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Mississippi Valley State University

Teacher Work Sample

Teaching Process Four

Learning Goals

DESIGN FOR INSTRUCTION

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

TASK

Describe how you will design your unit instruction related to unit goals, students’ characteristics and needs, and the specific learning context.

PROMPT

In your response, address the following:

1. Results of pre-assessment. Provide an example from this unit where you based instruction on an assessment of your students’ past performance. Depict the results of the pre-assessment in a format that allows you to find patterns of student performance relative to learning goals.

1. Activities. Describe the following unit activities that reflect a variety of instructional strategies/techniques, and explain why you are planning those specific activities:

1. List an example from this unit where different resources are utilized to accommodate more than one learning style to achieve the same objective.

1. List an example from this unit where you provide different presentation methods to accommodate more than one learning style for the same objective.

1. Give an example from this unit where an assignment has two or more options to accommodate more than one learning style.

1. Provide an example from this unit where you have matched resources or procedures with a specific learning style.

1. Give an example from this unit where you differentiated instruction based on student reading levels.

1. Give an example from this unit where you differentiated instruction based on student language differences.

1. Provide an example from this unit where you will allow students to work at their own rate (pace) toward some of the objectives (two or more) some of the time.

1. List an example from this unit where special provisions are available for learners who work more slowly than others.

1. Give an example from this unit where students who finish early are provided content-related enrichment activities.

In your description of each, include how the content relates to your instructional goals, how the activity stems from your pre-assessment information and contextual factors, what materials/technology you will need to implement the activity, and how you plan to assess student learning during and/or following the activity.

· Technology. Describe how you will use technology in your planning and instruction.

Design for Instruction Rubric

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

Rating → Indicator↓	1 Indicator Not Met	2 Indicator Partially Met	3 Indicator Met	Score
Alignment with Learning Goals	Few lessons are explicitly linked to learning goals. Few learning activities, assignments and resources are aligned with learning goals. Not all learning goals are covered in the design.	Most lessons are explicitly linked to learning goals. Most learning activities, assignments and resources are aligned with learning goals. Most learning goals are covered in the design.	All lessons are explicitly linked to learning goals. All learning activities, assignments and resources are aligned with learning goals. All learning goals are covered in the design.
Accurate Representation of Content	Teacher’s use of content appears to contain numerous inaccuracies. Content seems to be viewed more as isolated skills and facts rather than as part of a larger conceptual structure.	Teacher’s use of content appears to be mostly accurate. Shows some awareness of the big ideas or structure of the discipline.	Teacher’s use of content appears to be accurate. Focus of the content is congruent with the big ideas or structure of the discipline.
Lesson and Unit Structure	The lessons within the unit are not logically organized organization (e.g., sequenced).	The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the learning goals.	All lessons within the unit are logically organized and appear to be useful in moving students toward achieving the learning goals.
Use of a Variety of Instruction, Activities, Assignments and Resources	Little variety of instruction, activities, assignments, and resources. Heavy reliance on textbook or single resource (e.g., work sheets).	Some variety in instruction, activities, assignments, or resources but with limited contribution to learning.	Significant variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning.
Use of Contextual Information and Data to Select Appropriate and Relevant Activities, Assignments and Resources	Instruction has not been designed with reference to contextual factors and pre-assessment data. Activities and assignments do not appear productive and appropriate for each student.	Some instruction has been designed with reference to contextual factors and pre-assessment data. Some activities and assignments appear productive and appropriate for each student.	Most instruction has been designed with reference to contextual factors and pre-assessment data. Most activities and assignments appear productive and appropriate for each student.
Use of Technology	Technology is inappropriately used OR teacher does not use technology, and no (or inappropriate) rationale is provided.	Teacher uses technology but it does not make a significant contribution to teaching and learning OR teacher provides limited rationale for not using technology.	Teacher integrates appropriate technology that makes a significant contribution to teaching and learning OR provides a strong rationale for not using technology.

Design for Instruction

Results of Pre-Assessment

A 20 question multiple choice pre-test was given to the students prior to the subject being taught on the constitution. Majority of the students lacked basic knowledge of the subject but showed basic knowledge of identifying the branches. As I reviewed the results, I noticed that most of the class misunderstood the structure of the United States federal system and how they are aligned around the Constitution. I guided the class in an informal discussion of how the branches interact with one another to maintain a cooperative system. At the end of the unit, I issued a post-test proving that my instruction methods were effective and that most students only needed explanation of the unit.

Date	Topic	Activity	Learning Goals	Assessment
Week in Advance	Pre-Assessment	Pre-test	5.1, 5.4	Test answer key
Day 1	Introduction of the branches of government and Preamble	20 question pre-test	5.1	Answers will be discussed after completed pre-test
Day 2	Students will be given a branch to analyze along with materials to create a poster to present information found on the branch.	Question and Answer Session	5.1	Observation and questioning
Day 3	Students will complete posters in class after analyzing branches and follow along on Power Point for lecture on how each branch works.	Record notes and discuss in a paragraph what was learned from the lecture and Power Point and talk in groups about the branches	5.1	Observation and questioning
Day 4	Students will divide into groups to play the “Power Game” based on the discussion of branches and the Preamble for the week.	Group Question and Answer Session	5.4	Observation and questioning
Day 5	Review of constitution, preamble, and branches of government	Discussion	5.1, 5.4, 5.3	Post- test

1. List an example from this unit where different resources are utilized to accommodate more than one learning style to achieve the same objective.

On days one and two, plans were followed as I instructed the class to get into five different groups to accommodate their learning abilities.

· Advanced level students were placed in a group together because they all showed basic knowledge or more on the pre-test and this will help them exceed faster without distractions from other students’ learning ability.

· Average level students were placed in two groups of five to accommodate their learning ability. They all showed minimum knowledge of the unit and were best placed together so I can help guide them through the project.

· Remedial level students were placed in a group together to accommodate their learning style and I can better instruct them.

According to the different levels of students I have in my class, grouping them together as I did was the best way to introduce the unit to the class without confusion and lack of understanding. Each group was given a branch to analyze and create a list of things to know for their presentation the next day. The poster and presentation were based on a rubric. (See attachment 1) I allowed them to work on this project in class to accommodate all student’s socioeconomic situation. I provided the class with materials to be as creative as possible.

2. List an example from the unit where you provide different presentation methods to accommodate more than one learning style.

On days two, three, and four, my lecture methods were complimented with a Power point presentation that included pictures and charts of the how each branch work separately but is formed for one common purpose. The use of Power Point accommodated every learning style because the auditory learners were able to learn through oral lecture, the visual learners were accommodated with the Power Point and the pictures and charts of the unit, and the kinesthetic learners were able to understand by taking notes and organize a timeline of dates.

3. Give an example from this unit where an assignment has two or more options to accommodate more than one learning style.

On day one, the students were introduced to the unit by grouping and were assigned a poster to present to the class about their branch of government. This was done so the students will be able to select an article from any resource relating to our unit and create an illustration or writing assignment critiquing it the best way possible. To complete this assignment, students will need their handouts, notes from lecture, and prior knowledge. This assignment accommodates every learning style and will be evaluated based on a rubric.

4. Provide an example from this unit where you have matched resources or procedures with a specific learning style.

On day one, students were placed in groups to create a presentation of their assigned branch of government. The kinesthetic learners were able to get the most out of the lesson by allowing them to draw on posters and create charts for their group presentation. This assessment was in result of the pre-test given to the students prior to the unit being taught.

5. Give an example from this unit where you differentiated instruction based on student reading levels.

On day four, students were divided into three groups to play the “Power Game” for review purposes for their test on the next day. During this game, the groups were asked questions relating to the unit through Power Point. The answers will be decided as a group rather than individually so that students with average or advance reading levels can assist the students who are struggling to read and comprehend through the given time to answer the question. The students are competing to earn extra points toward their test.

6. Give an example from this unit where you differentiated instruction based on student language differences.

To best accommodate the ELL learners, I partnered with the ELL teachers to help me introduce the unit and explain to them the assignments for the week. The ELL teachers were very willing to incorporate U.S. Government into their weekly lesson plans.

7. Provide an example from this unit where you will allow students to work at their own pace toward some of the objectives (two or more) some of the time.

At the beginning of the week, the students were assigned to find an article that relates to the unit and be as creative as possible through illustration or writing. They will have the entire week to complete the assignment. The students are required to write in their journals on the daily topic and at any given time of the week, they can read their journal entry to the rest of the class. The journals are checked at the end of the week to help give students who work at a slower pace enough time to complete them. This accommodates different contextual factors as well as socioeconomic backgrounds. The assignment will be evaluated based on a rubric.

8. List an example from this unit where special provisions are available for learners who work more slowly than others.

Individual and group work was assigned throughout the week to be due on the last day of the week. This was ample amount of time for students to complete their assignments. Moreover, if students with special needs requested more time, it was granted.

9. Give an example from the unit where students who finish early are provided content-related enrichment activities.

Throughout the unit, students were assigned various projects to be completed by the end of the week. If for any reason the lecture ends earlier than expected or students finish early, they were granted that time to complete at-home assignments. They also used that time to access further research relating to the unit using the computers that are in the classroom or by use of laptops given by the school.

Technology

Technology was profoundly included in the teaching of this unit. I used Power Point a Promethean Board to aid in lecture. Students had access to computers to help them research more information for their individual project. I also used credible internet resources to aid in pictures and charts to create Power Points.

Mississippi Valley State University

Teacher Work Sample

Teaching Process Five

Learning Goals

INSTRUCTIONAL DECISION MAKING

The teacher uses on-going analysis of student learning to make instructional decisions.

TASK

Provide examples of instructional decision-making based on students’ learning or responses. For each example, explain why you thought your decision would improve student progress toward the learning goal

PROMPT

· Provide an example from this unit of how you have determined which students need enrichment and remedial assignments/lessons.

· List an example from this unit where you have planned an enrichment and a remedial objective which matches your terminal objective.

· Provide an example from this unit where enrichment and remedial activities/materials in addition to regular instruction are available for specific students.

· List from this unit different objectives (two or more) considered to be enrichment and not for the entire class.

· Provide a specific example if you ever made changes in your instructions during a class period and list the basis for making the change.

· Provide a specific example of making revisions in your instructions from day-to-day and the basis of making this change.

· After teaching this unit, list specific changes you made in a later unit and the basis for those changes.

· Based on any of this year’s units, list possible changes for the unit next year and the basis of the change.

Instructional Decision-Making Rubric

TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.

Rating → Indicator ↓	1 Indicator Not Met	2 Indicator Partially Met	3 Indicator Met	Score
Sound Professional Practice	Many instructional decisions are inappropriate and not pedagogically sound.	Instructional decisions are mostly appropriate, but some decisions are not pedagogically sound.	Most instructional decisions are pedagogically sound (i.e., they are likely to lead to student learning).
Modifications Based on Analysis of Student Learning	Teacher treats class as “one plan fits all” with no modifications.	Some modifications of the instructional plan are made to address individual student needs, but these are not based on the analysis of student learning, best practice, or contextual factors.	Appropriate modifications of the instructional plan are made to address individual student needs. These modifications are informed by the analysis of student learning/performance, best practice, or contextual factors. Include explanation of why the modifications would improve student progress.
Congruence Between Modifications and Learning Goals	Modifications in instruction lack congruence with learning goals.	Modifications in instruction are somewhat congruent with learning goals.	Modifications in instruction are congruent with learning goals.

Instructional Decision Making

Provide an example from this unit of how you have determined which students need enrichment and remedial assignments/lessons.

The enrichment and remedial activities were determined through teacher evaluation. The students who seemed to be excelling at a faster pace were granted enrichment activities and students who were excelling but at a much slower pace were given extra readings that will simplify our unit.

List an example from the unit where you have planned enrichment and a remedial

On day 5, I planned enrichment for the students who finished their test early and allowed the slow-paced students extra time for test taking. The remedial readings should have been helpful for the students that were given on day 3-4.

List from this unit different learning goals (two or more) considered to be enrichment and not for the entire class

Enrichment Learning Goals

Learning Goal #1: Students will analyze the process of ratifying the constitution formally and informally and apply the concepts to raise a debate.

Learning Goal #2: Students will be able to connect the knowledge obtained of the branches of government and cite the Preamble

**The students that grasp these learning goals will be able to utilize these skills in fragments and apply that knowledge to the overall content.

Provide a specific example if you ever made changes in your instruction during a class period and list the basis for making the change.

By day three, the remedial level students were having trouble with finding an article to write about related to the unit, so I provided articles for them and allowed them to work as a group to accomplish this assignment verses them struggling individually.

Provide a specific example of making revisions in your instruction from day-to-day and the basis of making this change.

On day 2, the writing assignment became an option rather than a requirement. I allowed the students the choice of putting it into art form as well. This changed was made when I noticed that some of the students were not able to write complete sentences and could not comprehend well enough to explain what they were thinking.

After teaching the unit, list specific changes made in a later unit and the basis for those changes.

Throughout the unit, I noticed that most students were finding it hard to stay on task during individual assignments. This helped me realize that group projects and pair share methods work best for this unit. In the future, some individual assignments will be replaced as pair share activities.

Based on any of this year’s units, list possible changes for the unit next year and the basis of change?

There are more activities and readings that can be added to the unit only if I extend this unit into two weeks instead of one. I tried to accomplish too much in one week, therefore next year this unit will be taught over a two-week time span.