TWS4 Design for Instruction

Mississippi Valley State University

Teacher Work Sample

Teaching Process Four

Design for Instruction

TWS Standard

The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

Task

In 3 pages Describe how you will design your unit instruction related to unit goals, students’ characteristics and needs, and the specific learning context in the following directions below. You will use the kindergarten social studies attachment to pull all information. You will also use the link to include intext citated information to include in the discussion below.

https://ess.com/blog/articles-7-strategies-to-improve-student-learning-in-the-classroom/

Directions

· Results of pre-assessment. After administrating the pre-assessment, analyze student performance relative to the learning goals. Depict the results of the pore-assessment in a format that allows you to find patterns of student performance.

· Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan or outline to make your unit plan clear. Include the topic or activity you are planning for each day/period. Also indicate the goal or goals (coded from your Learning Goals section) that you are addressing in each activity. Make sure that every goal is addressed by at least one activity and that every activity relates to at least one goal.

· Activities. Describe at least three-unit activities that reflect a variety of instructional strategies/techniques and explain why you are planning those specific activities. In your explanation for each activity, include:

(1) how the content relates to your instructional goal(s),

(2) how the activity stems from your pre-assessment information and

contextual factors,

(3) what materials/technology you will need to implement the activity, and

(4) how you plan to assess student learning during and/or following the activity

(i.e., formative assessment).

· Technology. Describe how you will use technology in your planning and/or instruction. If you do not plan to use any form of technology, provide your clear rationale for its omission.

Suggested Page Length: 3 pages plus including a visual organizer

Below are the three activities/Technology pulled from the kindergarten social studies attachment. You will go in and change wording so it won’t sound plagiarized.

Activity One: One activity that demonstrated a variety of instructional strategies/techniques occurs on Day 2, in the lesson over what exactly a president is. These activities were chosen because the unit will cover a number of important presidents who have impacted our nation's history. In order for students to understand the significance of these presidents, they must first understand what a president is, including their roles and responsibilities, and based on the results of their pre-assessments, the students have very little understanding in this area. This set of activities correlates with LG 1. The book Teacher for President will be read aloud, in which a student explains to a news station why they feel their teacher would make a great president, because of the roles she fills and the qualities she possesses. Based on the information from the book as well as additional tactors, the students will complete a concept chart entitled "What is a President?" as a whole-group. Then, the students will learn about how a president is elected by the people of the United States who vote, and a mock election will be held, voting for the class's favorite kind of ice cream. This will model a simplified version of the election process for the students. Finally, students will be assessed by completing the writing prompt "If I were president, I would..." Students must consider actual roles and responsibilities the president has when responding; and their answers will show whether they truly grasp what the president does.

Activity Two: Another activity designed involves students comparing and contrasting Abraham Lincoln and George Washington. Based on their pretests, the students have little background knowledge about these two presidents, but it is very limited. They also have not looked at similarities and differences between the two. These activities relate to LGI as well, and provide a variety of hands-on activities for students. This lesson would begin with review of important facts about the two presidents. Then, as a whole-group the students would complete a Venn Diagram pocket chart. As the students present an idea or fact, I will write it on a sentence strip and we will place it in the appropriate column of the diagram. Then, students would complete a handout, in which a fact is read and they must color to signify if it corresponds with Lincoln, Washington, or both. Finally, additional assessment would be provided as students would construct a puppet of Lincoln and Washington. When a fact is read, they must hold up the puppet that corresponds; it may be about Washington, Lincoln, both, or neither. Anecdotal notes and observations would rye utilized. To provide additional reinforcement, the students might go to the Venn Diagram pocket chart as a center, and sort all of the sentence strip facts into the appropriate column.

Activity Three: A third activity that will be used, which correlates with LG3, occurs on Day 6 of the lesson, which covers Mount Rushmore. Based on the pretest, the students have no prior knowledge on this subject. The lesson would begin with a video clip from United Streaming. This clip was chosen because it really shows the construction process of the monument, as well as its scale. There is even one portion that shows one of the workers scaling down one of the sculptures' noses. A whole-group discussion will be conducted is to review the history of the monument, as well as how it was constructed and why. We will discuss how all of this hard work was done to honor these presidents, and what exactly this means. Next, a big book about Mount Rushmore will be read, which gives an overview of the four presidents who appear on it. This is great review of Lincoln and Washington, and an introduction is provided of Roosevelt and Jefferson, who will be covered more in depth on the following day. The students will be assessed by observation and anecdotal notes during discussion. They will also be assessed by completing a handout, which has pictures of the four presidents on Mount Rushmore. I will read a few facts about a president and identify their name, then the students will write the number I give them for that president beside their picture. Technology will be greatly utilized for planning and implementing this unit. First of all, i will use the Internet to research concepts that will be taught and find materials to be used during instruction. I will also incorporate video clips into instruction; these tools can demonstrate some concepts (such as the scale of monuments) visually. The videos will be shown using a projector onto the Smart Board. The Smart Board will also be used to show pictures of presidents, symbols, or landmarks.

Technology

Technology will be greatly utilized for planning and implementing this unit. First of all, i will use the Internet to research concepts that will be taught and find materials to be used during instruction. I will also incorporate video clips into instruction; these tools can demonstrate some concepts (such as the scale of monuments) visually. The videos will be shown using a projector onto the Smart Board. The Smart Board will also be used to show pictures of presidents, symbols, or landmarks.