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Appalachian State University

Impact on Student Learning Project

Amber Boling

Foundational Information

Student Number

Achievement/Development Data(End-of-Grade Test

Scores)

504/IEP Modifications AYP Groups Possible Environmental and Cultural Factors other than

AYP

#1 Reading: level 2, 35 state percent tile

Math: level 2, 39 state percent tile

N/A Male, White, Non-Hispanic

Reduced Lunch



N/A Female, White, Non-Hispanic

Very shy in classroom




Has nine siblings




Both parents are teachers



N/A Female, Two or more races

Reduced Lunch




Plays three sports



Reduced Lunch


*Student assigned lowest possible score because no responses

coded#8 Reading: level 3, 49

state percent tileMath: level 4, 76 state

percent tile


Reduced Lunch







N/A Male, Hispanic Very Distracting in Class



N/A Female, Hispanic Very shy in classroom



N/A Female, African-American Reduced Lunch






Math: level 4, 69 state


Very shy in class

percent tile#15 Reading: level 4, 49


percent tile

N/A Female, Hispanic No internet access at home, Reduced Lunch




Both parents are teachers



N/A Male, Hispanic Limited English Proficiency




Six siblings




No internet access at home, Free Lunch




Distracted easily



N/A Female, Black Loud and distracting in class




Low self-esteem



N/A Female, Black No internet access at home,Free lunch




Very shy in class



N/A Male, Black Free Lunch



N/A Female, Hispanic Reduced Lunch



N/A Female, Hispanic Limited English Proficiency




Distracted easily in class




Very shy in class




Limited internet access at home (only on phone), Reduced

Lunch

#31 Reading: level 3, 46 N/A Female, White, Non- Reduced lunch


percent tile

Hispanic



N/A Male, Hispanic Hyper in class.

Part 1: Learning Goals and Objectives

NC Curriculum Standards Learning Targets Horizontal Alignment Vertical Alignment7.H.2.1 Analyze the effects of social, economic, military and political conflict among nations, regions, and groups (e.g. war, genocide, imperialism and colonization).

Students will correctly summarize the main differences between the USA & USSR that created tensions following WWII

Students will correctly summarize the causes and effects of the Korean War.

Students will correctly explain how the US responded to the Soviet decision to place nuclear missiles in Cuba

Students will correctly summarize the effects of the Cold War

Health 7.ICR1.1 Contrast characteristics of healthy and unhealthy relationships

Health 7.IRC.1.5 Explain why tolerance is beneficial in a society characterized by diversity.

Health 7.MEH.1.2 Infer the potential impulsive behavior

Social Studies 6.H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa Musa, Confusius, Charlemagne and Qin Sin Huangdi).

Social Studies 8.C.1.1 Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States (e.g., Columbian Exchange, slavery and the decline of the American Indian population

7.E.1.1 Explain how competition for resources affects the economic

Students will correctly explain how the Cold War impacted technology and

Health 7.IRC.1.1 Contrast characteristics of healthy and unhealthy relationships.

Social Studies 6.H.2.1 Explain how invasions, conquest and migrations

relationship among nations (e.g. colonialism, imperialism, globalization and interdependence).

innovation around the war affect various civilizations, societies and regions (e.g., Mongol invasion, The Crusades,, the peopling of the Americans and Alexander the Great).

Social Studies 6.H.2.3 Explain how innovation and/or technology transformed civilization , societies and regions over time (e.g., agricultural technology, weaponry, transportation and communication).

Social Studies 8.H.3.2 Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the United States (e.g., advancements in transportation, communication networks and business practices).

7.C&G.1.1 Summarize the ideas that have shaped political though in various societies and regions (e.g. Enlightenment and

Students can correctly summarize the main differences between the USA & USSR that created tensions following WWII

Language Arts CSS.ELA.LITERACRY.CCRA.W.2Writ and informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the

Social Studies 6.C.1.2 Explain how religion transformed various societies, civilizations and regions (e.g., beliefs

Scientific Revolution, democracy, communism and socialism

Students can correctly explain how global politics turn civil war in Vietnam into a major Cold War conflict.

selection, organization, and analysis of relevant content.

a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; Include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful and aiding comprehension.

b) Develop the topic with relevant facts, definitions, concreate details, quotations, or other information and examples.

c) Use appropriate transitions to create cohesion and clarify the relationship among ideas and concepts.

d) Use precise language and domain-specific vocabulary to inform about or explain the topic.

e) Establish and maintain a formal style of writing

f) Provide a concluding statement or section that follow from and supports the information or explanation presented.

practices and spread of Buddhism, Christianity, Confucianism, Hinduism, Islam and Judaism).

Social Studies 8.C.1.3 Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States (e.g., Moravian, Scots-Irish, Highland Scots, Latinos, Hmong, Africans, and American Indians).

7.E.1 Understand the Students will correctly Language Arts Social Studies 6.G.1.3

economic activities of modern societies and regions

evaluate the effectiveness of the political and economic plans developed following WWII

CSS.ELA.LITERACRY.CCRA.W.2Writ and informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; Include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful and aiding comprehension.

b) Develop the topic with relevant facts, definitions, concreate details, quotations, or other information and examples.

c) Use appropriate transitions to create cohesion and clarify the relationship among ideas and concepts.

d) Use precise language and domain-specific vocabulary to inform about or explain the topic.

e) Establish and maintain a formal style of writing

Provide a concluding statement or

Compare distinguish characteristics of various world regions (e.g., physical features, political organization and ethnic make-up).

Social Studies 8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States.

section that follow from and supports the information or explanation presented.

7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.

Students will correctly interpret and analyze primary source documents from the Cold War era.

Language Arts CCSS.ELA.LITERACY.CCRA.R.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Language Arts CCSS.ELA/LITERACY.CCRA.R.10By the end of the year, read and comprehend literature, including stories, drama, and poems. In the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Social Studies 6.H.1.2 Summarize the literal meaning of historical documents in order to establish context

Social Studies 6.H.1.3 Use primary and secondary sources to interpret various historical perspectives.

Social Studies 8.H.1.2 Summarize the literal meaning of historical documents in order to establish context

Social Studies 8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.

Social Studies 8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g., formulate historical questions, gather data from a variety of sources, evaluate and

interpret data and support interpretations with historical evidence).

Social Studies 8.H.1.5 Analyze the relationship between historical context and decision-making.

Part 2: Essential Content Knowledge

Preparation for Lifelong Learning: These goals and objects prepare students for skills that they will need for life-long learning because they are written in a way that is deeper than a knowledge level. In order for students to be able to achieve these goals and objectives for the Cold War unit, they must be able to think in depth about the topic. When thinking about preparing students for life-long learning, I automatically think about Bloom’s Taxonomy. These goals and objectives are written in a way that students have to reach the analyzing and evaluating level to be able to achieve these goals. This sets students up for life-long learning because it teaches the students to think on a higher level, and it gives them the courage to try because they know that they have done better than staying on the knowledge level.

Teacher Content: The teacher content is simply the information that the teacher needs to know. For this unit the teacher needs to know all of the information that the student needs to know. I will obtain this information by completing this essential knowledge content table. I will also gain in depth knowledge about the content by researching the information on a higher level, and by looking back at my notes from related classes in college. When researching I will read articles about various topics written on a high level, watch videos that can explain things better and I can see them, and look at other teaching resources that teachers have shared so gain the information that other teachers say is important on the topic. I must also know the content that is taught chronologically before this unit such as World War I, interwar period, and World War II. These topics set the stage as to what is going to happen in the Cold War and why these things are important. I have obtained this information already by teaching it and researching the topic the various ways listed above before teaching it. In depth teacher knowledge is essential to making the unit fun, exciting, relatable, and understandable for the students.

Goal or Objective Essential Vocabulary Essential Content (what students need to know)

Related Content (necessary for

understanding new information)

Students will correctly summarize the main

differences between the USA & USSR that created tensions following WWII

Capitalism- and economic and political system where the people creating their own businessDemocracy- a form of government where citizens participate in government by choosing elected government officialsCommunism- an socioeconomic system where the government controlled economyTotalitarian- system of government that is centralized and dictatorial and requires subservience.

USA: Capitalism (market economy) Free will Democratic Freedom of religion, speech,

press, petition & assembly)USSR:

Communism (command economy)

Individual is 2nd to desire of the state

Communist/ Totalitarian No individual freedoms

Superpowers- United States, Russia, and now China

Students will correctly evaluate the effectiveness of the political and economic plans developed following

WWII

Communism- an socioeconomic system where the government controlled economy

Marshall Plan- was created to give people of Western Europe aid to rebuild their economies and keep communism outTruman Doctrine- Was created to give aid to people in Eastern Europe and the Middle-East who wanted to get rid of communismNATO- this organization established a system of collective defense whereby its member states agree to mutual defense in response to an attack by an

Containment Policy- idea of keeping communism from spreadingIron Curtain- is and ideological barrier erected by the Soviet Union after WWII to seal itself off from open contact with noncommunist areas.

external partyWarsaw Pact- Communist response to NATO. Military treaty which members come to the aid of the others, should any one of them be the victim of foreign aggression.

Students will correctly explain how the Cold War impacted technology and innovation around the war

Space Race- the competition between Cold War rivals for supremacy in space flight Communism- an socioeconomic system where the government controlled economySatellite- an artificial body places in orbit around the earth or moon or another planet in order to collect information or for communication. Thermonuclear Weapons- is a nuclear weapon design that uses the energy from a primary nuclear fission reaction to compress and ignite a secondary nuclear fusion reaction.

Space Race: Sputnik- Soviet Union

successfully launched Sputnik Apollo Missions

Arms Race: A nuclear arms race developed during the Cold War, an intense period between the Soviet Union and the United States. This was one of the main causes that began the cold war

Atomic bomb to hydrogen bomb

Thermonuclear weaponsSatellites

Sputnik- was about the size of a beach ball. Orbited the earth in 98 minutes.

Students will correctly summarize the causes and effects of the Korean War.

Stalemate- any position or situation in which no action can be taken or progress madeArmistice- an agreement made by opposing sides in a war to stop fighting for a

After Japan defeat in WWII, Korean was divided by the Allies at the 38th parallel.

Soviets occupied North Korea, Americans occupied South Korea.

1950, North Korea invades

Stalemate- any position or situation in which no action can be taken or progress madeArmistice- an agreement made by opposing sides in a war to stop fighting for a

certain time; a truce. South Korea UN Forces partnered with

American & South Korean forces to push into North Korea

China joins North Korea and pushed UN/US troops back to the 38th Parallel

certain time; a truce.South Korea recovers and prospers with market economyNorth Korea holds fact to hardline communism. Isolated and poor.

Students can correctly explain how the US

responded to the Soviet decision to place nuclear

missiles in Cuba

John F. Kennedy- the president of the United States during the Cuban Missile Crisis. Fidel Castro- Prime Minister of Cuba during the Cuban Missile Crisis. Nikita Sergeyevich Khrushchev- was a Russian politician who led the Soviet Union during part of the Cold War

Naval Blockade- President John F. Kennedy announces that the Soviet Union has placed nuclear weapons in Cuba and, in response, the United States will establish a blockade around the island to prevent any other offensive weapons from entering Castro's stat

“Brink of war”- the edge of war

I can explain how global politics turn civil war in

Vietnam into a major Cold War conflict.

“Domino Effect”- if one Southeast Asian nation fell to communism, other would soon follow

After French left Indo-China, land was divided into North Vietnam & South Vietnam

US feared a successful communist attempt to reunite Vietnam as a communist country would create a “Domino Effect”.

North Vietnam- was a communist country. Supported by China and USSR.South Vietnam- was supported by the United States in effort to contain communism

Students can correctly summarize the effects of the Cold War

Capitalism- and economic and political system where the people creating their own business

USA emerges as the Word’s superpower-takes on a larger role in UN, World Bank and other global organization.

Ethnic wars in former

Technological advances

Large number of nuclear weapons amassed.

Yugoslavia Spread of capitalism

Part 3: Assessment

Pre-Assessment

a) The pre-assessment that I have chosen to use is a “traditional” style test. This test is made up of 15 questions. The question type varies from fill in the blank, and multiple choice. I chose this particular type of pre-assessment because it is the easiest and most accurate way to look at the growth of students when comparing percentages of pre and post assessments. The “traditional” type of test is also a good way to check and make sure that the students know the factual knowledge based questions that goes along with history facts as well as checking to make sure students know the higher level thinking questions also.

b) I know that this pre-assessments aligns with the post-assessment because I made sure to test the same exact material. I thought that it was very important to test the same material so that I could compare the percentages. The format and questions are different but yet very similar. The important aspect to make sure is the same is the content when looking at comparing students percentages. Since I made sure to test the same content, I know that I will have an accurate reading of the growth of my students at the end of the post-test. I am certain that the pre-assessment aligns with the learning goals because I used the learning goals and content knowledge to create my pre-assessment.

c) I will use this the data that I receive from the pre-assessment by looking at the individual questions and learning goals that the students miss the most. I will do this by averaging the percent correct for each question. I will see which learning goals need the most work. If there is a certain learning goal that most students did not understand, then I will adjust my instruction lessons to make sure that I spend more time on that specific learning goal. If all students are lacking knowledge on all learning goals, I will make sure I spend time on every learning goal and do not rush through any learning goal.

Pre-Test with Answers

1. This created at the end of WWII to promote peach and prevent another world war.a) Peace Treatyb) United Nationsc) Treaty of Versailles d) Containment

2. This herbicide was spread over the jungles to reveal VietCong locations.

a) The Iron Curtainb) Soldiersc) Agent Redd) Agent Orange

3. This was the type of government in North Vietnam.a) Democracyb) Autocracy c) Communismd) Dictatorship

4. What word means to stop communism from spreading?a) Containmentb) Iron Curtainc) Berlin Walld) Agent Orange

5. The invisible line that separated democracy and communism in Europe.a) Containmentb) Iron Curtainc) Berlin Walld) Agent Orange

6. This German city was split between democracy and communism.a) Münchenb) Hannover c) Frankfurtd) Berlin

7. In response to the Berlin Blockade, USA flew planes and gave supplies during the___________ ___________.a) Cold Warb) World Warsc) Berlin Airliftd) Supply Drop-off

8. Eventually, to keep democracy out of Belin, Stalin crated the __________ _____________.a) Berlin Wall

b) Iron Curtainc) Cold Ward) Containment Policy

9. Korea was originally territory controlled by ___________.a) Germanyb) USc) Japand) Berlin

10. After the war, Korea was split in half at the _________ parallel.a) 37th b) 38th c) 39th d) 49th

Fill in the Blank

Word Bank: Satellite, Ceasefire Agreement, Japan, Korea, Democratic, Communism, Dictatorship, Capitalist, DMZ, 38th Parallel, Space Race

11. North Korea became Communist and South Korea became Democratic.12. Korea is often called the rabbit of Asia because of what it looks like.13. The Korean War did not end in a treaty but a Ceasefire Agreement.14. The DMZ was created after the Korean War to create a safe or buffer zone between North and South Korea. It is heavily

guarded. 15. The space race really began when the Russians launched the first successful satellite called Sputnik. We later created NASA to

fight back!

Formative Assessments

Warm-up:

a) I will use warm-ups every day before each class to make sure that the students understand the information taught in the class period before. These warm-ups act as review at the very least, and if lack of understand is shown than they can act as a method of re-teaching content that the students desperately need.

b) I will use this formative assessment to see if the students understand the information or not. If students do not understand the material taught before, than the teacher can quickly re-teach the information or re-schedule the next day to re-teach the information. The teacher will decide what to do simply from the amount of information the students actually understood. If all the students fully understand the material, than the teacher can move on and continue teaching new material dealing with that content confident that the students understand.

c) Example Warmups:- Warm Up: Predict what the Cold War will be about, who fought in it?- Warm Up: 1.What was the US Policy during the Cold War? 2. Define the policy. - Warm Up: What happened to Germany after WWII?- Warm up: 3-2-1 3 interesting things you read, 2 important things you read, 1 question you had

Independent Practice:a) The independent practice is a formative assessment that I will give students (sometimes in the form of a worksheet) to work on

themselves after I teach the material. I will check or look over their worksheets to see if all students are understanding the material that was taught to them that day. These worksheets act as formative assessments to me, but act as practice for the students when they are working on them.

b) I will look over these worksheets to see if the students understand the information the day that they turn them in. I will use the information that I find out when looking over them to see if I need to spend more time on that topic the next day or to see if I can continue moving on the next topic confident that all students fully understand the material that was taught to them the day before. If I need to spend more time on the material then I will adjust my instructional plans to fit the needs of my students.

c) Example Independent Practice Worksheets:Berlin Airlift Formative AssessmentBerlin Airlift Thank you Note: Students will write a thank you note to the Western forces that helped deliver supplies during the airlift. Be sure to specifically state why you are thankful, and why it was important that the airlift happened. Also, add details about how life would have been different if the Western forces did not help out. Letter must be ¾ a page to one page.

Cold War Formative AssessmentThe students will create an 8 box comic displaying anything about the Cold War. The teacher will show an example of the comic. The teacher will also display the instructions on the board as they work. The instructions are the following: 8 box

comic, 1 title box, 7 boxes with content. Topic: Anything on the COLD WAR. (Korean War, Vietnam War, DMZ, Berlin Wall, Containment, etc…) Color if time allows.

The Truman Doctrine Formative Assessment

The War Years in Vietnam Formative AssessmentThe Years in Vietnam Questions:1. What tactic did her father use to help her from being upset?2. What made her want to be “stronger”?3. Her father says that what is not a gift must be won?4. What is the lesson learned from this story?

The Korean War Formative Assessment

Post-Assessmenta) The post-assessment that I have chosen to use is a “traditional” style test. This test is made up of 18 questions. The question

type varies from short answer, fill in the blank, and essay. I chose this particular type of post-assessment because it is the easiest and most accurate way to look at the growth of students when comparing percentages of pre and post assessments. The “traditional” type of test is also a good way to check and make sure that the students know the factual knowledge based questions that goes along with history facts as well as checking to make sure students know the higher level thinking questions too. I am certain that the post-assessment aligns with the learning goals because I used the learning goals and content knowledge to create my post-assessment. This is very important when making a post-assessment because it is the only way to make sure your post-assessment aligns with your learning goals, and aligns with the content that you taught. I made sure I did this because I created my learning goals first, then related back to them to create all my assessments and all of my instructional lesson plans.

b) I will use the post assessment to gain data by looking at the growth of students from the pre-assessment to the post-assessment. I can analyze the student’s growth by looking at the individual growth of the student’s percentages or look at the growth of the percentage as a whole. Both of these can be an effective reflection of the teacher to use in different ways. The teacher can use the individual growth as a reflection of how well she taught students with different disabilities and AYP groups. This can be used to make sure that I am meeting the needs of every student no matter the extra time I may need to put in with each student. I can look at the percentage growth of the group to make sure I taught everything that I needed to teach and that I taught it at a level that I needed too. I am expected that the growth of the group will be high because of the fact that I have aligned every assessment with the learning goal and instructional lesson plan with the learning goals.

Part 4.1: Instructional ProceduresObjective/Goal: Each of my lessons contain and have listed my objectives and goals for that lesson. Some lesson have multiple goals simply because I know that my students can achieve more than just one goal for that topic. The criterion for each goal is that when I look at the formative assessments every day, each student must be able to correctly explain, summarize, or obtain the goal without errors. I know that my students will be able to achieve these goals without error as long as they pay attention throughout each lesson.

Assessment/Evaluation: Have not taught the lesson yet!

North Carolina 6-Point Lesson PlanSubject: 7th Grade Social StudiesClasses: 4th Block

Topic: The Cold War

Teacher: Amber Boling Date: 3/20/2015

NC Standard Course of Study Objective: Essential Question: What is “fear” and how does it affect civilian behavior?Learning Objective: Students will correctly summarize the main differences between the USA & USSR that created tensions following WWII. Students will correctly evaluate the effectiveness of the political and economic plans developed following WWII. Instruction Consideration: I used multiple 21st century skills in this lessons. The first one that I used thinking critically. In the warm-up that I did for this lesson, the students had to use a wide range of idea creation techniques (such as brainstorming, predicting). This is a skill that all students need to have. Another 21st century skill that I incorporated into my lesson is collaborate with others. The students are required to be in groups to work on the Web Quest. Group work requires the students to communicated and collaborate with others to finish the assignment. The third 21st century skill that the students use in this lesson is applying technology effectively. In every one of my lesson, the students have to use digital technology (IPad) effectively to take notes or complete other assignments. Technology is a great way to maximize student learning because students can work faster and have access to much more information than they would without the technology. Another thing to mention when thinking about creating lessons is research based instructional methods. In all of my lessons I use formative assessments which are research based and proven to be assessments for learning. I use these in all of my lessons because I want to make sure all of my students learned the information for that day.

Activity Description of Activities and Setting

Materials and Time

I. Focus and Review (Establish prior knowledge)

Teacher will display the warmup on board as students come into the room. The students will answer the question on gaggle and send it to the teacher on the IPad. The teacher will then lead the class in a discussion to make sure they understand the question.

Warm Up: Predict what the Cold War will be about, who fought in it?

Time: 7 minutesMaterials: The teacher will need a projector and a computer to display the warmup on the board as the teachers come in. The students will need their Ipad and gaggle to answer the question.

II. Statement (Inform student of objectives)

“We are going to learn about the Cold War. This is a topic that most of you already know a little about so it should be pretty fun.”

Time: 1 minute

III. Teacher Input (Present tasks, information, and guidance)

Teacher has prepared a mini-lecture where students will take notes on their Ipad using Evernote on the Cold War.

The slides and topics are Intro Vocabulary, United Nations, United Nations Four Purposes, Truman Doctrine, Marshall Plan, Containment Policy, and Churchill’s Warning.

The lecture is short so that the students can be introduced to the topic without being bored with the topic.

Time: 15 minutesMaterials: The teacher will need the projector and the computer to project the notes on the board. The students will need the app Evernote and their Ipad to take the notes.

IV. Guided Practice (Elicit performance, provide assessment and feedback)

N/A Time: Materials:

V. Independent Practice – Seatwork and Homework (Retention and transfer)

The students will participate in groups on a Web Quest using primary documents to learn about the Truman Doctrine and the U.S. involvement in the Korean War. The groups are pre-determined and purposefully made. The web quest is already organized on a worksheet so the students should not have questions about what to do next or what they should be doing. The teacher will be walking about to make sure every student is on task and doing what they are supposed to be doing.

Time: 50 minutesMaterials: The students will need their Ipad to conduct the Web Quest and their worksheet to know what they are supposed to be doing during the Web Quest.

VI. Closure (Plan for maintenance)

“Make sure you turn your web quest into me before you leave.”

If most people are not finished we will do it for warmup the next day

Time: 1 minute

Reflection and Evaluation on Student Learning: Most of the students seem to get all the information. I could tell that the students understood the main reasons why there was tensions between The United States and Russia at this time. I made sure that they knew this information simply by asking questions throughout the whole lesson. I also made sure that they had correct answers on the WebQuest because the WebQuest was more difficult than the questions I asked in class. The WebQuest dealt with primary sources where students had to analyze, evaluate, and construct their own ideas in order to find the correct answer. If they had correct answers,

I knew that they fully understood the material. If they did not have the correct answer, I pulled them in my classroom and worked with them during homeroom to correct their thinking and to see why they got it wrong. All of the people who did poorly on the formative assessment did so because they did not try and did not realize that I was grading it for correctness. Once talking to them in homeroom, I found out that they understood the information. Because all of my students understood the information, I knew that I did not have to adjust my lesson plans for the next day.


Topic: The Cold War


NC Standard Course of Study Objective: Essential Question: What is “fear” and how does it affect civilian behavior?Learning Objective: Students will correctly summarize the main differences between the USA & USSR that created tensions following WWII. Students will correctly evaluate the effectiveness of the political and economic plans developed following WWII.Instructional Considerations: The first 21st century skill that I have incorporated in this lesson is Visual Literacy. This is involve when the students have to watch the video on the Berlin Airlift and recognize and understand important information in the video. Another 21st century skill that the students use in this lesson is applying technology effectively. In every one of my lesson, the students have to use digital technology (IPad) effectively to take notes or complete other assignments. Technology is a great way to maximize student learning because students can work faster and have access to much more information than they would without the technology. Another thing to mention when thinking about creating lessons is research based instructional methods. In all of my lessons I use formative assessments which are research based and proven to be assessments for learning. I use these in all of my lessons because I want to make sure all of my students learned the information for that day.


Materials and Time


Teacher will display the warmup on board as students come into the room. The students will answer the question on gaggle and send it to the teacher on the IPad. The teacher will then lead the class in a discussion to make sure they understand the question.

Warm Up: 1. What was the US Policy during the Cold War? Containment Policy2. Define the policy. The idea of keeping communism from spreading

Time: 7 minutesMaterials: The teacher will need a projector and a computer to display the warmup on the board as the teachers come in. The students will need their Ipad and gaggle to answer the question.


Yesterday we learned a little bit about the beginnings of The Cold War. We are going to keep moving down that track today.”

Time: 1 minute


Teacher has prepared a mini-lecture where students will take notes on their Ipad using Evernote on the Cold War.

The slides and topics are Division of Germany, Problems with Berlin, Berlin Blockade, Berlin Airlift, Berlin Airlift 1949, and Construction of Berlin Wall.




The teacher will play a video on the Berlin Airlift to prepare students for the following activity. The students need to be thinking about major details and facts and be ready to discuss after the video.

Time: 10 minutesMaterials:


Berlin Airlift Thank you Note: Students will write a thank you note to the Western forces that helped deliver supplies during

Time: 15-20 minutesMaterials: Students need a sheet of paper and pencil to write the letter.

Reflection and Evaluation on Student Learning: I am fully confident after teaching this lesson that all of my students understood the content that is needed. Throughout the lesson I asked a lot of higher level thinking questions. The students never failed to answer my questions. Before the formative assessment I thought that all my students knew the information. After the formative assessment I was one hundred percent certain that all my students understood the concept. I did not take the formative assessment for a grade, but did read of them to make sure that the students knew all of the information. All of the students explained the Berlin Airlift, and the Berlin Wall in great details. Because all of my students could fully explain the causes and effects of these things, there was no need for me to adjust my lessons for the next day.


Topic: The Cold War


NC Standard Course of Study Objective: Essential Question: What is “fear” and how does it affect civilian behavior?Learning Objective: Students will correctly summarize the causes and effects of the Korean WarInstruction Consideration: The first 21st century skill that the students have to use in this lesson is making judgment and decisions. The students are required to do this when they read the information and answer questions on the American Solider who was captured. In order to answer those questions the student must interpret the information and draw conclusions based on the best analysis. Another 21st century skill that the students use in this lesson is applying technology effectively. In every one of my lesson, the students have to use digital technology (IPad) effectively to take notes or complete other assignments. Technology is a great way to maximize student learning because students can work faster and have access to much more information than they would without the technology. Another thing to mention when thinking about creating lessons is research based instructional methods. In all of my lessons I use formative assessments which are research based and proven to be assessments for learning. I use these in all of my lessons because I want to make sure all of my students learned the information for that day.


Materials and Time

I. Focus and Review (Establish prior

Teacher will display the warmup on board as students come into

Time: 7 minutesMaterials: The teacher will

knowledge) the room. The students will answer the question on gaggle and send it to the teacher on the IPad. The teacher will then lead the class in a discussion to make sure they understand the question.

Warm Up: What happened to Germany after WWII?The Allies decided to divide Germany into 4 zones after the war. The capital of Berlin was also divided into 4 sectors.

need a projector and a computer to display the warmup on the board as the teachers come in. The students will need their Ipad and gaggle to answer the question.


“Since we have learned a little bit about the start of the Cold War, we are not heading towards the start of the Korean War.”

Time: 1 minute


Teacher has prepared a mini-lecture where students will take notes on their Ipad using Evernote on the Korean War.

The slides and topics are Background, Korea 1945, Postwar Plans, The Korean War, Ceasefire Agreement, North Atlantic Treaty Organization, The Warsaw Pact, Space Race, and Nasa.




“Tourism in the DMZ” Worksheet: The teacher will read the first paragraph. Then the students will read the rest of the worksheet out loud, “popcorn style”. The teacher will then lead the class in a discussion answering the questions that are on the back of the worksheet. Questions:

1. Based on the article, describe the DMZ.

2. What are tourists saying about this area between the 2 countries?

3. Would you like to visit the DMZ if you could? Explain why or why not.

4. Describe the process that a tourist has to go through in order to tour the DMZ.

5. How is a tourist treated?

Time: 20 minutesMaterials: “Tourism in the DMZ” worksheet.


The students will use a sheet of paper and pencil to answer the question in the Korean War Packet.

The packet summarizes the Korean War in a reading article and has a reading on an American soldier who was capture during the Korean War. The packet requires students to answer questions, make predictions and write short

Time: 20 minutesMaterials: The Korean War packet and a sheet of paper and pencil

essays explaining the war. VI. Closure (Plan for maintenance)

“As you are leaving, turn your answers in to me. If you did not finish, then you must finish for homework because tomorrow we are starting on the Vietnam War.”

Time: 1 minute

Reflection and Evaluation on Student Learning: Most of my students could explain to be in class, during the lesson, the content that I wanted them to. When looking at the formative assessments after class that day, I realized that a lot of them could not fully explain the answers to the questions in the packet. Although these questions are higher level thinking questions, I do expect my students to be able to know the content enough to answer these types of questions. Because I found out that my students did not know this content that well, I knew that I was going to have to re-teach the material in an effective but timely manner. I adjusted my lesson plans where instead of doing the warmup that was planned for the next day, I made it more of a review warmup. I took the most missed/important questions and went back over them with my students. I helped explain every answer to them while continuously checking to make sure they understood. After I was confident that they understood, I moved on with the lesson plan for that day.


Topic: The Cold War


NC Standard Course of Study Objective: Essential Question: What is “fear” and how does it affect civilian behavior?Learning Objective: I can explain how global politics turn civil war in Vietnam into a major Cold War conflict.Instructional Considerations: The first century skills that students must use in this lesson is evaluating information. In order to answer the questions on the worksheets that I require my students to do in this lesson, they must critically analyze the information given to them. I will check their ability to do this by checking their work. Another 21st century skill that the students use in this lesson is applying technology effectively. In every one of my lesson, the students have to use digital technology (IPad) effectively to take notes or complete other assignments. Technology is a great way to maximize student learning because students can work faster and have access to much more information than they would without the technology. Another

thing to mention when thinking about creating lessons is research based instructional methods. In all of my lessons I use formative assessments which are research based and proven to be assessments for learning. I use these in all of my lessons because I want to make sure all of my students learned the information for that day.


Materials and Time


The teacher will hand out the worksheet at the door that is to be read for their warmup. The questions will be projected on the board as the students come in. The students will answer the question on gaggle and send it to the teacher on the IPad. The teacher will then lead the class in a discussion to make sure they understand the question.

Tank, The Water Buffalo- Vietnam Questions:

1. Describe in detail the village of Mytho.

2. Based on the first few paragraphs, explain what the 2 types of buffalo are.

3. Why was the buffalo named “Tank”?

4. Describe Tank’s fight with the “intruder” buffalo.

5. How was Tank stolen? Why was it unsuccessful?

6. Describe Tank’s ability to work. How was he unique?

7. What became the final job

Time: 15 minutesMaterials: The teacher will need a projector and a computer to display the warmup on the board as the teachers come in. The students will need their IPad and gaggle to answer the question. The students will also need the “Tank, the Water Buffalo” worksheet”.

for Tank?8. What do you feel is the

moral of the story? II. Statement (Inform student of objectives)

“Since we just learned about the Korean war, we have to learn about the Vietnam war, since they are very similar.

Time: 1 minute


Teacher has prepared a mini-lecture where students will take notes on their IPad using Evernote on the Vietnam War.

The slides and topics are The Players in Vietnam, American Foreign Policy Rationale, French Indochina, Division of Vietnam, South Vietnam, Expanding Presidential Power, and The Fighting.


Time: 15 minutesMaterials: The teacher will need the projector and the computer to project the notes on the board. The students will need the app Evernote and their IPad to take the notes.


The teacher will go over some questions with the class. The class will answer these questions aloud. The teacher will make sure that the students are on pace and understanding the questions. There are 15 questions.

Time: 15 minutesMaterials: The teacher will need the projector and the computer to display the questions on the board (the teacher could also use the voter machine to allow the questions to be answered not out load).

V. Independent Practice -- Seatwork and

The teacher will hand out the worksheet called “The War Years

Time: 15 minMaterials: The students will

Homework (Retention and transfer)

in Vietnam”. The questions will be projected on the board. The students will answer the question on a piece of paper. The teacher will then lead the class in a discussion to make sure they understand the questions.

The Years in Vietnam Questions:1. What tactic did her father

use to help her from being upset?

2. What made her want to be “stronger”?

3. Her father says that what is not a gift must be won?

4. What is the lesson learned from this story?

need a piece of paper and pencil to answer the questions and then will need “The Years in Vietnam” worksheet.


“Before you leave, you must turn in the worksheet to me. No extra time will be provided because you had plenty of time to finish it.”

Time: 1 minute

Reflection and Evaluation on Student Learning: This lesson was another lesson that I knew I would ace. After teaching it, I was proven right once again. Almost all of my students received a 100 percent on the formative assessment at the end of the day. I knew that it wasn’t because the questions were easy (because they were very hard), but it was because they fully understood what I was teaching them that day. My students did so well during class that I wouldn’t have even had to grade the formative assessment to realize that they knew the information. They all could answer questions with more than just one word answer, but would go into elaborate detailed answers. I knew that this lesson did not have to be changed after seeing their assessents.

North Carolina 6-Point Lesson PlanSubject: 7th Grade Social Studies Topic: The Cold War

Classes: 4th Block Teacher: Amber Boling Date: 3/26/2015

NC Standard Course of Study ObjectiveEssential Question: What is “fear” and how does it affect civilian behavior?Learning Objective: Students can correctly explain how the US responded to the Soviet decision to place nuclear missiles in Cuba. Students can correctly summarize the effects of the Cold WarInstruction Considerations: The first 21st century skill that I incorporated into this lesson is the creation of products. My students have to create their own product by creating the 8 box comic on one cold war topic. Creation is at the top of Blooms taxonomy. Another 21st century skill that the students use in this lesson is applying technology effectively. In every one of my lesson, the students have to use digital technology (IPad) effectively to take notes or complete other assignments. Technology is a great way to maximize student learning because students can work faster and have access to much more information than they would without the technology. Another thing to mention when thinking about creating lessons is research based instructional methods. In all of my lessons I use formative assessments which are research based and proven to be assessments for learning. I use these in all of my lessons because I want to make sure all of my students learned the information for that day.


Materials and Time


The teacher will hand out the worksheet at the door that is to be read for their warmup. The worksheet is about an experience that a helicopter pilot had in the Vietnam War. The question will be projected om the board. The students will answer the question on gaggle and send it to the teacher on the IPad. The teacher will then lead the class in a discussion to make sure they understand the question.

Time: 10 minutesMaterials: The teacher will need a projector and a computer to display the warmup on the board as the teachers come in. The teacher will also need the worksheet “Vietnam Experience – Helicopter Pilot”. The students will need their IPad and gaggle to answer the question. The students will also need

Warm up: 3-2-13 interesting things you read2 important things you read1 question you had


“Everyone get on Evernote. We are going to finish up our notes on The Cold War today. Focus so we can get through them fast.”

Time: 1 minute


Teacher has prepared a mini-lecture where students will take notes on their IPad using Evernote on the Vietnam War.

The slides and topics are America Pulls Out, Results, The End of the War, Détente, Mikhail Gorbachev, Glasnost, Perestroika, and Berlin Wall Falls.


Time: 20 minutesMaterials: The teacher will need the projector and the computer to project the notes on the board. The students will need the app Evernote and their IPad to take the notes.


“Pow Story” Worksheet: The teacher will read the first paragraph. Then the students will read the rest of the worksheet out loud, “popcorn style”. The teacher will then lead the class in a discussion answering the questions that are projected on the board. Questions:

1. How does the solider

Time: 15 minutesMaterials: The teacher needs a projector and the computer so that she can display the questions on the board we read the worksheet. She will also need to give out the “Pow Story” worksheet.

become a POW?2. What scenes in the story

were the hardest to believe?

3. What would you have done in this situation?

4. Are you surprised by his response in the last paragraph?

V. Independent Practice -- Seatwork and Homework (Retention and transfer)

The students will create an 8 box comic displaying anything about the Cold War. The teacher will show an example of the comic. The teacher will also display the instructions on the board as they work.

The instructions are the following: 8 box comic, 1 title box, 7 boxes with content. Topic: Anything on the COLD WAR. (Korean War, Vietnam War, DMZ, Berlin Wall, Containment, etc…) Color if time allows.

Time: 20 minutesMaterials: The teacher will need the projector and the computer to display the instructions ad example comic. The students will need a paper and pencil (markers if time allows) to do the comic.


“We finished up The Cold War today. As you leave, hand me your comics. Have a great weekend!”

Time: 1 minute

Reflection and Evaluation on Student Learning: This formative assessment is not a traditional formative assessment. I wanted to make sure that my students understood all of the Cold War. I did this by assigning them one main part of the cold war (they could not choose) and making them do a foldable on that topic. Although I did not grade this assignment for accurateness, I did check over it for accurateness to examine how I did for that day. Every single one of my students did everything they needed to and explained every

answer to my questions in detailed. Since they did not get to choose the topic, the topic was not their favorite or not one they were an expert on. With that said every single one of my students aced the assessment. I realized that throughout the unit I had some fails, but overall I did a good job teaching this unit.

Part 4.2: Resources, Materials, & Preparation

1) Practical Preparation: When planning lessons, the teacher must always include planning and reviewing practical preparation. I did this when planning my lessons because I wanted to make sure that I had all of my materials when I needed them so that I was not unprepared for my lessons. One example of how I did this was by printing off copies of every paper that the students needed before the week even began. I made sure that not only did I have enough worksheets for the students, but I also had extra. This allowed me to be prepared if somehow I didn’t have enough when my last block got in. It is important to print extra copies, because you do not want to have to leave the room with students in there with no supervision. Another way that I planned practical preparation was by grouping students in groups ahead of time. I did this simply because I wanted to make sure the groups had a variety of different academic levels, and I knew if I didn’t do this ahead of time, the groups wouldn’t have been as good.

2) Rationale for Materials Related to Strength and Weaknesses: A lot of my materials are worksheet because I know from working with my students a lot, that they are not the type of students that can handle a lot of freedom and movement in the classroom. They have to have structured assignments in order to finish the assignments and learn the material. I have tried before to do lessons on the board and more interactive lessons, but they get to distracted and too loud to learn anything. Other materials that they need deal with technology. This is because I know that if they have an IPad in their hand, then they are more engaged in the material and more willing to focus. I also incorporated technology in every one of my lessons because I know that the use of technology is growing more and more in the adult world, and it is important for us as teachers to teach life-long learning skills to the students. Allowing them to use technology when they are young teaches them responsible technology use while having them engaged in the material.

3) Rationale for Materials Related to Goals and Objectives: I wanted the students to learn the material and the content first and for most. As I said above, because I know my students and know their best learning styles, I know that my students would best learn the goals and objectives better if I gave them worksheet on the goals and objectives. I know this will work because every time I give them structure assignments and worksheets, they also can achieve the learning goals and objectives that I set out for them to achieve. This method may not work with other students but since I know my students and their learning styles, I know that they will be able to meet the goals and objectives I have for them.

4) Materials and How They Will be Used:IPad: Students will use IPads during warm-ups and to take notes during the mini-lectures. I chose for them to do these things on IPads because it keeps students more engaged during these assignments. I think that students find it more fun to type and

take notes on the IPad rather than writing on a sheet of paper. My students always do well with this because they know my expectations. Another reason I wanted them to take notes on their IPad is because it speeds up the note taking time. I always do mini-lectures because I do not want to keep their attention on notes for too long because I know it doesn’t work for them to focus on me for hours. When they take notes on their IPads they always take faster notes. They take notes faster because they can type faster than they can write. With all this said using IPads in these situations is more effective than having them waste time on writing the warm-ups or notes out.Projector and Computer: I chose to use a projector and computer for warm-ups, mini-lectures, and other assignments simply because it is the fast and easiest way for me to get information or instructions out to the students. For warm-ups I will use it because the students already know to look on the board as they come in and start on the warmup. This way students do not have to wait on me to start class to start on their warmup. It helps transitions go faster and smoother. I will use the projector and computer for mini-lectures by having my lectures already made up and going through them with the students. I will have what the students need to write in red so that they know they do not have to write it all. I used the projector and computer for mini-lectures so that the students can see and read the information while they also here me saying it. This way I am connecting to all types of learners. Lastly, I used the projector and computer for other assignments to get out instructions. An example of this is when I display the instructions on the projector for the 8 box comic. It is important for me to do this so that none of my students have to keep asking me what they are supposed to be doing, and they can work smoothly, knowing what they are supposed to be doing. This is what I have found works best during independent work.Worksheet/Paper/Pencil: Sometimes the student’s materials are just worksheets and a pencil. I chose to do this on some assignments because I know that my students need this particular structure sometimes to get anything done. I made my students use worksheets or paper and pencils for almost all formative assessment. This is because I wanted to know exactly what my students understood from that day. I did not want it to be influenced by their access to internet or by their friend. I know that when they do worksheets or use paper and pencil, they always work on their own and this is important when doing formative assessments.

Part 4.3: Adaptations & Modifications

1. Address Diversity: Addressing diversity is extremely important in a classroom because it offers all students an equitable education opportunity. Although this class does not have a lot of diversity, my plans do address diversity a little bit. The main way that my plans address diversity is by clearly communicating expectations and directions. All of my students speak and read English very well, while some do not hear English as well (as stated in my Foundational Information). While creating my lessons I made sure to think about this. In my lessons I addressed this by projecting the instructions as well as saying them aloud. This provides all types of students the ability to know exactly what my expectations and instructions are for the assignment. For the students who cannot hear English well, then they have the instructions written up for them. For the

students who can, then they do not have to read them, unless they want to, they can just listen to me. Another way I addressed diversity in my lesson plans was by not assigning homework. I did this is because some of my students do not have internet at home (as stated in my Foundational Information). I did not want there to be an issue with not being able to do the work because of lack/no internet at home or having an unequal opportunity to complete the work at a higher level because of lack/no internet at home. Everyone is given an IPad at school and has internet access at school which is why this is not an issue for during the classroom instruction.

2. Utilize a Variety of Instructional Methods: You can see this in my lessons by looking at the variety of ‘types’ of lessons that I do within one day’s lesson. I do this because I know that there are different students in my classroom that need different types of learning methods. Examples of these different types are seen in my lessons such as, technology driven assignments (engaging content), mini-lectures (hear and see the content), and paper/pencil assignments (structured content). I know that the students in my classroom need all different types. In my lessons I made it a point to make sure I did these different types of instructional methods on every subtopic and every day. This means that students won’t get behind on the subtopic just because they were not the type of learner that I was trying to appeal to that day. This is important for every teacher to do, so that the diverse learners do not fall behind.

3. Collaboration with Specialist: I have already collaborated with our schools Special Education specialist. We have meet multiple times to talk about children in my classroom with special needs. During those meetings we have discussed that there is no one in my class that has an Individualized Educational Plan or a 504 Plan. This means that there is not anything that I am lawfully made to do because of the plans. Our schools special education teacher did suggest during those meetings that I pay special attention to students #1, #27, and #32. She said that these are the students who always have low test scores but are not classified as EC. You can see that I paid close attention to this in my plans when I discussed walking around and helping students. I planned to be helping those three students and monitoring their work constantly. I want and need to do this to make sure that those particular students stay up with the content and do not fall behind. All of this was suggested by the Special Education teacher at our school.

Part 4.4: Classroom Management

1. Purposefully Grouping: I purposefully grouped students in my lesson that involved grouping. The main reason I did this is because I wanted to make sure that every group has people in the group with different academic levels. I think it is important that it is distributed this way because they were answering questions and I wanted every group to be able to have an equal opportunity to getting the right answer. Another reason I think it was important to do it this way is because the higher level students can help the lower level students. Grouping students by different academic levels is the best way to help students on a lower level understand the material.

2. Management Strategies Due to Grouping: Because I group academically instead of behaviorally I know that my classroom is more likely to get loud. In order to have an orderly and controlled classroom, I have planned and put some management strategies into place. I have thought about the groups ahead of time that will be more disruptive and loud and have already planned to sit them next to my desk and to be stricter on them if they get loud. I think this is important and a good classroom management strategy because if I can keep them quiet then all the other groups will be quiet. Another strategy I put in place is one where I clap a pattern and the students know that they were getting to loud and need to stay quiet. I have been doing this for some time now, and it has worked well with them so far.

3. Pacing Instruction: I have paced instruction due to a lot of things. One reason I have paced instruction the way that I have is because I have a bigger class size. This is important to think about when pacing instruction because big class sizes always seem to do things slower than small class sizes. Another way that I have paced instruction is by allowing more time when the students are not working individually. Students always get more work on their own done faster because they do not have the temptation of talking or distractions. Lastly I have paced instruction due to the medium that they are doing the assignment on. If students do an assignment on an IPad they are going to get it done a lot faster than if they do it on pencil and paper. It is just the way that they seem to get busy and work harder and faster on an IPad. Pacing Instruction is so important. When doing it you need to look at multiple things because so many things can affect have fast you are allowed to teacher and how fast the students can learn and work.

4. Changing Classroom Procedures: Changing classroom procedures due to the materials is very important. One way I did this in my lessons is by always monitoring and walking around the classroom when students are working on their IPads. I know that there are multiple distractions that students can have on their IPads and that is one reason I have to be walking around at all times when they are using it. Another way I changed classroom procedures in my lessons is by not allowing my students to have their IPads open when working on formative assessments (pencil and paper). This is because I want the students to be able to explain to me what they know and I do not want the impact of technology to be on their paper.

5. Instituting Special Procedures: For these lessons I do not have to institute any special procedures. I feel this is due to that fact that I already have good classroom management procedures and my students already know what my expectations and what will happened if they do not reach my expectations.

6. Culture of Collaboration and Life-Long Learning: I allow life-long learning in my lessons by forcing my students to analyze and examine questions. This is important in life-long learning because it is something that you will have to do for ever. I make sure I do this by asking questions that reach higher level in Blooms Taxonomy, rather than just asking the knowledge based questions that students usually get asked in history. I also do this and check to see if I did it in my lessons by asking those types of questions on the pre and post assessment. This forces the students to spend more time on the questions and not just study knowledge based information. It also forces me to evaluate how well I achieved my goal when teaching the students.

7. Creating a Safe and Orderly Classroom: In order to create an orderly and safe classroom, there must be classroom management procedures in place. I have done this by planning ahead the procedures that I will need to use during my

instruction. Most of these procedures and classroom management methods are already in use because of the way that my class is ran. An example of this is the clap pattern that I have already put in place to quiet my students down. If your students know your expectations then you will have an orderly classroom.

Part 5: Results & Analysis of Student Learning

Student Number

Pre-Test

Formative Assessment



Post-Test

GrowthIncrease/ Decrease

Comments/ Observations

#1 46% 78% 89% 98% 76% Increase 30% Student is usually a low achieving student so I kept an eye on his/her formative assessments.

#2 46% 88% 92% 100% 84% Increase 38% Student failed to give enough explanation on formative assessment #1.

#3 40% 100% 98% 100% 92% Increase 60% Student was expected to do better on post-test because of the success he/she had on the formative assessments.

#4 46% 100% 98% 100% 100% Increase 54% Student did great on all formative assessments.

#5 28% 92% 94% 98% 90% Increase 62% Student not provide enough explanation on all three formative assessments, but knew material.

#6 52% 100% 100% 100% 104% Increase 52% Student did outstanding for all three assessment which reflects on post-test.

#7 34% 96% 98% 100% 96% Increase 62% Student understood all three of the formative assessments.

#8 28% 88% 92% 100% 96% Increase 78% From the first formative assessment it appeared students did not understand material as much, but from observations and questions it was obvious student fully understood matieral but had a hard time writing the explanation

#9 46% 96% 94% 100% 94% Increase 48% Student fully understood all formative assessments.

#10 64% 100% 100% 100% 100% Increase 36% Student fully understood all formative assessments, which reflected on post-test.

#11 52% 84% 88% 100% 90% Increase 38% Student appeared to not understand formative assessments, but when question and observed appeared to fully understand material.

#12 40% 88% 96% 96% 86% Increase 46% Student understood all three assessments but did not provide enough explanation.

#13 46% 76% 88% 100% 82% Increase 38% Student did not understand first assessment, so I helped student learn material during homeroom.

#14 46% 88% 96% 100% 92% Increase 48% Student understood all assessments but did not provide enough explanation.

#15 46% 94% 94% 100% 98% Increase 52% Student fully understood all formative assessments.

#16 40% 78% 86% 94% 80% Increase 40% Student did not understand first and second assessment, so I helped student learn material during homeroom

#17 34% 88% 92% 96% 86% Increase 52% Student understood all assessments but did not provide enough explanation.

#18 40% 100% 100% 100% 104% Increase 64% Student fully understood all formative assessments which shows on post-test.

#19 46% 92% 88% 100% 96% Increase 42% Student understood all assessments, but did not provide enough explanation.

#20 46% 96% 72% 98% 100% Increase 54% Student did not understand second assessment, so I helped student learn material during homeroom.

#21 34% 88% 100% 100% 88% Increase 54% Student fully understood all assessments, but did not provide enough explanation.

#22 46% 92% 98% 100% 96% Increase 50% Student fully understood all assessments.#23 46% 98% 86% 100% 92% Increase 48% Student fully understood all assessments

but did not provide enough explanation.#24 34% 80% 94% 100% 84% Increase 50% Student fully understood all assessments

but not provide enough explanation.#25 52% 100% 100% 100% 104% Increase 48% Student fully understood all assessments

which reflects on post-test.#26 46% 98% 100% 100% 100% Increase 54% Student fully understood all assessments

which reflects on post-test.#27 40% 86% 94% 98% 80% Increase 40% Student fully understood all assessments

but not did provide enough explanation.#28 46% 88% 96% 100% 100% Increase 54% Student fully understood all assessments

but did not provide enough explanation.#29 46% 94% 100% 100% 96% Increase 50% Student fully understood all assessments.#30 58% 88% 92% 100% 84% Increase 26% Students fully understood all assessments

but did not provide enough explanation.#31 46% 98% 98% 100% 94% Increase 28% Student fully understood all assessments.#32 10% 76% 84% 92% 78% Increase 58% Student did not understand first, and

second assessments, so I helped student learn material during homeroom

A) Factors: My students did extremely well with the unit that I taught. The first factor that I think influenced the growth of my students was the fact that I had a great relationship with them. Because they knew me, trusted me, and wanted to do well for me, they wanted to learn from me. They were quiet and ready to learn because of the respect that we have for each other. They respect me and because of that respect they know that I respect them. Another factor that I think lead to the growth of my students if that fact that they are a diverse group. Because of the diversity not all of my students understood the same thing. This lead to great discussions in the middle of the lesson which lead to higher thinking. Some people had questions on one topic while others couldn’t understand another topic. This helped with everyone diving further into every topic which is why I feel that they learned every topic so well.

B) 21st Century Skills: I used a lot of 21st century skills throughout all of my lessons. The first one that students gained during my lessons is how to thinking critically. In one of the warm-ups, the students had to use a wide range of idea creation techniques (such as brainstorming, predicting). I also always made sure that I asked them questions that were not on the lower end of Blooms Taxonomy. I wanted to make sure that I required them to critically think throughout all of these lessons, and asking evaluating, analyzing, and applying questions is the best way to do that. Critical thinking is a skill that all students need to have. Another 21st century skill that I incorporated into my lessons is collaborate with others. The students were required to

be in groups to work on the Web Quest. The Web Quest is not the only way I taught the collaboration in the lessons, but is the most obvious examples of collaboration. Group work requires the students to communicated and collaborate with others to finish the assignment. Collaboration is a skill that everyone must learn in order to be successful in life. The third 21st century skill that the students were taught and used in my lessons is applying technology effectively. In every one of my lesson, the students have to use digital technology (IPad) effectively to take notes or complete other assignments. Technology is a great way to maximize student learning because students can work faster and have access to much more information than they would without the technology.

C) Student Data Demonstrates Growth: My student’s data demonstrate a tremendous amount of growth from all students. You can look at the percentage growth and everyone is above 20 percent, and most are around forty or fifty percent growth. One thing to mention is that none of my students decrease in non-growth. This is important because I made sure to not leave one student behind and to make sure every student was getting the material. This data growth simply relates to the learning of goals and objectives because I made sure to align all of my objectives with my lesson plans and assessments. It is impossible for the students to grow this drastically on the assessment without learning the objectives. Another thing to mention when talking about objectives is that none of my students failed or did very poorly on my formative assessments. This shows that all of my students knew the objectives for not only the summative assessments but also for the formative ones too.

D) Research Based Instruction: One thing to mention when thinking about creating lessons is research based instructional methods. In all of my lessons I use formative assessments which are research based and proven to be assessments for learning. I use these in all of my lessons because I want to make sure all of my students learned the information for that day. When thinking about the future I will always use formative assessment as much as possible if not after every lesson. I think formative assessments are probably the only true way to make sure all the students know the information and to make sure that not just some of the students know the information. One thing I plan to add to my research based instruction is vocabulary strategies. I know that will help my students also.

E) Colleagues Assistance: The first way that a colleague assisted me was when I asked the special education teacher how about the special needs in my class. Although I did not have students with special needs, the teacher told me about the students who I would need to provide extra help to. This allowed me to check over them extra to make sure that they were fully getting the information. Another way I received help from a colleague was with my cooperating teacher. After creating the lessons, I gave them to him to look over to make sure that he felt they were a sufficient way of teaching the material. I did this because I trust his ability in teaching the students and I know that he always does a good job. I also used his help every day after the lessons that I taught. I discussed with him how they were going and what he thought I needed to fix. All of the discussion provided me with helpful information related to my teaching skills, my lesson plans, and my assessments. Using colleagues for help is probably one of the best things you can do, especially when you feel like you are failing.

Part 6: Reflection on Teaching and Learning

A) Critique Planning: Although I had some great results from this project there are some things I could have done better starting with my planning of effective instruction. The first thing that I know I could have done was make some of my lessons more interactive. I know that interactive lessons fall under effective teaching and best practices, but during planning I was just scared to incorporate interactive lessons because my students have never shown me that they can handle them. Every time I have done interactive lessons, my students have always failed. One way that I could have tried and possibly fixed this problem is by having better classroom management skills. One thing that I could have done from the very beginning is not let the students talk with our raising their hands. This was hard to incorporate at first because my teacher never cared how the students behaved. Another way that I could have planned better lessons was by having more engaging warmups. All of my warmups were based around reviewing. The reason behind this is because I always want to review something before starting something new. It would have been better if I planned to have engaging reviewing warmups. Students might would have shown more interest in the topic and I may would have sparked some future historians.

B) Evaluate Assessments: Overall I think my assessments were good. I know that all of my formative assessments and summative assessments aligned with my essential question and learning target. This is probably the most important thing when creating and building assessments, and I feel that I mastered this part. I made sure I did this by creating the learning targets first and then by also reflecting and looking at the learning targets when creating the formative and summative assessments. One thing that I wish I would have done better with assessments was creating lesson paper/pencil assessments. Although some of my assessments were more “fun” and engaging than others, I wish that they would have not been all on paper. I feel that it is hard to record the student’s growth without paper/pencil assessments which was my reasoning behind the assessments that I did. With that said, I will do my best when teaching my own class to do creative, authentic assessments so that all of my assessments are not just paper/pencil assessments.

C) Analyze Growth of Student Learning: The easiest way to analyze the growth of student learning is by looking straight at my data table on part five. My student’s data demonstrate a tremendous amount of growth from all students. The first thing to mention is apparent when looking at the percentage growth column. You can see that everyone is above 20 percent, and most are around forty or fifty percent growth. This is very important because not only did my students grow slightly, then made a tremendous amount of growth. The second thing to mention is that none of my students decreased in non-growth. This is important because I made sure to not leave one student behind and to make sure every student was getting the material. With all that said, I can hypothesize that with my future instruction, as long as I use backwards planning, my students will continue to grow. I think it is very important to note that I owe most of my success to backwards planning. This is because all of my

assessments related to my objectives which related to my lesson plans. Everything was intertwined, which I think allows students to be successful.

D) Possible Ways to Further Improve Student Learning: One way that I could have improved student learning was by simply making my lessons my engaging and interactive. The reason I didn’t in this project is because I find it hard to make Social Studies interactive and engaging and still get across the facts that is needed for students to know. I try to engage the students at least by sounding exciting and getting into the mini lectures as much as possible. I think that the lack of interest in the Cold War could have held some of the students grades back, but overall I feel that my students did outstanding. Most of them aces every formative assessment and the summative assessment. With that said I feel that if I would have captured the student’s attention who did not ace all of the assessments, it may have helped them better understand and helped their grades.

E) Classroom Management: I am first going to review my classroom management techniques that used during this project/unit. The first thing that I did was make sure to purposefully group students when working on group work. The main reason I did this is because I wanted to make sure that every group has people in the group with different academic levels. I think it is important that it is distributed this way because they were answering questions and I wanted every group to be able to have an equal opportunity to getting the right answer. Another reason I think it was important to do it this way is because the higher level students can help the lower level students. Grouping students by different academic levels is the best way to help students on a lower level understand the material. Because I group academically instead of behaviorally I knew that my classroom is more likely to get loud. In order to have an orderly and controlled classroom, I have planned and put some management strategies into place. I have thought about the groups ahead of time that will be more disruptive and loud and have already planned to sit them next to my desk and to be stricter on them if they get loud. I think this is important and a good classroom management strategy because if I can keep them quiet then all the other groups will be quiet. Another strategy I put in place is one where I clap a pattern and the students know that they were getting to loud and need to stay quiet. All of these strategies worked well during the unit. I was able to keep the classroom noise under control and able to keep everyone on task when working on group work. One thing that I wish I would have planned before is how to get the class started on warmup during transition. Because my cooperating teacher did something different than me, it was hard to get the focused on what I wanted them to do. By the time I figured out how to focus the students, it was almost near the end of the unit. Knowing how to do this before, would have helped the week run more smoothly.

F) Strengths and Weaknesses: One of my strengths is most obviously the instructional planning. I know how to plan lessons very well, and I can plan them where students understand the material. Not only can I plan the lessons, but I do a great job of relating the material to the students. Students can think of way that they can relate to the material instantly because I set them

up to be able to do this. Another one of my strengths also relates to the instructional procedures. I am very good at planning the lessons off of standards, learning objective, and my predetermined assessments. Backwards planning is not only the best way to plan, but for some reason I find it the easiest way to plan. One weakness that I have that I know that I need to improve on is my classroom management. The main reason I find this as one of my weaknesses is because students find it so easy to talk over me. This may be due to the fact that I am a quiet, soft-spoken person. I know that I need to find my voice in the classroom. I feel that this is something that I have been previously working on, but since teaching these lessons, I know that I need to focus on improving this weakness more. I know with more time and practice I can improve on this weakness and find my strong voice in the classroom.

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