multiplechoice,matching,
fillintheblankquestions
writingassessment,e.g.essays,essayquestions,
journaling
performancebasedassessment,e.g.throwingaball,
presentation
teacher/studentcommunication,e.g.class
discussion,interview,groupwork
Below,listyourassessmentsamplesize.An
assessmentsamplereferstothetypeandamountof
studentworkyouwillassess.Teachersoftenmake
inferencesaboutstudentlearningbasedona
sampleofonlyafewstudentswork.Examplesof
assessmentsampleswouldincludechoralresponses
fromtheentireclass,yourobservationsofasmall
groupperformingalearningtask,orananalysisof
individualstudentwriting,drawing,orother
performances.
LearningGoal1AssessmentMethod:
Performancebasedassessment,
Teacher/StudentCommunication
LearningGoal1AssessmentSample:
WholeClass(19Students)
LearningGoal2AssessmentMethod:
Performancebasedassessment,
Teacher/StudentCommunication
LearningGoal2AssessmentSample:
insertyourresponsehere
WholeClass(19Students)
(Listadditionalassessmentsampleshere,
ifnecessary
(Listadditionalassessmentmethodshere,if
necessary)
Lesson2Plan:Describeyourplanforachievingyourlearninggoals.Thelessonplanshould
includethefollowingsections:Analysisofpreassessmentdata,Planfordifferentiation,Plan
tomotivatelearningandengageattentiveness,Descriptionofactivitiestoachievelearning
goalsandDescriptionofmaterialsneededtoimplementlessonplan.Youmayinsertyour
lessonplan2responsesintheprovidedpromptsbeloworattachasaseparatedocument
inAppendixB.Ifyouchoosetoattachaseparatedocument,makesurethatitstill
addressesallfivesectionsbelow.
AnalysisofPreAssessmentData:Discusswhatstudentsalreadyknowandcandoregardingyourgoals
beforeyoubeganyourlesson.Preassessmentsmayincludeyourmentorteachersdescriptionsofpast
assessmentsandactivitiesand/oryourownobservationsfrompreviousclassactivitiesorstudentworksamples.
Students in Mrs. Bauers class have been working on addition for two
weeks; they are in the beginning stages of learning this material. They
are just now beginning to learn what exactly the addition symbol
means and replacing it for the word and. Things I have observed is
that children are capable of verbally answering questions about
addition, and they also tend to do better when drawing dots above
their numbers and circling them all, this way they can see that they all
belong together. Students have also done many activities and
worksheets to help them memorize addition.
PlanforDifferentiation:Describeatleastonewayyouwilldifferentiatethecontent,process,or
productinvolvedinyourlessoninresponsetoindividualstudentneeds,preferences,priorknowledge,or
interests.Considerespeciallytheneedsofstudentswithdisabilities,studentswhoarehighachieversin
somearea,studentswithlanguageneeds,andstudentswhoareatriskforschoolfailure.Formore
information,see:http://www.cast.org/publications/ncac/ncac_diffinstruc.html
I will make sure to praise the children when they are doing something
well, even if they need encouragement for answering a question
Addition Stories
-Explain directions: What were going to do now is make our very own
addition stories! You can use animals, objects, or you could even relate
it to Christmas time and do Christmas trees; whatever youd like! What
we are going to do is each of you will be given a sheet of paper that
looks like this (show paper example) As you can see, I made my own. I
used snowmen. My story is that two snowmen were playing in the
snow and then three more rolled down the hill to play. You will draw
your picture in the box above and below fill in the boxes to show your
addition. For my boxes I have two in the first and three in the second,
and then in the last box I have five, which represents all of my
snowmen in total. If you would like to add together two different things
you are more than welcome to do that as well!
Lets try a couple as a class before I send you back to your desks! Im
going to draw a couple examples on chart paper and have students
help me tell the stories. (Draw out of cup to choose student) ------, can
you come up to the front? I would like you to draw four fish. (choose
next student) ----, can you come up to the front and draw one fish?
Now I need someone to come up and help us add all of these fish
together! (choose next student)
How about this time I want someone to come up and draw me six
snowflakes. (draw out of cup) And can I have someone else come up
and draw me 4 snowflakes? (draw out of cup) Now, I need someone to
come up and add all of these snowflakes together. (draw out of cup)
So once again, now that you have seen a couple more examples of
what you will be doing, I want to remind you that you will be making
your very own addition story, just like we just finished doing as a class.
You will draw your picture above in the large box, and below you will
show your addition problem, such as mine 2+3=5. Also, you may color
your picture however you would like! Once you are finished, I will put
all of the addition stories together and we will have our very own
classroom book of addition stories.
I will now dismiss you by groups and before you go back to your desk,
please pick up a sheet from me to work on.
-Red group, you may go to your desks.
-Orange group, you may go to your desks.
-Green group, you may go to your desks.
-Blue group, you may go to your desks.
-Yellow group, you may go to your desks.
-Mave, you may go to your desk.
-Once you are finished please raise your hand and I will come around
and pick up your addition story so I can begin putting together our
addition storybook.
DescriptionofMaterialsNeededtoImplementPlan:Listofallthematerialsor
technologyyouwillneedtoimplementtheactivities.
Animals on Board book. The Book.
Addition Game- 2 toilet paper rolls, one piece of poster board, 2
paper cups, marbles (or beads) and a basket.
Addition StoriesChildren will use: Crayons (coloring utensils), pencils, and the sheet
that I give them.
Section3:SelfEvaluationofTeachingEffectiveness
ReflectionandSelfEvaluation
TCWSStandard
Theteachercandidateusesassessmentdatatoprofilestudentlearningandcommunicate
informationaboutstudentprogressandachievement
Theteachercandidateanalyzestherelationshipbetweenhisorherinstructionandstudent
learninginordertoimproveteachingpractice.
DifferentiationPlanImpact:Discusshowwellyourplanfordifferentiationaddressedthestudent
need(s)youtargeted.Usespecificexamplesofthestudentsworkincludingstudentwriting,assessment
results,specificstudentcomments,oryourobservationstodrawconclusionsabouttheimpactofyour
differentiationplanandtheextenttowhichthesestudentsattainedyourlearninggoals.
Myplanfordifferentiationworkedexcellent.Therewereonlyafewstudentswho
finishedtheassignmentIgaveoutearly,andthosestudentsfreereadandtheirdeskswith
booksprovided.Also,therewasonestudent(Mave)whotendstospeakalotoutofturn
orgetofftaskandshesatbyMrs.Bauerduringmylessonwhichhelpedherpayattention
alotmoreandaskquestionsbasedonthematerialthatwasbeingtaught.
StudentLearning:Withrespecttoyourlessongoals,identifywhatyoubelievetobetheinstructional
strategiesandactivitiesthatcontributedmosttostudentlearning,howyourteachingbehaviorsaffected
studentlearning,andtheextenttowhichstudentslearnedimportantcontentandskillsfromyourlessons.
Refertoyourassessmentsasevidencetosupportyourclaimsabouttheamountanddepthoflearningthat
occurredduringyourlessons.
Lesson1:
LearningGoal1:StudentsinMrs.Bauersclassroomimprovedandbecamemore
efficientwiththeirteennumbers.Theydemonstratedthisthroughthewarmup,group
game,groupreading,andpersonalactivitytheyworkedonattheirdesks.Iwasso
impressedwitheachandeverystudentintheirlearningonteennumbers!
LearningGoal2:Studentsnotonlybecamefamiliarwiththeirteennumbers,butthey
wereabletocountfrom1020anddemonstratedthatduringgroupcarpettimeandtime
attheirdeskwhileworkingontheirworksheets.
(Listadditionalgoalshere,ifnecessary)
Lesson2:
LearningGoal1:StudentsinMrs.Bauersclassroomimprovedandbecamemore
efficientwiththeiraddition.Theydemonstratedthisthroughthewarmup,groupreading,
andpersonalizedstudentadditionstories.
LearningGoal2:Studentsnotonlybecamefamiliarwiththeiraddition,buttheywere
abletocountfrom1020anddemonstratedthatduringgroupcarpettimeandtimeattheir
deskwhileworkingontheiradditionstories.Studentswereabletoalsoshowthatnot
onlycouldtheycountthesenumbers,buttheycouldaddthemtogetherandformatotal
amount.
(Listadditionalgoalshere,ifnecessary)
Motivation:WerethestrategiesyouidentifiedintheMotivationforLearningsectioninyourlesson
plans(seeinstructionsformotivationsectioninAppendixAandB)successfulinengagingandmaintaining
studentsinterestandmotivationatthebeginningandthroughoutyourlessons?Ifso,describehow.Ifnot,
explainwhyandwhatyouwouldchangeifyouwereteachingthislessonagain.
TheplansformotivationIhadhopedforformylessonworkedgreat!Encouragingthe
studentsforwhentheydidrightandencouragingthemtoworkharderwhentheydid
wrongwasanexcellenttool.Ithinkwhenstudentshearpositivefeedbackabouttheir
workitreallymakesthemexcitedtotrythatmuchharder,especiallyatthisage.Iwas
alwayschipperandcametoclasswithapositivelearningattitudeandIfeelthatmy
friendlyoutlookonlearningmadethechildrenwanttolearnaswell.
Management:Identifyatleastoneclassroommanagementstrategythatyouusedsuccessfullyor
neededtousemoreeffectivelyanddescribetheimpactofitsuseonstudentbehaviorandlearning.
IusedmanyoftheclassroommanagementtoolsthatMrs.BauerusedbecauseIknewthe
studentswereusedtothose.Oneofthosetechniqueswascallingthechildrenbackto
theirdesksbygroupcolor.Thiswasaffectivebecausestudentswouldquietlygobackto
theirdesksingroupsoffour,insteadofeveryonenosilyallatone.Anothermanagement
toolIusedwashandsontopnoweverybodystop.Theclasswouldstopwhattheywere
doingandlistentowhatIhadtosay.Thisworkedgreatwhentheywereworkingontheir
worksheetsattheirdesks.
FutureGrowth:Describetwospecificareasofprofessionalgrowth(e.g.,instructionalstrategies,
contentknowledge,classroommanagement,motivation,etc.)thatyouneedtolearnmoreaboutorimprove
inthefutureandexplainwhyyouhaveselectedtheseareas.Inotherwords,whatareasdoyoustillneedto
improveoninordertobecomeahighlyeffectiveteacher?
TwospecificareasIwouldliketoimproveonareinstructionalstrategiesandclassroom
management.IhaveselectedinstructionalstrategiesbecauseIwouldliketobebetterat
teachingthelessoningeneral.IamstillatthepointwhereIamnervousandIthinkIjust
needmorepracticeofbeingupinfrontofanentireclass.IknowIwillbemoreconfident
intimeandwithmorepractice.IchoseclassroommanagementbecauseIwouldliketo
comeupwithsomemanagementskillsofmyown.Ialsowouldliketobeabletohandle
situationsofdisciplinebetterwhenstudentsarebeingdisruptiveandtalkingoutofturn,I
tendtobetooniceandIdontwanttogetintoahabitoflettingthingsslidewithstudents.
ReferencesandCredits:Ifyoureferredtootherpersonsideasormaterialinyournarrative,you
shouldreferencetheseinaseparatesectionattheendofyournarrativeunderReferencesandCredits.You
mayuseanystandardformforreferences;however,theAmericanPsychologicalAssociation(APA)style
isarecommendedformatexplainedintheAPAmanualentitledPublicationManualoftheAmerican
PsychologicalAssociation.
Melmed, Laura Krauss. This First Thanksgiving Day: A Counting Story. New York:
HarperCollins, 2001. Print.
Murphy, Stuart J., and R. W. Alley. Animals on Board. New York: HarperCollinsPublishers,
1998. Print.
AppendixA:IncludeyourlessonplanforLesson1here,ifnotincludedabove
AppendixB:IncludeyourlessonplanforLesson2here,ifnotincludedabove
AppendixC:Listothermaterialsyouwillbeattachingtothisworksample(e.g.visual
representationsofstudentlearning,copiesofassessments,lessonmaterials,orexamplesofstudent
work).Makesureyouhavecopiesofallstudentworkthatyouturnin.