Precious Beasley. Teacher Work Sample Reece Academy Kindergarten Fall 2011 CUIN:4403&4433 Dr.P.Smith

Transcription

1 Precious Beasley Teacher Work Sample Reece Academy Kindergarten Fall 2011 CUIN:4403&4433 Dr.P.Smith

2 Table of Content Section I: Learning Context Instructional Implications of the Community Instructional Implications of the School Instructional Implications of the Classroom Instructional Implications of the Classroom Teacher and Teacher Candidate Instructional Implications of the Students Literary Support Section II: Learning Goal and Objectives Appropriate Learning Goal Multiple Objectives Lead to the Goal Objectives Match Learner Context Objectives Suggest Multiple Learning Activities Objective Align with Essential Knowledge and Skills (TEKS) Section III: Assessment Plan Pre-assessment Assessment Plan Overview Reliable Assessment Valid Assessment and Scoring Procedures Adaptations in Assessment Administration Procedures Section IV: Design for Instruction Interpretation and Application of Preassessment Data Plan for Instruction Impact of Learning Context Use of Technology Section V: Instructional Decisions Instructional Decisions Informed by Student Performance Instructional Decisions and learning Goals Instructional Impact on a Student Attitudes or Behavior Section VI: Analysis of Student Learning Graphic Presentation of Assessment Results Analysis of Student Learning Whole Group Sub-Groups Interpretation of Assessment Results Section VII: Reflection and Self-Evaluation Reflection on Modifications to the Unit of Instruction Reflection on Implications for Professional Development 2

3 Section I: Learning Context Ø Instructional Implications of the Community Ø Instructional Implications of the School Ø Instructional Implications of the Classroom Ø Instructional Implications of the Classroom Teacher and Teacher Candidate Ø Instructional Implications of the Students Ø Literary Support Reece Academy

4 Instructional Implication of the Community Reece Academy is in Aldine Independent School District. The school is one of seven EC/PK campuses in the district. The school is located in Acres Homes which is northwest portion of the city, the area is loosely bound by Pinemont Road to the south, North Shepherd Drive to the East, Gulf Bank to the north, and the city limits to the west. The area is also referred to as The 44, because of the "Acres Homes Limited". The area is a wooded urban/inner-city community. Aldine Independent School District, a leader in education, is located miles north of downtown Houston, Texas. The district has a student population exceeding 62,500 students. The students population is both ethnically rich and economically diverse. The student demographics are as diverse as the teaching staff. Students in Aldine ISD come from a variety of economic settings. More than 80% of the students are classified as being economically disadvantaged. With more than 50,000 students,74 buildings, one of the largest fleet of buses in the country, and annual budget that exceeds3/4 billion dollars, Aldine ISD grown from humble beginnings into one of the largest school districts in the state.

5 Instructional Implication of the School Recess Academy was build in The school was named after Versa V. Reece, a principal that worked and taught in the district for more years. Versa V. Reece is a magnet school offering Montessori Instruction, Direct Instruction and Fine Arts. The Direct Instruction (DI) program is a highly structured phonics based reading, langue and mathematics program. In the Montessori Instruction program, students learn through a sensorial approach, manipulating objects as they master complex reading, writing, mathematics, science and social studies. The Fine Arts program is an integral part of the learning experience of every child at Reece Academy. Choral music, piano, ballet, tap, violin, technology, drama, field trips and an array of visual arts give our students many opportunities. Recess has 564 students and 29 teachers. For the fine arts program the school has 6 team members. The school has 5 administrative staff which including the principal, Sherrie Batro and assistant principal Anne Heaney. Also Supporting Staff with 5, Special Education Staff has 3 and the school and students are favorable to have 16 Instructional Assistant. The mission of Versa V. Reece Academy is to build a strong foundation young students need to ensure future success and excellent. The school has a solid foundation to excel academically and socially for all students. The atmosphere at the school states that the school has high expectation for the students.

6 Contextual Factors Ethnic Distribution: Count Percent District State African American % 28.3% 14.0% Hispanic % 66.9% 48.6% White % 2.9% 33.3% Native American Asian/Pac. Islander 1 0.2% 0.1% 0.4% 2 0.3% 1.7% 3.7%

7 Contextual Factors Court Percent Economically Disadvantaged Limited English Proficient (LEP) % % At-Risk % Number of Students per Teacher 15.4

8 Instructional of the Classroom 9A is located on the blue hall, the lasted door to your left. Before entering the room, in the class window you will find the school dress code and class expectation are posted. The classroom is a moderate size. There are 23 students in the class. When you open the door and walk until the class you would see the teachers desk to the left. Also to the left is the carpet, where whole group instructions is given and a bathroom. On the right, are the students desk, and small group instruction. Around the walls of the room are work stations for each subject. The sitting are arrangement is 6 to a group. The class is managed by a color system. Each group has its own color. Everything is by color, such as getting supplies, sitting on the carpet and how to line up. All students are expected to following the four classroom rules. The routine of the class in order : calendar, practice sight words and sounds, reading level group, reading stations after the finish their phonics and reading worksheet, morning break, review math in whole group, independent practice or workstation, lunch, science or social studies, language arts and then specials. With this routine the teacher planned by the week, having all materials ready on Monday. The classroom management system is based mainly on positive reinforcement, and redirection. The daily conduct is tracked by colors. All students began as a blue super star and as the day continues, the first conduct cut is green block meaning your still in good standards, next is yellow block meaning warning, and last is red meaning no recess. Another way the teacher track behavior is by a week folder to parents. The class is rewarded with tickets throughout the day for good behavior. The students have to buy all non instructional things such as recess, popcorn and movie on Friday, and morning break and snack. The characteristics of a classroom play a essential role in the engagement and learning experiences of the students. I think the coloring system was a effective way to organize the class. Also the behavior system advanced students learning.

9 Instructional Implication of the Classroom Teacher and Teacher Candidate Mrs. Miller was my cooperating teacher. Mrs. Miller is an African American and is around 35 years of age. I really enjoyed working with her cause she was an effective teacher with 12 years of experience. She provided positive reinforcement of different teaching styles. Mrs. Miller teaching style reflected an authoritative teacher. The authoritative is a teacher who had an orderly classroom, a strong discipline plan and was caring and supportive. Students respect her and know that they could go to her with problems of any kind no matter how big or small. As a teacher candidate, I ve discovered that finding a teacher style is critical for me to become an effective teacher as Mrs. Miller. While observing and reflected on my student teacher experience, I realized some similar that I shared with my cooperative teacher and some things I needed to work on. We both loved to do hands on activities. I was more creative than my cooperative teacher because I knew how to draw and come up with different hands on activities. She found this difficulties but learned from me. I also learning a lot from her. She was very firm, and organized. This was something I lacked in at first but got better as time passed. I really was honor to work with Mrs. Miller and was so grateful to learn from her. As a token of my appreciation I asked the principal and assist principal of the school to witness me giving Mrs. Miller an award to show her that she was a wonder teacher.

10 Instructional Implication of the Students Reece Academy is an magnet school so students come from all over the distinct to attended. Mrs. Miller s kindergarten class has twenty-three students. Majority of the students are of the same race but come from different learning styles. The class demographics is 12 girls and 11 boys. There are 22 Africans Americans students and 1 Caucasian student. The students come from lower or middle class families. The income bracket varies because so students pay tuitions to attended the school. While other are of familiars with low income. The majority of the students in the class are also on free or reduced lunch. The class didn t have any students qualify for special services. All of the students are not on the same academic level. The students are divided into three reading groups. Any students whom need addition help gets it during recess, or specials. I don t believe that the different levels of the students will hinder them from advancing. As a result of my observation, I have discover that students parents who has an active role in their students education seems to be more ahead of the students who doesn t have that parent support. Another observation was students not using or having prior knowledge of a concept. This was noticed during phonic and blended words.

11 Literary Support The contextual factor that majority of the students face was being economically disadvantage. Students of poverty face challenges unique to their life experience. As educators we must teach them and provide support, insistence, and expectations. The annual income of families in the school are below a level which is based on low-income thresholds according to family thresholds according to family size published by the U.S. Bureau of the Census. Also most of the student receive free or reduced-price school lunches. Socioeconomic factors such as family income, neighborhood poverty, parental education levels, and parental occupation are more significant in explaining differences in educational achievement than traditional factors such as race, ethnicity, and immigrant status. Overcoming the statistical relationship between students of low socioeconomic status and low academic achievement is of fundamental importance to the future of our children, and of our region. This indicator is important because it identifies the school districts that will need the most resources to ensure that each and every student reaches his or her potential. h"p://

12 Working with Economically Disadvantaged Students Week Tips Monday Tuesday Activities Provide these students regular access to books, magazines, and newspapers of their own choosing, but also find ways to incorporate a variety of print material into your instruction. Stand at the door and greet students by name, share food with the students on special occasions, continually talk to students in an encouraging manner, acknowledge weaknesses in achievement equally with strengths in achievement, and take time to listen to the stories and thoughts these students want to share with you. Wednesday Thursday Friday Fight the sympathetic urges that might permit lower expectations for students of poverty. Provide an environment rich in diverse cultural experiences to level the playing field for economically disadvantaged students. Asses your ability to communicate with parents of varying educational levels and backgrounds.

13 Section II: Learning Goal and Objective Ø Appropriate Learning Goal Ø Multiple Objectives Lead to the Goal Ø Objective Match Learner Context Ø Objectives Suggest Multiple Learning Activities Ø Objectives Align with Texas Essential Knowledge and Skills (TEKS)

14 Appropriate Learning Goal The overall goal I want students to meet through their participation in this unit is sorting. Students sort objects based on one characteristic. They learn the term attribute and give examples of attributes of objects. Students explain their reasoning for sorting objects into groups. Students learn to use more than one attribute to sort objects. Students must sort and classify to build the foundation for understanding patterns. When students experience sorting a variety of objects, they learn to see the objects similarities and differences.

15 Multiple Objectives Lead to the Goal Classify organisms or objects by one and two observable properties and explain the rule used for sorting (i.e.., size, color, shape, texture or flexibility). Describe properties of materials such as wood, plastic, metal, cloth or paper and sort objects by the material from which they are made. Count, order and sort objects by their observable properties.

16 Objective Match Learner Context While considering the material for the sorting unit. I make sure I was meeting the learning style needs of all the students, to ensure that all students meet their achievement levels. I challenged the student to connect prior knowledge to new information. I reviewed any concepts that I believe would be essential for this unit. Any students that was having problems got addition instructional time during small groups.

17 Objective Suggest Multiple Learning Activities Students take in and process information in different ways: by seeing and hearing, reflecting and acting, analyzing and visualizing. The best approach for a teacher to take is to address a variety of learning styles with their teaching plan. It is also helpful to encourage students to understand their preferred leaning style. Teaching methods have to vary with different objectives. In order to help students understand sorting, the learning process was more hands on with objects the students were familiar with. For example, we use colored buttons, cotton balls, marbles, and candy as objects to sort.

18 Objectives Align with Texas Essential Knowledge and Skills (TEKS) (2) Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to: (A) ask questions about organisms, objects, and events; (C) gather information using simple equipment and tools to extend the senses; (D) construct reasonable explanations using information; and (5) Science concepts. The student knows that organisms, objects, and events have properties and patterns. The student is expected to: (A) describe properties of objects and characteristics of organisms;

19 Section III: Assessment Plan Ø Pre-assessment Ø Assessment Plan Overview Ø Reliable Assessment Ø Valid Assessment and Scoring Procedures Ø Adaptations in Assessment Administration Procedures

20 Pre- Assessment The pre-assessment sorted themselves by using different properties. I asked all boys to line up on one side of the classroom and all the girls on the other side of the classroom. Then, I asked students to describe how students were sorted or divided into two groups. As a second example, sorted by asking students with long hair to line up one side of the classroom and those that have short hair to line up on the other side of the classroom. Then, ask students to describe how students were sorted or divided into two groups during this example. Students recorded their observations. Teacher using the note their response.

21 Pre- Assessment Results

22 Valid Assessment and Scoring Procedures Learning Objective Type of Assessment Assessment Format Adaptations Sorting object Informal Assessment (Pre-Assessment) Student sorted themselves by using different properties. The teacher will allow students time to observe and think about what they saw. The teacher will provided paper so all students can put their answer on it. Identifies the physical property used to sort their objects Informal Assessment (Formative Assessment Throughout the unit, students were given a bags containing different buttons and cereals. Students had to sort objects in the bag with similar characteristics to group with the button, which could be same color, size, shape, and texture on a sorting worksheet's with sorting hoops. Students will work independent at their desk sor<ng. Teacher will make changes depend on the progress of the students. Justifies the placement of the object in the group placed Formal Assessment (Post-Assessment) All student will be assessment on the sorting by texture. The students will sort objects that are rough or soft and glue them on a worksheet correctly. The students will be give a bag with different texture and have to glue the objects onto paper and explain their reasoning to the teacher. The ac<vity will be conduct in small groups.

23 Reliable Assessment Pre-assessment allowed the teacher and student to discover what is already known in a specific topic or subject.. The pre- assessment used allowed the teacher to see the level of understanding that students had with sor<ng. The pre- assessment was cri<cal to recognize prior knowledge so students can engage in ques<oning, formula<ng, thinking and theorizing in order to construct new knowledge appropriate to their level. Forma-ve assessment is employed by teachers during the learning process in order to modify teaching and learning ac<vi<es to improve student a"ainment. During the unit, the students sorted objects by color, sizes, shape, and texture and the teacher monitor the process throughout the unit. This assessment allow the teacher to iden<fy and remediate group or individual deficiencies and provided feedback for the teacher to modify subsequent learning ac<vi<es. A post test is a test that is given at the end of a unit that proves knowledge and comprehension of each objective. The test was an combination of all the objectives that were taught during the unit. To show that the skills were mastered each student had to sort the objects correctly by textures.

24 Valid Assessment and Scoring Procedures The scoring procedures for each assessment, alter depending on the assessment. All of the assessment were not graded but played an ac<ve role in the feedback process. All the assessment checked for understanding to ensure that all students were mee<ng their objec<ve goal. During the pre- assessment the students didn t receive a grade. The pre- assessment was for the teacher to observe the students prior knowledge on the subject. The teacher recorded the students answer to ques<ons, and noted which students were having problems and helped them. Throughout the unit, the teacher used worksheets and materials to use as the forma<ve assessment. This helped the teacher monitor the process of the students understanding. The scoring was base on the number correct out of the total number of problems. Any students that didn t receive a good grade was giving addi<on prac<ce and re- teach. The post test was a reflec<ons of the students ability to apply what they had learned. The scoring was base on the number correct out of the total number of problems. If students didn t receive a good grade will not giving another chance.

25 Adaptations in Assessment Administration Procedures Students don t learn the same way, so the way students understand the objective will vary. A set of clear objectives will give you a sound basis for selecting or developing instructional materials, as well as a means for evaluating whether or not your instruction has been successful. During the unit, the adaptation that was made was small group instruction during morning break for the students, who didn t grasp the objective. These student were identify during the pre-assessment. The student got an opportunity to be re-taught.

26 Section IV: Design for Instruction Ø Interpretation and Application of Preassessment Data Ø Plan for Instruction Ø Lesson Plan Ø Impact of Learning Context Ø Use of Technology

27 Interpretation and Application of Pre-assessment Data The results of the pre-assessment showed that majority of the class mastered the learning objective. It was only 4 who didn t master the objective. The pre assessment reveals that student were good at sorting objects however had a complex at describing why they sorted the object. Pre-assessment allows the teacher and student to discover what is already known in a specific topic or subject. It is critical to recognize prior knowledge so students can engage in questioning, formulating, thinking and theorizing in order to construct new knowledge appropriate to their level. The data lead the teacher to engage all the student into critical thinking skills. The students who didn t master the objectives used reinforcement to bring them to level. Students that were on level used prior knowledge to connect with the objective to form new skills.

28 Plan for Instruction A lesson plan is the teacher road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. The lesson I planned beginning with a pre assessment activity which allowed the teacher to observe and record the students prior knowledge on the objective. Then I prepared activity throughout the week to engage students learning and assist students that were below average. The activities were sorting by shape, color, texture and other similar character ties. The assessment were of valued use in order for the teacher to understand that the students are understanding the required materials. The post assessment was at the night of the week and showed the results of the students individual learning achievements.

29 Lesson Plan

30 Impact of Learning Context While planning for this unit I faced two contextual factors to effect the outcome of the lesson. The most noticed contextual factor was fundamental was students prior knowledge. Also the student who didn t do well in the preassessment. During the unit of the lesson, I take time to help students that needed assistants. If a student need addition help they received it doing morning break or recess. Before students turn in their work to be graded the teacher looked over it and allowed student to make correction.

31 Use of Technology When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. I took advantage of technology while students waited for the morning announcements. My cooperative teacher had an sorting video game. Students took turns playing the sorting game every morning during the time of the unit. The game allowed students to practice sort letters, shapes, and colors. Incorporating technology in my lesson made the students thinking about information, making choices, and executing skills than is typical in teacher-led lessons.

32 Section V: Instructional Instructional Decisions Informed by Student Performance Instructional Decisions and learning Goals Instructional Impact on a Student Attitudes or Behavior Decisions

33 Instructional Decisions Informed by Student Performance Since majority of the students prior knowledge indicated that they were on target, the pacing of the lesson was orderly. When I first introduce, the lesson many of the students progressed while learning new concepts. During the justification portions of the unit, it required more time to explain and describe the way of sorting. This is where the pacing of the lesson slow down because student needed more time to think. Another modification that was made was bring objects so students could use their sense of touch to properly sort by texture. Due to different learning style of students modification are needed. Both modifications were detected during planning and was address during the lesson.

34 Instructional Decisions and learning Goals The student performance resulted in some modifications to be made. The modification were made so students could effectively master the learning objectives. The learning goals that were expected for students to achieve were coordinated with the unit and TEKS. During the lesson I continue to check for understanding to make sure all students accomplish the learning goals set.

35 Instructional Impact on a Student Attitudes or Behavior The instructional impact on students attitudes and behavior was positive through the comprehensive of the lesson. Majority of the activities was hand-on and allow students to be apart of. For example, the pre assessment was used with students sorting themselves. The students were actively participants in the learning process. Conversely, the students become less active if they didn t understand they lost focus. To reinforce students, I redirected them with assistants. Students observed to be actively engage to learning. The activity were planned to be student centered. Behavior issue aroused when students became exited, but was monitor and redirected when needed.

36 Section VI: Analysis of Students Learning Ø Graphics Presentation of Assessment Results Ø Analysis of Students Learning Ø Interpretation of Assessment Results

37 Graphics Presentation of Assessment Results Pre- Assessment Results Master 19 Non Mastery 4

38 Graphics Presentation of Assessment Results Formative Assessment Results A(15) B(5) C(1) D(1)

39 Graphics Presentation of Assessment Results Post Assessment Results A(20) B(2) C(1)

40 Analysis of Students Learning Whole Group The purpose of whole class instruction is that all students are presented with a sequence of learning tasks to allow them to gain or practice their learning. With regard to specific goals, whole-class instruction can accomplish several purposes. For example, the whole group instruction allow me to introduce new vocabulary. Discuss prior knowledge and make predication about the lesson. The data from the graphic representation of the assessment showed improvement the whole class performance for the objectives. Sub Groups The sub group were of students mastered and non mastery of the objective. The reasons of the two groups were prior knowledge. Both sub groups showed to increase progress during the lesson. The students who didn t master had addition help and practice so that could be grasp the objective and advance with the students that did.

41 Interpretation of Assessment Results The results from the assessment indicated that majority of the students had prior knowledge on the learning object. During this unit of instruction, students connect real life experience to the objective begin taught. I was really impressed with this kindergarten class for accomplishing the learning objective that were set.

42 Section VII: Reflection and Self- Evaluation Ø Reflection on Modification to the Unit of Instruction Ø Reflection on Implication for Professional Development

43 Reflection on Modification to the Unit of Instruction A key aspect of effective teaching is having a plan for what will happen in the classroom each day. Creating such a plan involves setting realistic goals, deciding how to incorporate course textbooks and other required materials, and developing activities that will promote learning. Reflected on the change I made during the lesson, I believe the changes were acceptable for all student to achieve their highest level of learning. After reflecting on the lesson, I would have discussed more with the students and introduce them to more vocabulary. The assessment were suitable for the out come of understanding the learning goals. I would have not changed the activities involved with the unit. All the hands- on experience were helpful in the learning process. After evaluated the unit as a whole, the only thing that I would have change was discussing and add more vocabulary to enhance the lesson. Overall I believe the unit was success.

44 Reflection on Implication for Professional Development