4-5
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DesignforinstructionTWS23.pptxDesign For Instruction
Teacher will now design the instruction for the learning goals provided in previous chapter. How will you teach the learning goals you have designed
The following will be discussed At this point you have administered the pre-assessment
Remember to include charts to report the findings of the pre assessment
Page length 3 + visual organizer
Pre Assessment Results
Don’t forget to label your responses using subheadings in the TWS outline
Discuss what your pre-assessment scores revealed about your students
You could discuss but is not limited to:
Range of scores for each student showing percentages
Be specific about what learning goals you are using ( Question 10, & 12 addressed LG 2 that showed a low percentage (12%) of students that mastered
Use charts to show the results/ could show graph for each learning goal
Restate learning goals as you discuss results
Show target performance set for each learning goal
Show lowest and highest mastery of each goal
Show graph with mastery of each question for each student
Remember your sub headings are
Results of pre- assessment ( discussed on the first few pages)
Unit Overview- discuss what your unit will include (you may use your outline here of your unit. Explain your unit and alignment with goals. List topics for each day. Include activity for each day
Activities – what activities will you use for each unit. Discuss and explain/ Review page 10 of TWS to include explanation of activity
Technology – What technology will you use for this unit
MUST HAVE
Analyzed descriptions of student performance
Activities linked to learning goals
Identify patterns of student performance
Show activity you are doing each day
Use visual organizer
Describe a minimum of 3 activities using a variety of instructional strategies
Analyze student performance related to the goals
Show how you will score assessments
Show how activity relates to goals
What materials are needed for activity
Can use scoring rubrics, observation, checklist, rating scales ect.
How will you check on student progress
Instructional Decision-Making FIVE
Describe Modifications
Give 2 examples of when student learning or response caused you to modify your lesson
Describe in detail the activity that you modified and why
Explain why you thought this would improve student learning of
the goal. Explain in detail
Give a second example of when a student’s learning or response
caused you to modify the lesson. Explain in detail
Suggested page length 3-4 pages
Review page 13 TWS
Analysis of Student Learning
Teacher uses assessment data to profile student learning giving information about student achievement
Now you will analyze data
Show performance of whole class, subgroups and individual students
Conclusions will be drawn in Factor 7
Focus student achievement
Subheadings
Whole Class
Subgroups
Individuals
Whole Class – use table to show progress of the whole class
Example of headings for table for pre and post test
Student Learning Goal 1 Learning Goal 2 Learning goal 3
% of mastery % of mastery % of mastery
% of mastery % of mastery % of mastery
% of mastery % of mastery % of mastery
And so on…….
Discuss this information. Create a graphic summary showing any progress students made using pre and post test scores
Subgroups
Select a group characteristic (gender, performance level social economics, etc. Create a graphic showing student performance. This is an example.
LG 1 LG2
80% Boy/Girl Boy /Girl
70% Boy/Girl Boy /Girl
60% Boy/Girl Boy /Girl
50% Boy/Girl Boy /Girl
Individuals
Individuals select 2 students that demonstrated different levels of performance
Describe the student and state why you chose them.
Use pre assessment, formative and post assessment data with examples of the student’s work. Draw conclusions.
Page Length 4 + charts and student work examples
This Photo by Unknown Author is licensed under CC BY-NC
