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1. Teacher Work Sample Valdosta State University
Early Childhood and Reading Education
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I. Contextual Factors
II. Learning Goals and Assessment Plan
Assessment Concepts for the TWS
III. Design for Instruction
IV. Analysis of Student Learning and Reflection
3. Contextual Factors: Community, School System, School, Classroom, and Individual Teacher Work Sample Part I
4. 4 TWS Standard The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.
5. 5 Task Discuss relevant factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning.
6. 6 Contextual Factors include: Community, School System, and School Factors
Classroom Characteristics
Individual Differences
Students previous learning on the subject of your unit
7. 7 Sources of information Governors Office of Student Achievement
http://www.gaosa.org
Your school system website
Your school website
Your mentor
8. 8 Where do I find information about students previous learning? GPS/QCC standards from previous years
Previous teachers
Speaking with the mentor teacher about prior exposure to the subject area
Conversations with students about the subject/unit
Asking parents what their child knows about the subject area or prior experiences the children have had
9. 9 Example: Students Prior Learning on the Topic of Your Unit The class is currently beginning a unit that introduces basic map reading skills. Students can name and locate their state, country, and continent on map/globe.
10. 10 Example: Students Prior Learning on the Topic of Your Unit The students have received no formal instruction on the state of Georgia. I met with a teacher from the previous grade and discussed this at length.
I began a KWL chart with the class about Georgia, completing the K and W sections. I found that the students do possess some basic knowledge about the state we live in. They knew its capital, its location bordering Fla., that it is part of the US and North America, that it has laws, and that it has a flag (though they couldnt describe it).
11. 11 Example: Students Prior Learning on the Topic of Your Unit The students in my classroom have, for the most part, lived in Lanier 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 the Okefenokee Swamp but these students are few in number. Because they do not have background information on different regions, the information that I present to the students will have to include a lot of examples, visuals, and explanations.
12. 12 Non-Example of an Instructional Implication If there is a child that is bilingual or has another native language, they might be able to share information on different animal habitats in the country they are from.
13. 13 Example of an Instructional Implication Because there is a wide range of reading abilities in my class (including 2 students reading at preprimer level), I will need to read the test items to the class and monitor carefully to be sure students are on the correct item.
14. 14 Example of an Instructional Implication The parents of the students in this classroom are very supportive. After meeting with the parents, I know that most, if not all, are willing to provide materials and encourage their children to study and complete homework. I will include an at-home project assignment to involve them in supporting their childs learning.
15. 15 Example of an Instructional Implication There is one student in this classroom who has been diagnosed ADHD. His behavior is very hyperactive, and he must be monitored for on-task behavior throughout the lessons. I have decided to sit this student at the front of the classroom, near the teacher, so that I can monitor his behavior and progress throughout the course of teaching. I will also try to incorporate movement into my lessons so that he will not have to sit for extended periods.
16. 16 Example of an Instructional Implication There are two students who need a lot of one-on-one guidance. I will utilize the paraprofessional during instructional time to help these children.
One student has extreme problems with small motor skills. I will keep this in mind increase the amount of time I allow for him when requiring tasks such as cutting; I can also enlarge his work so the picture or item he is cutting is bigger.
17. 17 Example of an Instructional Implication The classroom holds six computers. I can integrate technology into the unit and have the students work on the computers during centers or in small heterogeneous groups.
18. Learning Goals and Assessment Plan Teacher Work Sample Part II
19. 19 TWS Standard The teacher sets:
significant,
challenging,
varied,
and appropriate learning goals.
20. 20 Topic & Content Area List the topic.
Identify the main content area.
Content area: language arts, math, science, or social studies.
Example: I. Metric system
II. Math
21. 21 Learning Goals List the learning goals.
Develop 2-4 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.
22. 22 Learning Goals: Science Example:
Students will identify properties, characteristics, and uses of rocks and minerals.
Non-example:
Students will list at least five different minerals.
23. 23 Learning 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.
24. 24 Learning Goals: Language Arts Example:
The students will improve their self-correction rates when reading instructional level material.
Non-example:
The students will correctly form the letter G.
25. 25 Primary Learning Outcomes (PLOs) List the primary learning outcomes (PLOs) under each learning goal.
primary learning outcome: a general term that is used to replace learning objective
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 PLOs under each learning goal will be used as PLOs on the daily lesson plans
26. 26 Example: Science Learning Goal 2 Students will identify properties and uses of rocks and minerals.
A. Primary 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.
27. 27 Example: Math Learning Goal 1 Students will create graphs and interpret information presented in graphs.
Primary Learning Outcomes
1. Students will create and interpret a real object graph.
2. Students will create and interpret a pictograph.
3. Students will create and interpret a bar graph.
28. 28 Example: Writing Learning Goal 2 Students will write a paragraph containing a main idea statement and at least 3 supporting details.
A. Primary Learning Outcomes
1. Students will identify the sentence that does not fit in a paragraph.
2. Given a main idea statement, students will add 3 supporting details
29. 29 Georgia Standards (QCC or GPS)
List the Georgia Standards (QCC or GPS)
that are aligned with each learning goal.
(Note: Use what your mentor uses.)
Sometimes a standard is an appropriate learning goal. Sometimes it is too broad to be addressed in a 2-week unit as stated, and you have to select only part of it as a learning goal.
30. 30 Georgia Standards
QCC Standards and Resources
www.glc.k12.ga.us
GPS Standards and Resources
www.georgiastandards.org
31. 31 Which are appropriate TWS Learning Goals? 1) Students will identify equivalent fractions.
(Yes.)
2) The teacher will explain the steps in the scientific method.
(No. LG must be stated in terms of what students will learn.)
3) Students will experiment with a geoboard to create shapes.
(No. This just describes a learning activity.)
4) Students will correctly add coins up to fifty cents.
(Yes.)
32. 32 For each LG, work with a partner to identify a possible PLO:
LG1 : Students will group animals in the appropriate classification.
Possible PLO: Students will identify the characteristics of mammals and give at least 3 examples.
33. 33 Identify possible PLOs for the LG LG: Students will tell time to the hour and half hour.
Possible PLO: Students will fill in the numbers on a clock face and identify the hour and minute hands.
Possible PLO: Students will tell time to the hour on an analog clock.
34. 34 Explain your pre-post assessment plan For each learning goal plan the type of assessment task(s), criterion for success, and testing accommodations. Example:
LG1
*Assessment task: 10 fill-in-the blank items with a word bank provided.
*Criterion for meeting LG1: 8/10 correct
*Accommodation: Items will be read aloud to support struggling readers.
Other examples of accommodations: extra time, individual/ small group testing, assistance from the parapro in monitoring, privacy folders, seating, etc.
35. Assessment Concepts Teacher Work Sample
36. 36 Goals for the Work Sample Summative assessment:
Develop and administer a pre-and post-assessment that is valid, reliable, aligned, easily understood by children, feasible, diverse, and developmentally appropriate
Formative assessment:
Gather data throughout the unit to describe pupils performance
37. 37 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.
38. 38 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.
39. 39 Constructing Your Pretest
List your learning goals. Use your PLOs to remind you about what specifics you need to include on your test.
Consider a variety of formats such as those on the following slides.
40. 40 Sentence completion and short answer 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:
Hawaii is in the _____________ Ocean.
Who was the President of the Confederacy? ________________
41. 41 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 vocabularies is most highly developed in children?
Listening
Reading
Speaking
Writing
42. 42 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.
43. 43 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
44. 44 Essay Questions Advantage tends to measure more directly behaviors specified by the objectives. Also examines student ability to communicate ideas in writing.
Start with a scoring plan which should be obvious to knowledgeable students.
Develop a rubric for scoring.
45. 45 Formats for less advanced students Some students may need a simpler test format. They 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.
46. 46 Grouping for testing Some learning goals may be tested in a whole group setting.
Sometimes the most appropriate way to test a learning goal is to check students individually on their ability to perform the task.
With some classes, it may be better to test students in small groups so that you can monitor more effectively.
47. 47 Pre/post test for TWS Include a copy of the pre/post assessment
On a master copy, type the corresponding learning goal next to each item/section of the text. Include directions and an answer key.
Include any extras that you use: scoring rubrics, observation checklists, rating scales, item weights
48. Design for Instruction Teacher Work Sample Part III
49. 49 TWS Standard The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.
50. 50 Task Describe how you will design your instruction related to unit goals, students' characteristics and needs, and the specific learning context.
51. 51 Prompt 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 in a format that allows you to find patterns of student performance relative to each learning goal (using a table/chart and graph).
Describe the information you find that will guide your instruction or modification of the learning goals.
52. 52 Make a table for Pretest results
53. 53 Give criteria for each learning goal (at the bottom of your table)
LG1: 8/10 for mastery
LG2: 4/5 for mastery
54. 54 Graph your pre-assessment results
55. 55 Designing your lessons
Write a lesson plan for each lesson to be taught in the Teacher Work Sample.
Follow the format provided on the Teacher Work Sample under Lesson plan guidelines.
56. 56 Design for Instruction Resources Georgia QCC Standards & Resources
Search Georgia Learning Connection
Georgia Teacher Resource Center
Tools for Teachers
57. 57 Pay particular attention to Alignment of your primary learning outcome to the content taught with the assessment planned.
Extension:
after analyzing the individual student pre- assessment results
after you begin teaching a primary learning outcome
Remediation:
after you finish your daily teaching of the primary learning outcomes (formative assessment)
Accommodation:
after collecting the contextual factors information
58. 58 Suggestions Use a variety of instructional activities
Bring in lots of additional resources. Dont just use the textbook or teachers manual.
Incorporate literature and the arts.
Use technology as a planning resource, during instruction, and/or as part of your remediation/extension.
Remediation/extension should be things you really are prepared to do.
59. Analysis of Student Learning and Reflection
Teacher Work Sample Part IV
60. 60 TWS Standard The teacher uses assessment data to profile student learning and analyzes factors related to student learning in order to improve instruction.
61. 61 On-Going Formative Assessment Formative assessment:
The assessments that are part of your daily lesson plans.
62. 62
Explain the results of one formative assessment that prompted you to modify your instruction
Discuss the modifications you made in your instruction as a result
Explain what you would do differently the next time you teach this content. Address
a) planning,
b) teaching, and/or
c) assessment.
63. 63 Pre/post assessment: whole class
Add posttest results to your table that shows raw score data on every student for every learning goal.
64. Criteria for mastery LG1: 8/10
Criteria for mastery LG2: 4/5
65. 65 Pre/post assessment: whole class Add posttest results to your bar graph. Show the number of students achieving each goal on the posttest.
Directions for creating a bar graph using EXCEL
66. 66
67. 67 Create a new table that reports the overall pretest/posttest results.
68. 68 Analyze performance of the whole class on one selected LG Look at your pretest/posttest results for this learning goal. Discuss the impact of
a) teacher factors (such as planning, teaching, assessment)
b) student factors (such as effort, involvement, reading level)
c) contextual factors (home environment, school environment)
69. 69 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
70. 70 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.
71. 71 A new bar graph Select a LG (not analyzed above in terms of whole class performance), 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 classs performance.
72. 72
73. 73 Discuss the impact of the following on the pretest/posttest results for the learning goal:
A) teacher factors (such as planning, teaching, assessment, etc.)
B) student factors (such as effort, involvement, reading level, etc.)
C) contextual factors (such as home environment, school environment)
74. 74 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
75. 75 Celebrate!
Youve completed your TWS.
Be sure it is complete in Live Text.
