507- TWS 4&5

1

Teaching Work Sample Factors 4&5

Angel Winslow

Mississippi Valley State University

Course:

Date Due: November 13, 2021

Rubric Deductions- 10 pts out of 50pts. = Total of 40pts deduction

Where is your explanation of Design Instruction- -10pts

Where is your Must Haves? -20 pts

1. Analyzed descriptions of student performance

2. Activities linked to learning goals

3. Identify patterns of student performance

4. Show activity you are doing each day

5. Use visual organizer

6. Describe a minimum of 3 activities using a variety of instructional strategies

7. Analyze student performance related to the goals

8. Show how you will score assessments

9. Show how activity relates to goals

10. What materials are needed for activity

11. Can use scoring rubrics, observation, checklist, rating scales etc.

12. How will you check on student progress

Didn’t follow PowerPoint to input information in Assignment- 10pts

Please follow the PowerPoint given and kindergarten example….. if the revisions are not done adequately.. grade will result in Zero…. And No references are needed…

Thanks…. Dr. D. Thompson

Revisions are to be turned in by 1pm Central Standard Time…

Instructions Design

Student Progress and Advancements for Whole Groups and Entire Class

Pre- and Post-Assessment Reports

Table 1

Pre-Assessment Table

Date	Topic	Activity	Learning Goals	Assessment
Week in Advance	Pre-Assessment	Pre-test	1	Test answer key
Day 1	Word pronunciation	20 question pre-test	2	Answers will be discussed after completed pre-test
Day 2	Rhyming words	Question and Answer Session	3	Observation and questioning
Day 3	Vocabularies	Group discussions	4	Observation and questioning
Day 4	Word spelling	Individual homework	5	Observation and questioning
Day 5	Syllables	Discussion	6, 7, 7	Post- test

Table 2

Post-Assessment Table

Date	Topic	Activity	Learning Goals	Assessment
Week in Advance	Post-Assessment	Tests	1	Test answer key
Day 1	Word pronunciation	20 question pre-test	2	Answers will be discussed after completed pre-test
Day 2	Rhyming words	Question and Answer Session	3	Observation and questioning
Day 3	Vocabularies	Group discussions	4	Observation and questioning
Day 4	Word spelling	Individual homework	5	Observation and questioning
Day 5	Syllables	Discussion	6, 7, 7	Post- test

Figure 1

Graphical Representation of Students’ Pre- and Post-Test Performance

Table 3

Students’ Pre- and Post-test Performance

	Pre-Test	Post-Test Student Performance
Student 1	20	50
Student 2	43	61
Student 3	60	79
Student 4	65	85
Student 5	80	98

Summary of What the Graph Says About the Students

The graph compares the students’ performance before and after the lessons. In particular, it suggests their changes in performance during the pre- and post-assessment exercise. The results indicate that the students’ academic performance improved phenomenally after being exposed to the lessons and instructional techniques that were implemented. After the post-assessment, for instance, Student 1’s performance improved from 20 to 50 percent. Other learners also showed similar patterns by increasing their overall performance and knowledge retention as indicated in the graph.

Subgroup Selected: Low Achievers

Identifying and explaining why Low Achievers were Counted

In many subgroups the importance to this design is that every student despite their capabilities enjoy learning language coherently via phonemics. In this study all students have the right to enjoy coherent phonemics and challenging curriculum. In this curriculum, the students need to learn methods of unrestricted coherence. It is with no doubt that this coherence is limited to some challenging language and phonemics curriculum (Johnson, 2018). In every low income education centers, students are involved in extracurricular to gain expertise. It helps students maximize their ability while learning the overall process of knowledge acquisition. This discussion hence focuses on the gender achievers in respective learning institutions in Mississippi.

Table 4

Low Achievers’ Pre- and Post-Test Performance

	Pre-test	Post-test
Student 1	45	60
student 2	67	77
Student 3	89	91
Student 4	90	95

Figure 2

Chart/ Graphical Illustration of Low Achievers’ Pre- and Post-Test Performance

Explanation and Summary of the Graph

Figure 2 indicates the gradual process of academic development of underachievers. This class begins underperforming in situations not understood by many scholars. Over 23% of students indicate this level of low performance due to their ability to concentrate in class. However, identifying their poor skills in design intellectual makes this survey a substantial opportunity in deliberating success on all students. In this example, we gave the study various information and meanings of design instructions. For instance, this tactic was especially important in bridging the knowledge gap between the higher and low achieving counterparts. I also ensured that each group comprised a mixture of high and low achievers. As a reference, students were able to learn and as a consequence, the students were able to learn phenomenally design learning structures helpful to their gain (Balzotti, 2021).

Unit Overview

The unit is aimed at educating students on word structure, syllables, vowels, and proper pronunciation. By completing this subject, the students will learn that spoken words are made up of syllables, which also include their internal structures. The unit, therefore, explores the mental grammar, organizes consonants, and educates students about inside syllables. The students will also gain insights into different English vocabularies and the methods of spelling them accurately. Additionally, they will learn about monosyllabic words and concepts, coupled with the systemic principles that operate in the mental grammar, which are pivotal in improving their communication skills.

Modifications

There are various instances in which student learning and response made me to modify my instructional strategies. The first instance involved adjusting my instructional strategies to meet the needs of slow learners. This approach was accomplished by repeating the concepts and moving in accordance with the students’ pace to ensure that they capture and retain knowledge. The second instance involved adjusting the instructions to meet students’ physical demands. This technique was meant for learners who are unable to manipulate tasks and tools of learning in standard ways. As a result, the students who were unable to utilize their hands in to peruse through books were provided with computers to enable them turn pages by hitting a button.

Individuals

Some individuals like Stacey and Kahlifa who belonged to and poor-attaining groups respectively worked hard to meet their learning needs, this forced us to employ a differentiated instructional strategy. The differentiated instructions also aimed at ensuring that the resources utilized met their respective learning styles and ethnic backgrounds respectively. As a high-performing student, she was a quick learner who would not only complete all her homework assignments on time but also read ahead of others. The partner on the other hand, required more attention in the sense that the required more explanation and support (2018).

The efficacy of learning in any survey determines the change and ideological concepts. Surveys in design testing indicate that Mississippi students are reluctant to change. As such, Johnsson, (2018) examines new measures to address both student and implementation issues. Just over 78% of students were connected to purely understand the benefits of design learning. In essence, much test were done to include both pre-test and interventions that aid learning. In the results, it showed that over 76% students scored over 80 marks in exams. Thus, the study confirms the hypothesis that the implementation of differentiated learning interventions to meet the distinct needs of students with varying levels of capabilities is effective in improving their outcomes.

Reflection

The learning goals that the student became most successful at include vocabularies and syllables. There are various reasons why the student was successful in these areas. First, I employed differentiated instructional strategies to meet the learner’s different styles of acquiring knowledge, such as engaging in reading and class activities. Additionally, I modified my instructional strategies to meet the student’s learning speed. These approaches satisfied and increased student experience.

The learning goal in which the student was least successful is goal 5, which required the student to learn about English pronunciation. The reason why the student performed dismally in this area is that English is not his first language. As such, the first language and culture might have impeded his process of effectively pronouncing the words. Another reason is that the student joined the class when others had already completed their learning processes. Thus, I had to go back to the basics and familiarize him with all the concepts (Jeyaraj, 2018).

Many professionals offer good advises that reflect on situations of the world. here are various professional goals that I wish to pursue after this experience. There is need to strengthen my capacity to build teacher-student relationship. Such a goal can be important in promoting the culture of open sharing of ideas with learners. Additionally, I would like to increase my students’ self-directed learning skills. This goal can help them to develop and strengthen their research skills, thereby optimizing knowledge retention. The first step that I will take to increase performance will be to align instructions with learning standards. The second step will involve implementing formative assessment and providing frequent feedback.

During the start of the academic and learning periods, many students expressed low levels of familiarity with the lesson’s contents and concepts as indicated in the graph. As a consequence, the mean grade of their performance started at 46. Upon merging resources with the desired instructional strategies, however, they began to exhibit optimal intellectual performance. Consequently, their average grades improved phenomenally from 46 percent at day lesson 1 to 92 percent in the final lessons.

The students’ gradual growth to optimal levels of academic performance is largely attributed to the utilization of different learning and instructional strategies. The first approach that I employed included delivering differentiated learning strategies to meet both the students’ learning approaches and their ethnic and sociocultural backgrounds. Indeed, students’ learning capabilities often depend on their preferred modes of gathering and retaining knowledge. What one student prefers to utilize may not be applicable to another students. Nonetheless, Rhonda et al. (2019) observes that many instructors erroneously employ a one-size-fits-all approach to delivering instructions. In such situations, they place many emphases on the middle range of students’ academic abilities, primarily using whole-class instructions. However, this approach may not resonate well with those who are either fast or slow learners. The Education for All (EFA) and No Child Left behind (NCLB) policies require disaggregation of test scores by student subgroups, which increases public attention to gaps in the learners’ accomplishments and illuminates the need to change the existing teaching practices. In reaction to this strategy, I adopted the response to intervention (RTI) tool, which is a multi-tiered framework that is utilized to support students and develop instructional problem solving. Under such an arrangement, the students received differentiated based interventions with frequent monitoring to measure their responses from the pre-assessment to the assessment phases of the content delivery processes.

I also employed differentiated instructions to efficaciously implement lesson plans with a view to serving the diverse needs of learners in general classroom environments. However, considering the pressures from policies to practice, I avoided the utilization of a one-size-fits-all approach to differentiated learning. This approach was based on the idea that the existing educational patterns across the world often reflect major changes in student populations from two or three decades ago. In that connection, the incorporation of learners from non-English speaking backgrounds, students with disabilities, and learners from diverse cultural origins implies that educators must relook at their teaching and instructional practices (Jonson, 2018). The homogeneity of previous years has been replaced by the widespread diversity, some which educators have not adjusted to in their methods to keep updated to such trends.

The students’ remarkable progress in learning language and phonetics also stemmed from the utilization of engagement strategies. In this respect, I utilized both storytelling and interesting activities that made the learners immersed into the knowledge acquisition processes. This process increased their levels of satisfaction and enhanced motivation to learn by reducing their feeling of isolation (Martin & Bolliger, 2018). As a consequence, all the learners improved their overall performance in most of their topics. Since the students are still in their early phases of the educational journey, they need to explore their strengths, learning styles, places, and their special forms of intelligence. As a learner and researcher, there needs to be responsibility for helping them to know and meet their respective learning needs and preferences. Student engagement was an exercise focused on improving their psychological and cognitive development in an effort to increase their level of concentration, understanding, or mastering of the knowledge, skills, or concepts that the academic works were meant to promote. Additionally, different resources were used to create a positive learner experiences, such as active learning opportunities, increased student-teacher collaboration, and group work. I also employed presentations and encouraged discussions, resource sharing, and provision of assignments that entailed hands-on components. This enabled me to integrate case studies and reflections to explain different concepts associated with phonetics for the learners to master.

Resource integration means that in student learning is never complete with simple but complex principles that advocate for their rights. The resources that I utilized also met different learning styles based on students’ levels of preferences. To this end, different principles were utilized to create a positive learning experience. Additionally, I established conditions for promoting opportunities for students to work collaboratively and cooperatively. This step was particularly pivotal in putting in place an environment in which children learn from each other through the open sharing of ideas and knowledge. I also encouraged students to utilize active learning strategies and provided them with timely feedback regarding their progress and overall performance over a specified duration after the assessments. More importantly, I encouraged the learners to spend their quality time on intellectual tasks such as individual homework, reading, writing, and group discussions. Finally, I ensured that I would address different learner needs in the knowledge acquisition process, which went a long way in increasing their level of retention.

Charts and Student Work Samples

Sample 1

Sample 2

References

Balzotti, J. (2021). Instructions. Technical Communication, 275-302. https://doi.org/10.4324/9781003006060-13

Jeyaraj, J. (2018). 2018 IEEE International Professional Communication Conference (ProComm). https://doi.org/10.1109/procomm.2018.00038

Jönsson, A. (2018). Meeting the needs of low-achieving students in Sweden: An

interview study. In Frontiers in Education (Vol. 3, p. 63). Frontiers.

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the

importance of engagement strategies in the online learning environment. Online

Learning, 22(1), 205-222.

Rhonda, B, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fits-all” to

differentiated instruction affect teaching?. Review of Research in Education, 43(1), 336-

362.

Pre-Test Student 1 Student 2 Student 3 Student 4 Student 5 32 44 62 70 80 Post-Test Student Performance Student 1 Student 2 Student 3 Student 4 Student 5 56 59 77 79 92 Pre-Test Student 1 Student 2 Student 3 Student 4 Student 5 20 43 60 65 80 Post-Test Student Performance Student 1 Student 2 Student 3 Student 4 Student 5 50 61 79 85 98 Pre-test Student 1 student 2 Student 3 Student 4 45 67 89 90 Post-test Student 1 student 2 Student 3 Student 4 60 77 91 95