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INSTRUCTION AND ASSESSMENT

Within every classroom there are unique learning styles that contribute to the overall

learning environment. While some students thrive on cooperative learning, others prefer

independent space to process their thoughts. Classroom tools and visuals that are heavily utilized

by one group may be barely noticed by another. It is in this space where teachers utilize their

knowledge of students to develop an informed teaching approach that meets the needs of all

learners, providing them access to content and opportunity to demonstrate understanding. My

Teacher Work Sample (TWS) illustrates how I use my knowledge of my students to employ

differentiation, Universal Design for Learning, and formative and summative assessments to

drive my instruction and foster knowledge acquisition.

The lessons in my teacher work sample demonstrate my commitment to the constructivist

learning theory, where students grow their knowledge by building it, or constructing it through

their experiences and their environment (Ferreiro, 2009). As such, students in my classroom are

supported by multi-sensory, rigorous, and meaningful academic experiences exhibited through a

lens of Universal Design for Learning (UDL), with multiple means of representation, expression,

engagement, and assessment (Brand & Dalton, 2012). My TWS exhibits UDL strategies in many

ways. Students are provided manipulatives (real coins) along with pictures of coins to help them

build connections between what the coin “is” and how the name of the coin is written. Students

explore literacy concepts to make connections across content areas as they practice naming the

coins through matching and writing (or copying) activities. Students practice coin value through

writing, sorting, and utilizing coins in a “real world” application. The multiple formats in this

lesson promote access for all students, allowing student alternatives to express or demonstrate

their learning, and stimulating students’ interest and motivation for learning in a variety of ways

(Courey, Tappe, Siker, and LaPage 2012).

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My TWS illustrates a learning unit that incorporates a variety of tiered assignments, with

varied tasks at different levels of depth, complexity, and abstractness. Differentiation is

embedded within these lessons so that students work towards the same objectives but do so in a

way that builds upon prior knowledge and strengths while providing appropriate challenges

(Fiore, 2012). In addition, students participate in a student centered instructional model with

small learning groups, varied materials for learning, and modified pace of instruction (Tomlinson

et al., 2003).

Chapter 5 of my TWS illustrates how I adjust my instruction to meet the needs of my

students. As my students work, I gather critical information regarding opportunities for accurate

and efficient interventions. I am able to gain an understanding of where students could benefit

from small group instruction, additional supports, or enrichment opportunities. This is evident in

the grocery store activity, where I identified two components of the lesson that were hindering

student progress. In the first case, some students had a solid understanding of value and names

of coins, but were finding it difficult to “purchase” items in the store. I identified the need to

provide additional instruction on addition strategies (adding more than two items together,

counting by 5s and 10s) in order for them to demonstrate their understanding of value. For those

students working on value but had not yet mastered naming coins, I provided visual cues for coin

names. This practice allows my students to focus on the value of coins rather than feeling held

back by the literacy aspects of the lesson.

In addition to delivering content that engages all learners, it is also imperative to ensure

that students demonstrate their understanding of that content. When formative assessment is

integrated and focused on the combination of content, context, and learning strategies (Good,

2011), I am able to quickly respond to the needs of my students. This practice not only informs
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me on whether my students are ready for new challenges, but also where additional supports are

necessary.

The practices integrated within the TWS provide the opportunity for me to reflect upon

the efficacy of my teaching practice for individual students as well as the class as a whole. In my

TWS, the learning gain score for my students was 78.34%, which reinforced the value of

planning through UDL, proactive differentiation, and timely and targeted interventions.
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REFERENCES

Courey, S., Tappe. P., Siker, J., LePage, P. (2012). Improved Lesson Planning with Universal

Design for Learning (UDL). Teacher Education and Special Education 36(1) 7-27.

Good, R., (2011). Formative Use of Assessment Information: It’s a Process, So Let’s Say What

We Mean. Practical Assessment, Research & Evaluation, 16(3), Pp 1-6.

Brand, Susan M., Dalton, Elizabeth M., (2012). Universal Design for Learning: Cognitive

Theory into Practice for Facilitating Comprehension in Early Literacy. Forum on

Public Policy Online, v2012 n1. Retrieved from http://eric.ed.gov/?id=EJ979433 on

November 21, 2014.

Ferreiro, Emilia. (1991). Literacy Acquisition and the Representation of Language. In Kamii, C.

Manning, M and Manning, G. (Eds). Early Literacy: A Constructivist foundation for

whole language. National Education Association.

Tomlinson, C., Brighton, C., Hertberg, H., Callahan, C., Moon, T., Brimijoin, K., Conover, L.,

Reynolds, T. (2003). Differentiating Instruction in Response to Student Readiness,

Interest, and Learning Profile in Academically Diverse Classrooms: A Review of

Literature. Journal of the Education of the Gifted. 27(2/3). 119-145.