Transcript contextual factors - Valdosta State University
Teacher Work Sample
Valdosta State University Early Childhood and Special Education
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I.
II.
Learning Goals and Assessment Plan
Assessment Concepts for the TWS
III.
Analysis of Student Learning and Reflections
Contextual Factors Teacher Work Sample Part I
Contextual Factors
The teacher uses information about the learning-teaching context and student individual difference to set learning goals and plan instruction and assessment. Discuss relevant factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning.
Contextual Factors include: I. Community, School System, School Factors
How would you describe your community to someone who had never visited? What is unique about your community that most communities do not have?
List and Describe the Unique Features of Your Community
Name and describe the unique features and then write 3 or 4 sentences about each feature. Do not use abbreviations.
Where would you find the information needed? Your community Chamber of Commerce web page Interview long term residences of the community Your mentor Local library or historical society center or web page
Contextual Factors include: Contributions of the Community to the School Visit the web page of your local school system.
Interview your school’s Community Partners in Education chairperson to get a list of what the community contributes to the school.
Contextual Factors include: School System
Visit the local school’s web site to obtain the information related to the school system.
Contextual Factors include: School Factors
Investigate the web page of your local school to get the necessary information.
Visit the special education coordinator of your school to determine the special education services delivery model for your school.
Contextual Factors include: School Factors
The collaboration/team model describes a school that incorporates the special education teacher coming into the classroom in collaboration with the regular education teacher. The resource room describes the students being taken out of the classroom to work with the special education teacher.
Contextual Factors include: II. Classroom Characteristics
The reading and math scores can be obtained from the assessments given by the mentor teacher.
Classroom Organization Definitions: Homogeneous – Refers to ability grouping of students. Heterogeneous – Refers to mixing of abilities in one classroom.
Self-contained – The students are instructed by the same teacher except for electives. Team Teaching/Departmentalized– Teachers teach several sections of the same content areas, for example, science and math. Co-teaching/co-lab – The special education teacher comes into the classroom to support the learning of the special education students in the classroom.
Contextual Factors include: III. Student Characteristics
Information for A,B,C,D,E can be obtained by looking at the permanent/cumulative records of the students or from your mentor teacher.
Contextual Factors include: IV. Individual Differences
Information for A,B,C: These are students who are identified and receiving services. Information can be obtained from your mentor and permanent/cumulative records.
Contextual Factors include: V. Students’ Prior Knowledge Specific To This Unit List previous learning of the Learning Outcome or Essential Question of the lesson. – See Common Core Georgia Performance Standards/Georgia Performance Standards or Georgia Pre-K Program Content Standards.
Contextual Factors include: V. Students’ Prior Knowledge Specific To This Unit – Ask previous teachers, mentor teachers, parents, and students.
Please note: This would not include the standard for the lesson you are teaching.
Prior Knowledge includes other sources of content knowledge
In what other settings might the students have gained content knowledge (for example, field trips, books, trips with family, and/or camps etc.)?
Example: Students’ Prior Knowledge From Other Sources of the Content for Your Unit The students in my classroom have lived in their home county for their whole lives. Most of them have not traveled outside of the county. I do have a few students who have been to Stone Mountain and/or the Okefenokee Swamp. Because they do not have background information, the information that I teach will have to include examples, visuals, and explanations using student engagement.
Contextual Factors include: VI. Instructional Implications
Address specifically how the contextual factors of the community, classroom, and students will impact your lesson planning, instruction, assessment, and classroom management.
Describe how the students’ prior knowledge of the content will impact your lesson planning, instruction, assessment, and classroom management.
Example of Instructional Implications for Individual Differences I have one student who has been identified as having a behavioral disorder, and he needs to move around; I will seat him in the back of the room so he will not be a distraction to others. I will allow him to stand when he needs to as long as he does not disturb the others. I will teach near his desk when possible and offer verbal encouragement to him. He will be assessed individually, but he is capable of completing all assignment with the class or with his parents in the evening.
Example of Instructional Implications from Community Factors-Lesson Planning Because the school has volunteers who come weekly to the school, I will sign for my students to get individual tutoring in their multiplication facts.
Example of Instructional Implications from Classroom Characteristics-Instruction, Assessment, and Classroom Management Because two of my students are reading below grade level, I will read all test items to the students and tape material for the students for content knowledge. I will assess them individually, and they will be given support and positive praise for accomplishments.
Example of Instructional Implications for Students’ Prior Knowledge - Planning Describe how the students’ prior knowledge of the content of your unit will impact your planning.
Example: Because they have not been taught this multiplication skill, I will build upon their knowledge of addition facts. I will plan to use manipulatives, games, and various strategies for both the visual and auditory learners.
Example of Instructional Implications for Students’ Prior Knowledge- Instruction Because students are difficult to engage, I will spark their interest in the content with riddles, poems, and raps. I will instruct with manipulatives, small group work, and visuals.
Example of Instructional Implications for Students’ Prior Knowledge – Assessments The formative assessments will determine if I need to repeat the lesson using a different strategy or use a short review. The formative assessments will be short and explicitly assess the Learning Outcome/Essential Question for the day. The unit test will be given over two days with fun activities planned for each day at the conclusion of the assessment.
Example of Instructional Implications for Students’ Prior Knowledge – Classroom Management To maintain good management, I will continue to follow the classroom rules, using lots of positive praise, acknowledging correct answers, and stressing that I know it is exciting to learn new content knowledge.
Learning Goals and Assessment Plan Teacher Work Sample Part II
Learning Goals and Assessment Plan
The teacher sets:
significant,
challenging,
varied,
and appropriate learning goals.
Topic and Content Areas
List the topic.
Identify the main content area.
Example: Topic: Metric system Main Content Area: Mathematics
Common Core Georgia Performance Standards/Georgia Performance Standards List the CCGPS/GPS that are aligned with each learning goal.
List the CCGPS/GPS for main content areas.
(Note: Use what your mentor uses.) ■ Sometimes a standard is an appropriate learning goal. Sometimes it is too broad to be addressed in a unit as stated, and you have to select only part of it as a learning goal.
Common Core Georgia Performance Standards/Georgia Performance Standards GPS Standards and Resources www.georgiastandards.org
CCGPS https://www.georgiastandards.org/Common -Core/Pages/default.aspx
Established Goals
List the Established Goals
Develop 2-6 Learning Goals Goals will guide your assessment and your lesson planning.
In broad terms, tell what you expect students
to know
&
be able to do
at the
end
of the
unit.
These are
not activities.
Established Goals: Science
Example: Students will identify properties, characteristics, and uses of rocks and minerals.
Non-example: Students will list at least five different minerals.
Established Goals: Social Studies
Example: Describe the struggles and successes of the colonists attempting to establish and develop the Jamestown colony. Non-example: The students will locate Jamestown on a map.
Understandings & Essential Questions
List Understandings – “Specific inferences, based on big ideas, that have lasting value beyond the classroom.” List Essential Questions – “A question that lies at the heart of a subject or a curriculum… and promotes inquiry and uncoverage of a subject.” Wiggins, G. & McTighe, J. (2009)
Understanding by Design
Learning Outcomes
List the learning outcomes (LOs)
Take the goal and break it down into lesson-sized bites; state more specifically what students should
know
and be able to
do
at the
end
of the lesson. Use
observable
and
measurable
terms. the LOs will be used as LOs on the
daily lesson plans
Example: Science
Learning Goal 2
Students will identify properties and uses of rocks and minerals.
Learning Outcomes
1. Students will define the terms rocks and minerals.
2. Students will name three properties or characteristics of minerals.
3. Students will give at least four examples of the uses of rocks and minerals.
Knowledge and Skills
List Knowledge – The relatively straightforward facts and concepts that are to be gained from the learning and teaching activities List Skills – Discrete techniques, and also complex procedures and methods Wiggins, G. & McTighe, J. (2009)
Understanding by Design
Explain Your Pre/Post Assessment Plan Refer to Stage 2 in the “Guidelines for Writing ECSE Lesson Plans” to provide the following information for each learning goal.
– Learning Goal 1 • Students • • • • Criteria Assessment Accommodations/Modifications Adaptations/Differentiated Assessments
Example: Learning Goal 1 – Students: Students will identify properties of rocks and minerals.
– Criteria: 8/10 correct – students meet LG1; 6/10 correct – students partially meet LG1; less that 6 correct – students do not meet LG1 – – Assessment: 10 multiple choice questions Accommodations/Modifications: Items will be read aloud to support struggling readers.
– Adaptations/Differentiated Assessments: Visual cues will be provided for the ELL student.
Pre/Post Assessment Plan
Complete information for Learning Goal 2 (and additional learning goals, if applicable): – Learning Goal 2 • • • • • Students Criteria Assessment Accommodations/Modifications Adaptations/Differentiated Assessments
Assessment Concepts Teacher Work Sample
Formative Assessment
Gather data throughout the unit to describe students’ performances.
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Assessments for the TWS
Summative assessment: – Develop and administer a pre- and post-assessment that is • valid, • • reliable, aligned, • • • easily understood by children, feasible, diverse, and • developmentally appropriate.
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Assessments for the TWS
Summative assessment: – Develop, administer, and analyze scores of pre test well in advance of planning and teaching your unit, so changes can be made if necessary.
Formative assessment: – Gather data throughout the unit to describe pupils’ performance and plan for remediation instruction.
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Qualities Desired in All Written Tests The item should measure the targeted skill.
Make sure you have enough test items to determine if the students have mastered the learning goal.
Ensure that the level of reading is below students’ ability. Scores on the test should reflect content knowledge and not reading ability – unless, of course, it is a reading test. 47
Alignment
The learning outcomes, the instructional strategies, and assessment of pupils’ progress must be aligned.
This ensures that pupils are – taught the skills they are expected to master and – assessed in a way that is consistent with how they were taught.
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Constructing Your Pre/Posttest
List your learning goals. Use your LOs to remind you about what specifics you need to include on your test.
Consider a variety of formats or types of questions, such as those on the following slides. 49
Constructing Your Pre/Posttest
Word the item so that only a single or very similar set of responses provides a correct answer.
Start with an answer and then word the question or sentence stem.
Place blanks at or near the end of the item.
Examples:
The capital of Georgia is _______.
Who is the President of the Unites States?_________
Multiple-Choice Items
The question or stem is clear.
Answers should be parallel in construction.
Answers should be in alphabetical order.
Ex: Which of the following is the capital of Georgia?
a.
b.
Atlanta Chicago c.
d.
San Francisco Valdosta 51
Multiple Choice Items
Adjectives or adverbs are emphasized when they reverse or alter the meaning of an answer.
The word NOT should be excluded from multiple-choice items.
Exclude options “all of the above” and “none of the above.” Avoid words such as “all,” “always,” “never,” and “no.” 52
Alternate Answer
Good for testing rules and concepts One of the two answers must be unequivocally correct.
–
Ex. Circle the correct choice to complete the sentence:
A toad is ______. an amphibian a mammal Where would you find the United States?
Northern hemisphere Southern hemisphere 53
Essay Questions
Advantage – tends to measure more directly behaviors specified by the objectives. Also examines student ability to communicate ideas in writing.
Develop a rubric for scoring.
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Alternative Formats
Different formats may be needed for certain students and/or content. Students may indicate their answers to oral questions by – circling the correct picture that answers the question, – – – – – drawing a line to match pictures that go together, coloring in the correct answers, reading a list of words, answering an oral question individually, or demonstrating learning with manipulatives.
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Pre/Post Assessment Plan
Note – Attach pre/post assessment, prompts, answer key, and/or student directions in LiveText. – On a master copy, type the corresponding learning goal next to each item or section of the text on the attached copy of the pre/post assessment instrument. Include directions. – Also attach any extras you use: scoring rubrics/guides, observation checklists, rating scales, item weights, etc.
Pre/Post Assessment for TWS If pretest indicates that most pupils met the learning goals, then you would need to: – Revise the learning goals and LOs, – Develop a new pretest, – Administer the new pretest, – Analyze the scores on the new pretest, and 57
Design for Instruction Teacher Work Sample Part III
Describe how you will design your instruction related to
– unit goals, – students' characteristics and needs, and – the specific learning context.
Analysis of pre-assessment results
After administering the pre-assessment, analyze student performance
relative to the learning goals
. Depict the results of the pre-assessment using a table and graph that allows you to find patterns of student performance relative to each learning goal. Attach table and graph in the appropriate section in LiveText. Describe the information you find that will guide your instruction or modification of the learning goals. Attach the Word document in the appropriate section in LiveText.
Create a table for Pretest results
Student #
1 Learning Goal #1 Pre Post 5/10 Learning Goal #2 Pre Post 1/5 Learning Goal #3 Pre Post 1/7 2 7/10 2/5 0/7 3 4 5
Number Achieving Goal
6/10 8/10 5/10 1 4/5 1/5 3/5 1 6/7 2/7 6/7 2 Assessment Criteria LG 1--Students recognize 8 out of 10 vocabulary terms. LG 2--Students label 4 out of 5 features on a map.
LG 3--Students will name 6 out of 7 continents.
Give assessment criteria for each learning goal (at the bottom of your table):
Assessment Criteria
LG 1--Students recognize 8 out of 10 vocabulary terms. LG 2--Students label 4 out of 5 features on a map.
LG 3--Students will name 6 out of 7 continents.
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Create a table for Pretest results
Student #
1 Learning Goal #1 Pre Post 5/10 Learning Goal #2 Pre Post 1/5 Learning Goal #3 Pre Post 1/7 2 7/10 2/5 0/7 3 4 5
Number Achieving Goal
6/10 8/10 5/10 1 4/5 1/5 3/5 1 6/7 2/7 6/7 2 Assessment Criteria LG 1--Students recognize 8 out of 10 vocabulary terms. LG 2--Students label 4 out of 5 features on a map.
LG 3--Students will name 6 out of 7 continents.
Graph your pre-assessment results
7 6 1 0 3 2 5 4 LG1 LG2 LG3 Pretest Posttest
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Designing your lessons
Write a lesson plan for each lesson (10) in the Teacher Work Sample.
Follow one or more of the ECSE lesson plan formats [“ECSE Lesson Plan Format for a Didactic/Direct Instruction Lesson,” “ECSE Lesson Plan Format for a Problem-based Learning Lesson,” or “ECSE Lesson Plan Format for an Inquiry Lesson”].
The “Guidelines for Writing ECSE Lesson Plans” must be used.
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Designing your lessons
(continued) Include planning appropriate accommodations for students with IEPs Attach lesson plans in the appropriate section in LiveText
Analysis of Student Learning & Reflections Teacher Work Sample Part IV
Analysis of Student Learning & Reflections
The teacher uses assessment data to profile student learning and analyzes factors related to student learning in order to improve instruction.
On-Going Formative Assessment
Formative assessment: The assessments that are part of your daily lesson plans.
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On-Going Formative Assessment Explain the results of one formative assessment that prompted you to modify your teaching Discuss the modifications you made in your teaching after reflecting on the results of the formative assessment described above Based of the formative assessment described above, explain what you would do differently in the following areas the next time you teach this content: a) planning; b) teaching, c) assessment.
*Post responses directly below each prompt in Live Text. 70
Pre/post assessment: Whole class
Add posttest results to your table that show raw score data on every student for every learning goal. List the assessment criteria for each learning goal at the bottom of the table. Attach the table in the appropriate section in Live Text. 71
4 5
Student #
1 2 3
Number Achieving Goal
Learning Goal #1 Pre Post 5/10 9/10 7/10 6/10 10/10 10/10 8/10 5/10 1 10/10 8/10 5 Learning Goal #2 Pre Post 1/5 3/5 2/5 4/5 5/5 5/5 1/5 3/5 1 4/5 4/5 4 Learning Goal #3 Pre Post 1/7 6/7 0/7 6/7 6/7 6/7 2/7 6/7 2 4/7 7/7 4
Assessment Criteria
LG 1--Students recognize 8 out of 10 vocabulary terms. LG 2--Students label 4 out of 5 features on a map.
LG 3--Students will name 6 out of 7 continents.
Pre/post assessment: Whole class
Add posttest results to your bar graph. Show the number of students achieving each goal on the posttest.
Attach the bar graph in LiveText.
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Number of Students Achieving Mastery
20 18 16 14 12 10 8 2 0 6 4 LG1 LG2 LG3 Pretest Posttest
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Create a new table that reports the overall pretest/posttest results, including raw scores and percentages. Attach the table in Live Text. Student # Pretest Raw Score 1.
9/30 2.
11/30 3.
4.
2/30 5/30 5.
14/30 Pretest % 30% 36.6% 6.6% 16.6% 46.6% Posttest Raw Score 24/30 20/30 15/30 19/30 24/30 Posttest % 80% 66.6% 50% 63.3% 80%
Analyze performance of the whole class on one selected LG Select one learning goal and discuss the impact of the following on the pretest/posttest results for the learning goal: – a)
teacher
assessment) factors (e.g., planning, teaching, – b)
student
factors (e.g., effort, involvement, reading level) – c)
contextual factors
(e.g., home environment, school environment) *Post responses directly below prompt in LiveText. 76
Your learning
Examine the results you obtained on the learning goal. Explain what you will do differently the next time you teach this content. Address these areas: a) planning b) teaching c) assessment *Post responses directly below prompt in LiveText. 77
Pre/post assessment: Subgroups
Select a group characteristic such as – Gender – – Achievement level Socio-economic status – Language proficiency A minimum of 5 students must be in the group.
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A new bar graph: Subgroups
Select one LG, not discussed in the whole class section above, and create a bar graph that shows the number of students in the subgroup achieving the goal on the pretest and posttest. Compare this performance to the rest of the class’s performance.
*Attach the graph in LiveText. 79
Number of Students Achieving Mastery
5 4 3 2 1 0 10 9 8 7 6 LG1 Pretest LG1 Posttest Number students in EIP achieving mastery Number of students not in EIP achieving mastery
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Discuss the impact of the following on the pretest/posttest results for the learning goal: – a)
teacher
assessment) factors (e.g., planning, teaching, – b)
student
factors (e.g., effort, attendance, involvement, reading level) – c)
contextual factors
(e.g., home/distraction environment, school environment) Post responses directly below prompt in LiveText.
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Your learning
Based on the results you obtained on the LG, explain what you will do differently in the following areas the next time you teach this content: a) planning b) teaching c) assessment *Post responses directly below prompt in LiveText.
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Impact on Student Learning
Follow the directions in LiveText for downloading and completing the “TWS Impact on Student Learning Report ECSE.”
Celebrate!
You have completed your TWS.
Check that you have completed all LiveText components and requirements for the TWS.