Student Teacher Work Sample. Jessica Lawrence. May Kindergarten

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1 Student Teacher Work Sample Jessica Lawrence May 2012 Kindergarten

2 Table of Contents Contextual Factors...3 Community, District, and School Factors...3 Classroom Factors...3 Student Characteristics...3 Instructional Implications...4 Learning Goals...4 Learning Goal #1...4 Learning Goal #2:...4 Learning Goal #3:...5 Assessment Plan...5 Instructional Plans...7 Results of Pre-Assessment...7 Lesson Plans...8 Reflections...10 Analysis of Student Learning...11 Whole Class Analysis...11 Subgroup Analysis...14 Individual Analysis...15 Reflection and Self-Evaluation...15 Appendix...18 Page 2

3 Contextual Factors Community, District, and School Factors During my internship, I taught a Kindergarten class at a public school in Northeast Arkansas. The elementary school has around 500 students ranging from Preschool to Fifth Grade. The city population is 2,713. According to the Arkansas Department of Education's website (HIVE), 78% of elementary students in this school district are economically disadvantaged. The ethnicity of the elementary students in the district is overwhelmingly White/Caucasian (96%+). From my experiences, I can tell that this community is a small, tightly-woven community. The school itself contains a great amount of school spirit and pride. Classroom Factors The classroom is a smaller classroom, with access to a considerate amount of technology. The classroom has a teacher computer, two student computers, a SMART Board, a Lumen Document Camera, and a Microphone System. My cooperating teacher had five set rules in place for the students, and they miss recess whenever they break a rule after fair warning. The students' schedule begins everyday at 8:00 with Familiar Reading, then Shared Reading from 8:20 to 8:45. From 8:45 to 9:20 is time for Phonics instruction. At 9:20, the students gather on the carpet for Read-Aloud and Modeled Writing. Then, the students' lunch time and recess is from 10:15 to 11:10. When they return from recess, the students have Guided Reading and Center Time from 11:10-12:05. From 12:05 to 12:45 is Activity time, where the students go to Art, Music, P.E., Library, or Counseling. Math instruction is from 12:45 to 1:40, followed by recess until 2:00. After recess, the students have time to rest or complete a planned arts and crafts activity. The students sit at three different tables in a small U-shape. Almost half of the instruction takes place on the carpet, which is located in the front corner of the room. The picture below shows a simplified layout of the classroom: Carpet Area SMART Board Teacher's Table Student Characteristics Page

4 When designing instruction and assessing learning in the classroom, a teacher must take into account the needs of each individual child. This class has several parents who are involved in their children's learning experiences and seek out opportunities to help whenever possible. In this classroom, Student 1 is Autistic. This student is extremely intelligent academically, but lacks social skills. Student 4 cannot hear out of his left ear, therefore he has been placed with his right ear towards the front of the classroom. Student 11 is medicated for ADHD. Students 1, 10, 14, 15, and 16 are in the top reading group. The middle reading group consists of Students 6, 7, 8, 9, 11, and 12. The bottom reading group consists of Students 2, 3, 4, 5, and 13. On the latest DIBELS assessment given, there were no students "At Risk" and only two students with "Some Risk" of not reading on grade level. The two students with "Some Risk" were Students 4 and 13. The students seem to respond well to learning tasks involving movement and rhythm. The students, as a group, have prior knowledge of coin values. Instructional Implications I know that students have prior knowledge coin values, so I plan to build off of their background knowledge by relating the new knowledge to their schema. To keep the students engaged for the best possible learning to take place, I will use a fair amount of kinesthetic learning and some rhythmic learning. Learning Goals Learning Goal #1: Students will identify the correct coin names and coin values by naming the coins' values and comparing the different coins by their various attributes. Rationale: This learning goal meets the Common Core Standard CC.K.MD.2: Describe and compare measurable attributes. Directly compare two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference. The students are going to learn all of the coin names and coin values, as well as how to tell the coins apart. For example, the penny is the only coin that is copper-colored and the nickel is the thicker coin with smooth edges. This will help the students to distinguish between the coins. My cooperating teacher thought this would fit in well with her long-term instructional goals as a very essential skill that is sometimes overlooked in Kindergarten. Learning Goal #2: Students will understand how to answer money addition sentences equaling ten cents or less by using drawings or manipulatives to represent coins. Rationale: This learning goal meets the Common Core Standard CC.K.OA.1: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., Page 4

5 claps), acting out situations, verbal explanations, expressions, or equations. I will focus on teaching the addition component of this standard. I want the students to be able to understand the basic concept of addition and use drawings or manipulatives to assist the students in better understanding this concept. My cooperating teacher believes that addition is crucial, because it is a skill that will be expanded on in other grades. Also, connecting addition to a real-world concept such as money is very important. Learning Goal #3: Students will demonstrate knowledge of counting coins by using their prior knowledge of counting numbers. Rationale: This learning goal meets the Common Core Standard CC.K.CC.4: Understand the relationship between numbers and quantities; connect counting to cardinality. This standard means that the students must be able to connect counting to real-world situations. By applying prior knowledge of counting numbers to counting coins, the students will partake in a real-world experience; the students will be using money the rest of their lives, so it is important to connect the classroom experiences to more fundamental experiences. My cooperating teacher feels that this is a very important learning goal, because the students will need to learn basic skills in counting money before that knowledge can be broadened in Kindergarten and in later grades. Assessment Plan Learning Goals Assessments Format of Assessment Learning Goal #1: Students will identify the correct coin names and coin values by naming the coins' values and comparing the different coins by their various attributes. Pre-Assessment Formative Post- Assessment Checklist: Coins are placed on the table. I will ask each child to name the coins, tell me how much each coin is worth, and how the child could tell the difference between the other coins. SMART Notebook activities, class discussion, coin poem that describes each coin, observation and notes on particular student progress. Checklist: Coins are placed on the table. I will ask each child to name the coins, tell me how much each coin is worth, and how the child could tell the difference between the other coins. Page 5 Adaptations (Differentiation) Repeat instructions as needed, give examples when necessary to describe differences between the coins, assist with any handson activities and take notes on student behavior, attitude towards learning activities, and general understanding. Repeat coin poem daily as a lesson opener. When asking questions, allow time for extra response or questions. During any instruction, ensure that Student 4 is sitting with his right ear

6 towards instruction. Learning Goal #2: Students will understand how to answer money addition sentences equaling ten cents or less by using drawings or manipulatives to represent coins. Pre-Assessment Formative Post- Assessment Paper/Pencil Test: Test will be read orally to students in a whole-group setting. Remind students to draw pictures if they need help adding. There are six questions. SMART Notebook activities, practice with buying toys, classroom store activity, workbook practice, observation and notes on particular student progress. Paper/Pencil Test: Test will be read orally to students in a whole-group setting. Remind students to draw pictures if they need help adding. There are six questions. Restate directions when necessary. Be sure to keep all students on task by walking around and monitoring while reading questions and directions. Remind students to draw pictures if they need help adding the coins. During any instruction, ensure that Student 4 is sitting with his right ear towards instruction. For best learning, have brief mini-lessons and activities (atleast two or three different activities per math lesson). Learning Goal #3: Students will demonstrate knowledge of counting coins by using their prior knowledge of counting numbers. Pre-Assessment Formative Post- Checklist: Students will be asked a series of five questions individually. The student will be asked to count the coins given on the table to buy an item. Then, the student will state their answer. SMART Notebook activities, plastic coin manipulatives, classroom store activity, workbook practice, observation and notes on particular student progress. Checklist: Students will be Page 6 Repeat and modify instructions as necessary. Model if needed. Assist with hands-on tasks that could seem overwhelming to some students. All five questions on the assessments have penny counting, except for one that includes a nickel; this also tests students' knowledge of coin values when counting. During any

7 Assessment asked a series of five questions individually. The student will be asked to count the coins given on the table to buy an item. Then, the student will state their answer. instruction, ensure that Student 4 is sitting with his right ear towards instruction. The pre- and post-assessments are in the form of checklists and a paper/pencil test. One checklist is a coin identification checklist. This checklist will assist me in determining whether or not the students can correctly identify a penny, nickel, dime, and quarter, as well as the values of each. There is also space to make note of how the student knew what each coin was by coin characteristics. This checklist meets my first learning goal. I will evaluate each student s ability to identify the coins by giving each coin a possible three points, resulting in a total of twelve points. The student will earn a point for each correctly named coin, its value, and a characteristic of that coin that sets it apart from the others. The second learning goal is met by the paper/pencil test. This assessment has a total of six questions, where the students must solve addition sentences equaling ten cents or less. The students are encouraged to draw pictures to help them answer questions. I will evaluate this assessment by giving each student a point for each question answered correctly, for a total of six points. The third learning goal is met by a coin counting checklist. There will be five questions for this portion of the assessment, and the students will be given a point for each correct answer. Five objects will be on a table, and the students will individually count the coins after being told the price of each item. The checklist will allow me to record answers to each question and make any notes about the students and the assessment. For the formative assessments during the teaching of this unit, I will keep an observation log, where I note any student progress, whether it be positive or negative. I believe it will be important to record observations any time a student has difficulty with a particular task. For example, if a student has trouble counting pennies to purchase an item, I should write down particular actions, attitudes, and behaviors that stand out, as well as the specific issue. Any time the students are doing independent work, I will monitor the learning activities and record observations. Instructional Plans Results of Pre-Assessment After administering the pre-assessment and recording results, I found the results to be very surprising. The students who usually score very high scored average and lower, where some of the students who usually score lower had some of the best scores. As a class, the students seem to have an excellent grasp of coin identification. The paper/pencil assessment of addition sentences equaling ten cents or less was the portion that shocked me most. This was the area that most of the higher-achieving students did worst, while the lower-achieving students did better. On the third assessment, the students did well, for the most part. The main issue was using a nickel in place of a penny. I believe that the main portion of my lessons will focus on Page 7

8 Learning Goal #2, which focuses on addition sentences. I will also spend more time on the value of a nickel being five cents, so whenever there is a nickel, we have to think five, and then count on from there. The coin identification portion of the lessons will be very repetitive, but practiced quite frequently. Lesson Plans Day One: Today s lesson will meet Learning Goal #1: Students will identify the correct coin names and coin values by naming the coins' values and comparing the different coins by their various attributes. I will ask the students to identify the coins on the calendar math board, and then tell the students that we will learn more about our coins today. I will recite a rhyme about the four coins for the children, pointing to the pictures on the calendar math board as I describe each coin. Then, the students will say the rhyme with me. I will give each child one of each coin in play money. I will explain to the students that each coin is worth different amounts of money. Then, I may ask them which coin I would use if I bought something for five cents, ten cents, etc. I will ask the students to identify coins as I describe them. For example, I will ask, Which coin is the largest? and Which coin is the smallest? Then, I will have students compare coins by asking, Which can buy more, a quarter or a nickel?, then, Why can a quarter buy more than a nickel? Then, I will ask, Which will buy less, a penny or a dime?, then Why will a penny buy less than a dime? Then, I will call on a student to place the coins in order on the SMART Board by their values. To reinforce the activity, the students will complete workbook page number 47, where the students match each coin to its appropriate value. I will read the directions to them, and guide them through the workbook page. The rhyming and hands-on instruction should allow the students to stay on task. While the students complete the workbook page, some of the students who have difficulty staying on task may work with the aide at the back table. I will also ensure that Student 4 sits with his right ear facing me so that he can hear the instruction properly. I will use the brain-based approach of repetition to assist the students who may not have understood the first time; this approach also helps the students retain new information. Day Two: Today s lesson will meet Learning Goal #1: Students will identify the correct coin names and coin values by naming the coins' values and comparing the different coins by their various attributes. Today s lesson will focus more on comparing the coins by various attributes. I will inform the students that today we will be sorting coins. I will remind them that we have sorted in the past. We learned to sort by different things called attributes. For instance, we sort vehicles by color and size. Today, we will sort coins by color, size, and by their value, or by how much the coins are worth. I will begin by asking the groups to sort the coins by their color. I will ask, "How many groups of coins do you have?" and "Can you describe the groups?" Then, I will ask the students to sort the coins by their sizes. Then, I will ask the same questions. Finally, I will ask the students to sort the coins by value, or by how much the coins are worth. Then, I will ask the same questions. After sorting by all three attributes, I will ask the students if they noticed that when they sorted by size and value, they ended up with the same groups of coins. This is because all the smallest coins are worth 10 cents each, all the biggest coins are worth 25 cents each, etc. I will ask the students if they can think of another way to sort the coins. We will continue sorting, so that students will have a visual picture of the coins and their similarities and differences. The hands-on instruction should allow the students to stay on task. Some students who have difficulty staying on task may work with the aide at the back table. I Page 8

9 will be monitoring the entire time to make note of students interaction with the lesson, as well as their attitudes towards the lesson. Day Three: Today s lesson meets Learning Goal #2 and #3: Students will understand how to answer money addition sentences equaling ten cents or less by using drawings or manipulatives to represent coins and Students will demonstrate knowledge of counting coins by using their prior knowledge of counting numbers. I will inform the students that today we will be looking at how much money different items will cost in our big book. In the big book, page 46, there are several different toys that have price tags attached to them. I will ask how much each item is worth. Then, I will ask how I could find out how much money I would need if I wanted to buy the teddy bear and the duck. I will write on the SMART Board: 6 cents + 2 cents=. There will be a picture of a teddy bear by the 6 cents and a picture of a duck by the 2 cents. I will also have coins on the SMART Board for students to use while counting. I would continue this process with other items on the page, expecting the students to help me add the coins together to buy items. I would ask the students if I could buy both items if I only had a nickel or a dime. There will be coins on the SMART Board for the students to use to add. I will also ask the students to show me how they came up with the answer by using their fingers or coins. I may modify this lesson to include mostly counting, rather than addition, depending on how the students interact with the lesson, and whether or not they grasp the material. If not, then I will focus on counting today, and then move to addition tomorrow, during Day Four. Day Four: Today s lesson meets Learning Goal #2 and #3: Students will understand how to answer money addition sentences equaling ten cents or less by using drawings or manipulatives to represent coins and Students will demonstrate knowledge of counting coins by using their prior knowledge of counting numbers. This lesson repeats yesterday s lesson. However, today, I will not use the big book activities, but instead the lesson will be completely interactive on the SMART Board. I will introduce coins and their values again, and recite the coin poem as a review. I will review both, counting and addition during today s lesson. There will be items on the SMART Board with a price tag. The students will purchase these items by using the coins on the SMART Board to show their work. Once we complete all of the items, I will write a money addition sentence on the SMART Board to model. Then, I will guide the students through some of the problems. Lastly, I will allow the students to help each other work the problems. The use of technology should keep the students engaged in the lesson, while giving them extra practice in this skill. Day Five: Today s lesson will accommodate Learning Goal #1 and Learning Goal #3: Students will identify the correct coin names and coin values by naming the coins' values and comparing the different coins by their various attributes and Students will demonstrate knowledge of counting coins by using their prior knowledge of counting numbers. I will inform the students that we will be using different combinations of coins to buy toys. I will invite two students to the front of the class. Then, I will explain that I will say a coin value and the students will use the plastic coins to come up with different combinations of that value. For instance, I may say, I want 7 cents. One child should give me 7 pennies, while the other child should give me 1 nickel and 2 pennies. The students will count out the coins they hand me so the entire class may learn from this experience. I will repeat this process until all students have been able to participate. Then, I will have three different toys on the SMART Board with a price tag. I will ask four different students to come up to the front of the class to select a toy, then the student is going to pretend that they are buying this toy with their plastic coins. I will ask the students what Page 9

10 coins they decided to use to buy the toy, why they chose the coins they did to pay for the toy, what their coins add up to, is this amount enough to pay for the toy, or if there will be change left over. This will obviously depend of the toy and how the students decide to pay for the toys. This lesson is very interactive, which should keep students engaged. Day Six: Today s lesson will meet Learning Goal # 2 and #3: Students will understand how to answer money addition sentences equaling ten cents or less by using drawings or manipulatives to represent coins and Students will demonstrate knowledge of counting coins by using their prior knowledge of counting numbers. I will inform the students that we will be purchasing toys and other items from our classroom store today. I will call the students who are quietly paying the best attention to choose an item to purchase. I will remind the students that they should not choose an object worth more than the amount of money they have in their Ziploc bags. The students will choose items individually based on the amount of money they have in their Ziploc bags. The students are allowed to only purchase one item at first, but if there are items left over after every student has chosen an item, then students may return to choose another item. After all students have chosen items, I will call students up individually to purchase their items with me, the cashier. The entire class will assist me in checking that each item is paid for correctly and the correct amount of change is given back. The students will be allowed to keep their items they have purchased. I believe that students will be very interested in this lesson, because it is interactive. In addition, they will be able to keep their items, which is a good incentive to stay involved in the lesson. Reflections Day One: The lesson seemed to go very well. Students really enjoyed the coin rhyme. I repeated the rhyme and they were trying to say it with me. Students 4 and 11 were confusing the nickel and quarter. I will pull these two and the others who missed questions on the Pre- Assessment to a brief intervention in the afternoon time, until they seem to better understand the material. When completing the workbook page, Student 7 had some difficulty, and I had to guide her through the page. For the most part, the lesson seemed almost too easy for the class. Tomorrow s lesson should be more challenging for all of the students. Day Two: Students had prior knowledge of sorting before I taught this lesson, which I believe made this lesson go smoothly. Each student had their own bag of plastic coins to sort, which I think is best; when they start sharing, their attention usually goes away. The students used their manipulatives correctly. Students 9 and 11 had difficulty staying on task, but the teacher s aide was helping to monitor their behavior and tried to help me in keeping them on task. Student 1, who is autistic, began saying that this was too hard and that he was done with it. However, he was finished before other students, which I believe caused him to become bored and dissatisfied. Hopefully I will be able to challenge this student more in upcoming lessons, or even have him work with the teacher s aide if he seems to become bored in a learning activity. This way, he will be challenged enough. Day Three: When planning today s lesson, I overlooked the fact that I should address counting money before I teaching adding money. Thankfully, I realized this before moving too far into Page 10

11 the lesson, losing the entire class. The lesson was too difficult for the class as a whole, however, I think I did challenge Student 1 today, along with Students 9, 12, 3, and 15, who were all able to add two numbers by using their fingers to count. The rest of the lesson focused on counting pennies to buy one item on the SMART Board or from the big book. By the end of the lesson, the students seem to grasp the material very well. Day Four: Today, we reviewed counting, which the students seemed to truly understand. So, I began teaching basic addition. I modeled the concept several times, then guided the students through some problems, the asked the students to work on them. I decided to use pennies only today, because introducing nickels before having adequate practice counting pennies could result in complete confusion. The use of technology kept the students engaged. The lesson did not seem to be too easy or too difficult for any student, although this is not always seen through one lesson. Day Five: Today, I introduced coin combinations very slowly. I wanted to ease the students into this concept, because I did not want to overwhelm them. Some students had difficulty thinking of a nickel having a value of five cents, even though they knew whenever you ask how much a nickel is worth that it is worth five. Most of the students were counting a nickel as one cent, just like they counted pennies, because that is what they are used to doing. We practiced this skill several times with interactive SMART Board activities, as well as a worksheet that asks students to practice the skill. By the end of the lesson, the students seemed to understand much better that when there is a nickel, we have to say, Five! and count on from there. This lesson did not seem to be too challenging for any students, nor did it seem too easy. Day Six: For today s lesson, I set up some toys on the front table and labeled them with set amounts. Then, I gave each student a random amount of money. This worked well. The students did not argue about anything. When it was a student s turn to buy something, he or she came to the store to purchase an item. Then, they had to count their money to me. Most students had a nickel, so they had to use knowledge from yesterday s lesson to help them. The class helped to figure change, which was actually a step farther than I planned to take the lesson today. Every student did very well and seemed to enjoy this learning activity. Analysis of Student Learning Whole Class Analysis I believe that all students benefitted greatly from my teaching of this money unit. Every student increased his/her overall percentage, except for Student 15, whose score stayed the same. Every student mastered Learning Goal #1 (Students will identify the correct coin names and coin values by naming the coins' values and comparing the different coins by their various attributes.) with 100% mastery on the post-assessment. For Learning Goal #2 (Students will understand how to answer money addition sentences equaling ten cents or less by using drawings or manipulatives Page 11

12 to represent coins.), all students increased their mastery, except for Student 15, who mastered 5 of 6 questions, with a score of 83%, and those who scored were 100% accurate on the preassessment. For Learning Goal #3 (Students will demonstrate knowledge of counting coins by using their prior knowledge of counting numbers.), Student 2 s score decreased from answering 5 of 5 correctly (100%) on the pre-assessment to answering 4 of 5 correctly (80%) on the postassessment. There are three tables below that depict the students' mastery of each of the three learning goals on the pre-assessment and post-assessment. The fourth table shows each student's overall percentage growth from the pre-assessment to the post-assessment. Learning Goal #1: Students will identify the correct coin names and coin values by naming the coins' values and comparing the different coins by their various attributes. Student Name Pre-Assessment Percentage Post-Assessment Percentage Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Learning Goal #2: Students will understand how to answer money addition sentences equaling ten cents or less by using drawings or manipulatives to represent coins. Student Name Pre-Assessment Percentage Post-Assessment Percentage Student Student Student Student Student Student Student Student Student Student Student Page 12

13 Student Student Student Student Student Learning Goal #3: Students will demonstrate knowledge of counting coins by using their prior knowledge of counting numbers. Student Name Pre-Assessment Percentage Post-Assessment Percentage Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Overall Percentages Student Name Pre-Assessment Percentage Post-Assessment Percentage Student Student Student Student Student Student Student Student Student Student Student Page 13

14 Student Student Student Student Student Subgroup Analysis For the subgroup analysis, I have chosen to compare the results of the assessments by gender. I will analyze the results of the assessment for each, the boys and the girls, on Learning Goal #2: Students will understand how to answer money addition sentences equaling ten cents or less by using drawings or manipulatives to represent coins. On the pre-assessment, the seven girls scored an average of 57.1%, and on the post-assessment, the seven girls scored an average of 95.2%. On the pre-assessment, the nine boys scored an average of 55.6%, while on the postassessment, the nine boys scored an average of 88.9%. The girls scored slightly higher than the boys on the pre-assessment and post-assessment. However, there was one boy who answered no questions correctly on the pre-assessment, while two more boys only answered one questions correctly. There was only one girl who answered only one question correctly on the preassessment. On the post-assessment, two boys missed one question each, while there was only one girl that missed a question. It is interesting to see these results. Both subgroups had a significant amount of growth. Page 14

15 Individual Analysis For the individual student analysis, I have chosen to analyze Students 3 and 4. Even though these students are from the same reading group, which consists of struggling readers, they differ greatly in mathematical skills. Student 3 scored an overall score of 95.7% on the pre-assessment and 100.0% on the post-assessment. Student 4 scored an overall score of 52.2% on the preassessment and 91.3% on the post-assessment. Since Student 3 performed so well on the preassessment, I would assume that she has prior knowledge of money. She may have been taught at home, where she learned real-life skills. Also, my cooperating teacher reviews coins during calendar math, as well as some characteristics, so this students may have retained this information well. Student 4 has hearing difficulties. During the pre-assessment for Learning Goals #1 and #3, he was sitting directly in front of me. During the post-assessment, I ensured that I sat at his right side when reading directions and asking questions so that he could better understand me. From my time teaching in this class, I have realized that Student 4 needs very explicit instructions to complete a task correctly. He is sometimes easily distracted. It is important to know how students learn and what difficulties they may have, so that I can plan instruction better and be aware of certain circumstances while I am teaching. Reflection and Self-Evaluation As I reflect on my effectiveness as a teacher during this money unit, I have realized that I can have a profound, positive impact on student learning. However, I also found certain aspects of my teaching that I could develop further. Before teaching this money unit, I knew the students had some prior knowledge of coin identification and counting. My cooperating teacher covers the coins and their values atleast once per week during calendar math. She has also taught them the concept of counting. However, the students have not counted money before. I followed the Kindergarten plans for teaching money as the next chapter after ordinal numbers. Therefore, I did not choose to teach money over anything else, but instead, it was predetermined. With Kindergarten being such an immature grade level, I wanted to do learning activities that were sure to keep the students engaged. For instance, I created a SMART Notebook lesson that contained the coin rhyme, as well as several interactive activities that corresponded with my lessons and learning goals of this unit. I also wanted to have opportunities to challenge my autistic student, as well as the highachieving students, while not overwhelming my struggling learners. As far as learning goals are concerned, I believe the students were most successful with Learning Goal #1. On the pre-assessment, the most questions answered incorrectly were 4 of 12. My Page 15

16 theory for the students' success was that they had prior knowledge of this learning goal. My cooperating teacher covers the coins and their values atleast once per week during calendar math. Another reason is that I reviewed this skill daily with students to ensure fundamental understanding of this skill. After such explicit instruction, no students missed a question during the post-assessment; the post-assessment went hand-in-hand with this learning goal. The learning goal where my students were least successful was Learning Goal #2. I believe this is due to the concept of adding money is a completely new skill to most of the students. Therefore, they have not had as much practice with this skill as with the other learning goals. The students who achieved mastery of this learning goal early in the unit probably have had experience with this concept before or caught on to the use of manipulatives and drawings very quickly. In the future, I would try to provide more unambiguous practice activities involving money addition. Now that I have taught this unit, I know to introduce counting pennies before trying to add two different price amounts using pennies. I believe this was a drawback that could have confused some of my students. When reflecting on my own professional development opportunities, I have realized that I could grow in the areas of providing explicit instruction and in learning more about special needs in the classroom. I knew that students are on different levels, but I never personally had experience with this fact until student teaching. After a few lessons, I realized that scaffolding is crucial to student success. I started by modeling skills, then by guided the students through the skill, and finally giving the students independent practice. I still have to focus on this concept to present the content in a way to promote better understanding for my students. I would like to learn more about how to handle special needs children in my classroom. My autistic students felt bored and began to shut down at one point. I do not want to allow any student to feel unengaged in the lessons because the lesson is too challenging or too easy. I feel that both of these issues could be addressed with more classroom experience and possibly professional development hours. Overall, this was an excellent opportunity for me to see where I am effective as a teacher and where I still need to develop as a teacher. Page 16

17 Page 17

18 Appendix This website was mentioned during the "Contextual Factors" section of the Teacher Work Sample. Arkansas Department of Education (HIVE): Additional Resources are attached to the Teacher Work Sample. Page 18

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