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Presented By Delaney ClodfelterUniversity of Alaska Southeast

Supervisor: Professor Katy Spangler

FALL 2016

Professional Teacher Work Sample

Professional Teacher Work SampleDelaney Clodfelter Fall 2016

Table of Contents:

Introduction: Abstract………………………...pg. 2

Part 1: Work Sample Context………….pgs. 3-6

Part 2: Learning Goals…………………pgs. 6 & 7

Part 3: Assessment Plan……………….pgs. 8-12

Part 4: Design for Instruction…………pgs. 13-19

Part 5: Decision Making………………pgs. 19-22

Part 6: Student Learning………………pgs. 22-29

Part 7: Reflection & Self Evaluation…pgs. 30-32

Page 1


Abstract

This document serves as an example of my ability to affectively design

instruction built around the needs of the student. This Teacher Work Sample

demonstrates affective instructional design based on pre assessment and formative

assessment data. Students in this case study were focusing on the topic of “The

United States of America.” This mini-unit focused on two main goals: state

geography and development of state knowledge. Students were given pre

assessment instruction which allowed for proper lessons plan development.

Throughout this unit, evaluation of student learning guided the instructional

design, which ultimately resulted in high learning gains and successful completion

of learning goals.

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Contextual Factors

Community, District, and School Factors:

I am currently working in a 4/5 multi-age classroom for my internship. My placement is

at Aquarian Charter School in the midtown part of Anchorage Municipality. My school is unique

because it is a lottery program. The students do not necessarily come from one part of town;

instead they come from all over the district. This school has a population of nearly 400 students,

which is quite high in comparison to other elementary schools in the district. Additionally, there

are 600+ students on the wait list to get into Aquarian Charter. The majority of the students at

this school are Caucasian at 76%, which is an overwhelming figure considering that this school

feeds into one of the top 3 most diverse high schools in the nation at a 90.3% diversity index

(Tunseth, 2015).

This school is the highest in-demand alternative elementary school in the district. There is

a strong support system for this school and the parent involvement is truly unique and

incomparable to most other elementary schools. Parents and family members participate before,

during, and after school hours on a daily basis. Parents are encouraged regularly to volunteer,

attend fieldtrips, and pick up and drop off students to and from the classroom. This school is a

very community orientated school that works to provide support to the local area by way of

many civic opportunities. The students here at Aquarian are encouraged to be supportive, kind,

courageous, and caring towards their peers and educators, and it is through a true partnership that

students foster a love of learning alongside their teacher and fellow classmates.

Classroom Factors

The classroom itself is set up in a way that the students respond to effectively. Aquarian

practices flexible seating unless the teacher determines required seating is necessary. There are

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only large tables in the classroom and no standard desks. Students have both work cubbies, and

gear cubbies to hold their belongings. The day typically starts with some sort of pull-out for

specials beginning at 8:30. Students then begin their writing and reading, however, we are

currently transitioning our mornings into Social Studies and Science. Then students have

lunch/recess from 11:30 to 12:30 PM. My host teacher manages a math study hall for pre-algebra

students so half of the lunch/recess time is taken up with that activity. Upon returning from

recess, students begin Centers Work, which is anything that they may need to be working on

throughout the week; spelling, projects, reading, etc. Students are expected to keep track of their

own planners and prioritize their time with as little guidance as possible. After Centers, students

enjoy read aloud until approximately 10 minutes till 2 PM. Students then collect their things, and

walk to their “just right” math program with whichever teacher is teaching their leveled

curriculum. Math takes place from 2 PM to 3 PM. Students spend nearly 30-40 minutes on math

instruction, and then work independently on practice problems, and finally take problems home

to work on for homework. Students then return to their home classrooms at 3 PM, they collect

their materials, and we typically take this time to have a debrief/class meeting. Students finally

line up, and are dismissed with the Teacher’s Aide to the pick-up location where they will wait

for their ride. All teachers, TA’s and staff accompany students to the pick-up location and wait

with students until 3:30 PM. Any students whose guardians have not picked them up at 3:30 are

taken to the office to wait for their ride.

Throughout the day, students are expected to follow “Ms. Linda’s Top 5” which consists

of simple clear cut guidelines for students to manage their own behavior. If a student is not

following one of the top 5’s, Ms. Linda will have them refer to the chart before she engages with

them further. Students are also expected to act respectfully and courteous throughout the day, but

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they are also given a great deal of freedom in making their own choices about how they wish to

follow through on their own behavior modifications, and are expected to think critically about

how they can manage their own actions first, before an adult need step in.

Student Characteristics/Prior Knowledge

For starters, there are 27 students in this classroom. There is only 1 student who has

recently qualified for special education services. There is 1 student who suffers severely from

behavioral needs, and is on a behavior modification plan. The majority of the class is on level

with some variation in reading and writing. Due to the fact that this classroom is multi-age, there

can be weeks where spelling is differentiated to 6 different levels. Although, due to the just right

math strategy, and various other built in differentiation methods, there is not great diversity in

academic prior knowledge amongst students, and for the majority of the everyday classroom

instruction, students are usually all understanding at the same level. However, the teacher is

aware of varied student needs, and adjusts daily interactions accordingly to fit the needs of each

student (most of this is done through pacing of assignments; some students simply work much

faster than others). The students in this class are fairly homogenous and come to this teacher with

relatively high achieving academic prowess.

Instructional Implications

The students in this class, and the school at large, work very well with project based

learning. We have been working on a United States unit thus far in the school year, and as such I

plan to capitalize on that unit to foster a connection between previous knowledge and new

information. We will be moving into a unit on colonial expansion, and having a basic

understanding of geography will surly aide the students as we continue to move forward. We try

to incorporate as much reading and writing as possible to enable students with the proper

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foundational skills so that they will be successful in other areas of curriculum. Students at this

school have a passion for reading so we utilize reading to promote growth in everyday activities.

I plan to continue to incorporate as much literacy into my curriculum as possible and cross

various content areas often to ensure fluidity in student academic success.

References:

Tunseth, M. (2015, May 23). Anchorage public schools lead nation in diversity. Retrieved September 10, 2016, from http://www.adn.com/education/article/anchorage-melting-pot-diversity/2015/05/24/

Aquarian Charter School. (2016). Retrieved September 10, 2016, from http://www.publicschoolreview.com/aquarian-charter-school-profile

Learning Goals

Standards Standard Source Learning Goal Level of L.G.Geography Section A:A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information.A.1.:use maps and globes to locate places and regions

Alaska Standards:CONTENT AND PERFORMANCE STANDARDS FOR ALASKA STUDENTS

Students will correctly label at least 75% of the states on a United States map.

Level 1:Knowledge

Geography Section B:A student should be able to utilize, analyze, and explain information about the human and physical features of places and regions.


Students will demonstrate a deeper knowledge on one state of their choosing.

Level 2:Comprehension

Level 3:Application

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Student Learning Goals; Analysis:

These learning goals serve as a foundation that we will build upon the rest of this quarter.

The students will focus their attention on geography and state knowledge to reinforce the

Geography standards set by the State of Alaska. Thus far they have been presented with general

information regarding statehood, communities, and should have a basis for the layout of the

United States. We will build upon this foundation by incorporating more detailed information in

these categories. This content is appropriate and rewarding because students will have to

demonstrate present understanding, while simultaneously growing with the content. These

learning goals build a framework for students in order for them to deepen their content

familiarity. They will then take what they have learned and further their expertise in a model that

suites the ideals set forth by Bloom’s Taxonomy of Education. Using these goals allows the

teacher to see where some students might need support, and where other students might need to

be challenged. These learning goals are appropriate, stimulating, and permit room for

improvement.

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Assessment PlanOverview:

Learning Goals Assessments Format of Assessment

Adaptations

Learning Goal 1

Students will be able to correctly label at least 75% of the states on a United States map.

Pre-Assessment

Formative Assessmentw

Post-Assessment

Blank Map of the United States: 20 minutes to fill in as many states from memory

Discussion on geographic regions, Check in while students work on Lap book: give new lap book pieces each day to focus our content discussions, flashcard quiz game

Blank map: students fill it out as much as they can in 20 minutes

Repeat information as needed, allow students to study independently during free time, and work with student individually to ensure understanding

Provide a well outlined example of expectations with a model of my own creation. Allow students to use multiple resources to discover new materials: books, tablets, maps, group discussion

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Learning Goal 2

Students will demonstrate a deeper

knowledge on one state of their

choosing.

Pre-Assessment

Formative Assessmentw

Post-Assessment

Students will choose a state to write a brief narrative defining what they already know about that state (students instructed to choose a that they know little about)

Formative discussions, in class check-ins, exit ticket check-ins, “Tell me something you learned about your state,” Discussion: What are some things that make a stat unique?

Finalized lap books with 2 sections dedicated to information about their own state. Graded with a rubric designed by me

Students encouraged to work together

Students will be provided with graphic organizers to sort information

Students will be directions both visually (written in text) and audibly

Pre & Post Assessments:

The pre and post assessments required for this project include several rubrics, prompts,

and observation methods. The main rubric for the entire lap book project is guided by completion

of project and quality of its parts. It reinforces the overall understanding of our two learning

goals; “deepening geography” and “deepening state understanding/significance.” Students are

also expected to demonstrate what they already know through the use of pencil and paper by

filling out the blank map, and by writing a short report on “what they know.” These two items

serve as the pre assessment to our mini unit, will guide instruction as well as become the basis

for measuring student growth and progress.

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Main Rubrics:Content

4 3 2 1All state capitals identified correctly on map (1st page)Each states date of entry into the union has been identified(pg. 2 & 3)Each states flower has been identified(pg. 2 & 3)Each states moto has been identified(pg. 2 & 3)Each state has been categorized into regions (pg. 4)Each state has various resources that have been identified (pg. 4)4 major national landmarks have been identified4 of the highest peaks in each students chosen state have been identified (pg. 5)A detailed drawing of the state’s flag (pg. 5)

PresentationEach lap book has a front coverThere is color on all pages of the lap book

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The organizational structure of each page is pleasing and easy to understand

MechanicsSpelling is correctSentences are complete as necessaryProper Punctuation and Capitalization

Comments: Total =

PRE & POST ASSESSMENT BLANK MAP

ANSWER KEY

WRITING PROMPT FOR “Tell Me What You Know”

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What is the state you have chosen? What can you tell me about you state? What is its state bird, flower, or moto? Does your state have anything special about it; if so, what can you tell me?

Requirement:5 points total Check-In Scale

1. Is your name on2. Did you say what state you chose3. Did you answer in your own words what you may or may not know about your state4. Did you tell me at least one thing you would like to learn about your state5. Did you turn it in on time

This will be compared to information in a formative assessment throughout the unit, and then in a summative assessment in the final lap book project.

Monitoring Progress:

Type of Formative Assessment Justification for Formative Assessment

Oral Check for understanding

A large part of this unit will deal with hands on project work. While students are working independently or with peers, I will circulate to verbally see if students understand the material, what they are learning, and what interesting facts they may have to share. This will ensure that all students are at a level that is appropriate for this lesson. I will take notice of those students who may be struggling in some area, and support them as necessary.

Exit Ticket

By asking students what they have learned each time we introduce a new topic, I can better guide my instructional methods for the future (i.e. Should I spend more time giving guided instruction, less time on independent work, what resources do students need in order to feel confident in their success and understanding, etc.)

Guided InstructionStudents will begin every new section of the lap book with a short mini lesson to overview parts and pieces. This will allow time for questions, and clarity.

Group Discussions

We will save time for group discussion so students can share with their classmates, and demonstrate their mastery of the learning goals. This time will be very valuable for my assessment; I can see where students are gaining understanding, and where they need support.

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Design for Instruction

Results of pre-assessment:

Based off of the Pre Assessment for Learning Goal #1, students were largely unaware of

each states geographic location. There were a few outliers who knew a large number of the states

and labeled them correctly, however, most students did not answer more than 10 correctly. The

class average was 12 correct out of 50. I was pleased to see this in many ways because I felt that

my unit lessons would be valuable to the students learning and growth in this area. Many of the

students were also unaware of the state they chose in the initial pre assessment on state specific

content. Students knew very little about the state they chose, and again I felt as though this

would allow my lessons to be truly valuable. I added some content to my lessons as time went

on, however. There were some students who were “flying” through the material at a much faster

rate than others (no more than 3 or 4) so this is where I started to incorporate more supplemental

material into our unit. I wanted students to have an opportunity to demonstrate mastery beyond

what I had originally prescribed in my 2 learning goals so I added state capitals to the mix of

post assessment content (as extra credit – not part of the analysis for pre/post assessment data).

Students could spend time quizzing one another with flash cards, and were also able to assist

classmates.

Students worked diligently to address Learning Goal #2 by completing their lap books in

the sequence laid out by our lessons. Each activity usually began with a mini lesson, and a how-

to on the new material. A great deal of this work was independent in nature and we were able to

gage students understanding with oral check-in’s and group discussions as time went on. This

allowed for changes to improve our focus and truly meet our learning goals.

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Unit Overview:

United States Lap Books: Backwards Unit Design

Candidate Name: Delaney Clodfelter Host Teacher Name: Linda Julliard

School: Aquarian Charter School Grade Level: 4/5th # of Students: 27

Date Range Unit: 1st Quarter in September Length of Unit – (@ 3-4 Weeks)

Overall Theme of Unit: United States

Geography

Content Area: Social Studies

Describe the demographic make-up of your target classroom:Gender Receives

Some Special Needs Services

Behavioral Needs

ELL Ethnicity Gifted Program

11-F/ 16-M 1 1 (504 plan) 1 – Spanish is spoken at home and moms primary language is Spanish

24 – Caucasian1 – Asian2 – Alaska Native

12

Materials: Include all materials including technology:

Blank Maps for pre-assessment

Lap book example created by me

2 file folders per student

Copies of all the working pages for each student

Colored Pencils

Pencils

Scissors

Markers

Glue

Atlas’

Reading materials for students to look up information

Chrome books for additional research

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Post Assessment:

Blank Map for filling out the states

Pencils

Section for including capitals as extra credit

Alaska Content and Subject area Standards (5 interdisciplinary standards)1. GEOGRAPHY – Sections A, B, & F: (From Section A): A student should be able to

make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information. Section B: A student should be able to utilize, analyze, and explain information about the human and physical features of places and regions. Section F: A student should be able to use geography to understand the world by interpreting the past, knowing the present, and preparing for the future.

2. Arts – Section A: A student should be able to create and perform in the arts.3. LIBRARY & INOFRMATION LITERACY – Sections A & B: A student should

understand how information and resources are organized. A student should understand and use research processes necessary to locate, evaluate, and communicate information and ideas.

4. HISTORY – Section D: A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner

5. CULTURAL STANDARD – Section D: Culturally knowledgeable students are able to engage effectively in learning activities that are based on traditional ways of knowing and learning.

6. TECHNOLOGY – Sections A through E – Section B is as follows: A student should be able to use technology to locate, select, and manage information.

TRANSFER GOALS (Unpacked Standard(s) -1. Geography: Students will locate and identify states, capitals and regions on a United

States History map.2. Arts: Students will create an artistic expression in the form of a lap book with appropriate

content regarding the United States3. Library & Information Literacy: Students will use Chrome Books to identify and locate

pertinent information with regards to U.S. geography4. History: Students will understand the importance of history and why studying such

content is pivotal for personal growth5. Cultural Standards: Students will engage in the past by studying important landmarks,

people and places to deepen their understanding of how our society has evolved6. Technology: Students will utilize the necessary tools (Chrome Books) to gather and

record information.

STAGE 1 – Enduring Understandings Stage 1 - Essential Questions

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Enduring Understanding(s)Students will understand…. Physical geography of U.S. and the states

location to other states in the surrounding area

Students will understand how to successfully implement a project design and layout from start to finish.

Students will work together to share ideas and communicate understandings

Students will understand important peoples, places and things that pertain to the United States

What Essential Questions will be Considered? (Q) How many states are there in the United

States Why is learning about our states

important? Who are some important key figures in our

United States? What makes a state unique – elements of a

state (state flag, bird, flower, etc.)

STAGE 1

OBJECTIVES/ Learning Targets (LTs) – Key Learning

How many states are there in the U.S. What makes a state unique Where is each state can be located on a

map Who 3 important people are in U.S.

History

STAGE 2 –

ASSESSMENTS - Identify Desired Results (multimodal)

Learning Goal One

Pre-Assessment:

Accessing prior knowledge: Give students a blank map and tell them to fill in the states as best they can.

Discussion of Essential Question: What are some things that make a stat unique?

Formative Assessment:

Discussion on geographic regions, Check in while students work on Lap book: give new lap book pieces each day to focus our content discussions, flashcard quiz game

Summative Assessment:

Blank map: students fill it out as much as they can in 20 minutes

Learning Goal Two

Pre-Assessment: Students will choose a state to write a brief

narrative defining what they already know about that state (students instructed to choose a that they know little about)

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Formative Assessment: Formative discussions, in class check-ins,

exit ticket check-ins, “Tell me something you learned about your state,” Discussion: What are some things that make a stat unique?

Summative Assessment: Finalized lap books with 2 sections dedicated

to information about their own state. Graded with a rubric designed by me

Standards Addressed

Learning Activities/ Learning/Instructional Strategies:

Lesson Time

Learning/Instructional Strategies

Geography

GOAL 1

Lesson 1: Fill In the U.S. Map Students will do a pre-assessment of filling in as many

states as possible on a blank U.S. map to launch the unit and assess student needs.

30 minutes Discussion

Accessing Prior Knowledge

Performance Task

Geography

Arts

Library/InformationLiteracy

GOAL 2

Lesson 2: My State Introduce project Put together initial 3 pages of lab book Have students pick a state and begin coloring front

cover Students will choose state and right an initial response

to the prompt: What is the state you have chosen? What can you tell me about you state? What is the state bird, flower, or moto? Does your state have anything special about it; if so, what can you tell me?

1 hour Individual Research

Group Discussion

Direct Instruction

Geography

L/I Literacy

Technology

GOAL 1

Lesson 3: State Capitols Students will work to fill out state map with capitol

labeled in proper location.

1 hour Group Discussion

Oral Check-In

Individual Research

Geography

History

Technology

Lesson 4: Our 50 United States Students will research the following information via

school text book, chrome book, atlas, and various other literary texts:1. Statehood2. State Flower

2.5 hours(2 Day Lesson)

Individual Research

Direct Instruction

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Arts

Culture

GOAL 1 & 2

3. State Bird4. State Moto

They will cut out and color lap book materials and insert the above mentioned date into appropriate locations.

Group Discussion

Oral Check-In

Geography

History

Technology

Arts

Culture

GOAL 2

Lesson 5: My State! (In Depth) Students will work to find specific state information on

their own chosen state. They will address their state flower, bird, resources, flag, important places, people and landmarks, and will also identify national moments. Students will cut out, color, and clue information into last 2 pages of the lap book.

2 hours Individual Research

Direct Instruction

Model Example

Geography

History

Arts (Writing)

Culture

GOAL 2

Lesson 5: Letter’s To A Friend Letters to a friend about your state Each student will need to write two letters to two

different people Students will share what they learned about others state Students will be introduced to flash card study: Students

may use the pre made flash cards to study for the posttest as time permits.

1 hour Minor Instruction (Format Assistance)

Independent Creative Writing

Partner Work

Arts

Culture

History

Geography

GOAL 1 & 2

Lesson 6: Letter Share Students share the letters they have received from the

rest of the class to inform their classmates on new material

45 minutes Share Aloud

Group Discussion

Geography

GOAL 1

Lesson 7: Post Assessment (Fill in the Map!)

Will include a blank map to be filled for states Will include an option for filling out capitals (Extra

Credit – flash card purpose supplemental) Students will also turn in their completed Lap Books

30 minutes Independent Work

Performance Task

STAGE THREE: Opportunities to Learn

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Activities:

Activity #1: Fill in the Map Pre Assessment:This activity is accessing prior knowledge and is essential for directing future instruction. This activity directly relates to Goal #1 because it serves as the pre assessment to this lesson. This activity will need paper, pencils, computer, and a printer. This will be a pre-assessment.

Activity #2: Letter Share Formative Assessment:This activity will assess what students have learned and will be check for understanding by the teachers. Students will share what they have learned in detail about their own state, and will share with the class, allowing the rest of the class to learn more detail about another state. Students will use this lesson to fulfill Learning Goal #2. This lesson is a formative assessment.

Activity #3: Fill in the Map! Post Assessment:Students will demonstrate what they have learned in a post assessment that is identical to the pre assessment given at the beginning of the unit. This activity will help to see if students fulfilled the learning goal for #1. This is post assessment.

Technology:Technology will be incorporated regularly into our lessons. Students may take notes in

Google Docs; I will use an overhead projector to display information on the board in a clear

fashion. Students will use Chrome books to help them identify, research, and synthesize new

information about United States geography, and specific state facts. I will also regularly use

technology for the development of my lessons. I plan to utilize Pinterest for creative ideas,

Teacher Share for worksheet templates, and Google Docs to create my own ideas from scratch. I

will continually use technology to formulate templates, rubrics, and lesson plans.

Instructional Decision Making

Example 1 of Design Modification:

The first example of a time when I modified instructional plans was when I realized that

the students weren’t getting enough information from their pen pal during the letter response

lesson. Students were expected to write letters back and forth to a partner, and then they would

share with the rest of the class what they learned about their peer’s state. The thought process

behind this approach was that it would deepen each student’s understanding of their own state

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through reinforcement of facts, and that other student’s would learn more about another’s state,

ultimately improving everyone’s knowledge base (Learning Goal #2).

After the first letter response, I collected the letters to take a grade and see what

information had been conveyed. I realized that I hadn’t given student’s enough guidance on what

they should/could share with their pen pal. Many of the letters were lacking detail, clear

information, and didn’t convey the amount and quality of facts I was looking for.

This helped to guide my instructional design for the next letter response. I had students

make sure to give at least 4 or 5 facts about their state, and prompted them with a mini lesson on

how to write a formal friendship letter. I wanted them to practice the proper letter writing format,

and many students did not include the necessary details in the original response. I thought that I

had given clear letter writing instructions; however, I realized that it was not as clear as I had

thought, and so we readdressed this before responding to our pen pals.

In the second letter response, students were by and large much more successful in giving

details and providing specific examples of what they had learned about their state, such as,

population, state flower, bird, geographical features, and famous landmarks. Previously, most

students had just written things such as, “My state is really cool. I love to go fishing where I live,

and we get a lot of sun here.” The previous letters focused on more inferred information and

were much more creative in nature rather than factual. The richness in detail improved

dramatically in the 2nd letter response after giving more concrete instructions with specific

examples.

Example 2 of Design Modification:

Throughout this unit I spent a lot of time doing quick formative assessments with

students. Most lessons began with short teacher directed information and then students were

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given a lot of independent time to work on their material. As students worked independently, I

would walk around and check in with them to see where they were at, and how I could better

support them with the project. I had originally been going over 1 or 2 pages of the lap book each

day and then would allow students time to work, but what I noticed as I walked around was that

students were at very different stages throughout this assignment. There were two students in

particular who were very efficient with their time and would finish their materials far sooner than

the majority of the class.

This observation led to an alternative delivery strategy. Instead, I (about 2 lessons in)

made large complete packets of all the information that needed to be put into the lap book with

instructions for each section on every page. This allowed students to work at their own speeds,

and for those students who needed to catch up, they could take it home to work on it.

Overall, this method seemed to work much better because students were rarely left with

nothing to do, and parents were involved in the project when it went home for extra time. By

doing this, I noticed a great reduction in stress among most students, and it allowed me to check

in with them more frequently instead of guiding them first and then letting them work. I don’t

think that this strategy would be effective with all classes, but it worked with this class. I was

able to have more time assisting students who took longer on the project and less time on guided

instruction which tended to cut into our work time. By the end of this unit, I saw some fantastic

quality work, and nearly 80% of the class received a B+ or higher. Allowing the students the

freedom to work independently proved very successful, and as we moved along through each

section of the lap book, I made sure to reinforce expectations and provide examples so that

students could reference an “A” quality project to help them be as successful as possible.

Analysis of Student Learning

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Whole Class: Raw Data from Learning Gain Score Analysis

1 2 3 4 5 6 7 8

Students, N=

Pre-Assessment Raw Score, Top Possible =

Post-Assessment Raw Score, Top Possible =

Pre-Assessment Percentage

Post-Assessment Percentage

Actual Gain Score

Potential Gain Score, Top Possible =

Learning Gain Score

27 50 50 100%

1 7 18 14% 36% 22% 86% 26%

2 6 25 12% 50% 38% 88% 43%

3 10 24 20% 48% 28% 80% 35%

4 4 17 8% 34% 26% 92% 28%

5 11 43 22% 86% 64% 78% 82%

6 9 34 18% 68% 50% 82% 61%

7 30 40 60% 80% 20% 40% 50%

8 14 37 28% 74% 46% 72% 64%

9 7 28 14% 56% 42% 86% 49%

10 13 39 26% 78% 52% 74% 70%

11 35 48 70% 96% 26% 30% 87%

12 4 36 8% 72% 64% 92% 70%

13 27 41 54% 82% 28% 46% 61%

14 5 28 10% 56% 46% 90% 51%

15 7 19 14% 38% 24% 86% 28%

16 5 20 10% 40% 30% 90% 33%

17 48 49 96% 98% 2% 4% 50%

18 2 32 4% 64% 60% 96% 63%

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19 6 23 12% 46% 34% 88% 39%

20 32 50 64% 100% 36% 36% 100%

21 5 26 10% 52% 42% 90% 47%

22 34 38 68% 76% 8% 32% 25%

23 5 17 10% 34% 24% 90% 27%

24 17 21 34% 42% 8% 66% 12%

25 6 8 12% 16% 4% 88% 5%

26 7 25 14% 50% 36% 86% 42%

27 5 21 10% 42% 32% 90% 36%

Overall Learning Gain Score 47%

** The above data represents the total raw information taken from the pre and post-tests. Each

student’s gain score, learning gain score, and class average gain score are calculated and

highlighted in color.

Student Data: Before & After scores of Learning Goal # 1

“Students will correctly label at least 75% of the states on a United States map.”

WHOLE CLASS

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 280

10

20

30

40

50

60

Learning Gain Scores Pre-Assessment Raw Score, Top Possible = 50

Post-Assessment Raw Score, Top Possible = 50

Student Representatives by Numbers (number 1 is the control variable- out of 50)

Poss

ible

Raw

Sco

res (

befo

re a

nd a

fter)

The above table represents the raw date for all 27 students in Ms. Linda’s class. The pre-

assessment consisted of filling in a blank map (with no answer key) of all 50 states within in

the U.S. Students were scored 1 point per every correctly labeled state. The students were then

presented with the same post assessment map. The columns in green are representative of the

pre assessment and the columns in red are the post assessment. As the graph identifies, all 27

students had a gain score. The average whole class learning gain score was 47%. The range for

actual gain score was 2% percent to 64%, and the learning gain score range was 5% to 100%.

The students who received a lower gain score did so because they had higher results on the

pretest, therefore, they did not have has much potential for improvement on the posttest

because they already had such a high score. Students, who had a higher gain score, were those

students who had a higher potential and met that high potential. If a student had a lower pretest

score and a low gain score, it is because they did not do much better on their posttest in

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comparison to their pretest. For example, Student # 26 in the date only had a 5% learning gain

score, because they received a 12% on their pretest and a 16% on their posttest.

SUBGROUP

4th vs. 5th Grade

The above two tables represent the learning gain score averages for both 4th grade and 5th grade

individually. The 4th graders had a higher average gain score by 12%. The 5th graders have one

more student than the 4th graders (13-14). The spread in gains is much broader amongst 5th

graders as opposed to 4th graders.

SUBGROUP

Large vs. Small Gains

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The above two graphs represent the 3 smallest gains in each grade and the 3 largest gains in

each grade. This information can tell us something about our lowest and top performers by

comparing grade levels. As the graphs depict, the 4th graders in the smallest gains group had

much larger gains than the 5th graders, and the 4th graders in the highest gains group had

slightly lower or equivalent gains in comparison to the 5th graders.

**It should be noted that this population is fairly homogenous in race, socioeconomic status, and

family support so this is why these were the most fitting groupings: the small vs. large gains

shows some reflection on academic performance (some of the lower performers have academic

IEP’s). However, this class is largely a gifted. The multi-age comparison also lends itself easily

to some data analysis and will provide some useful insights for future instructional plans.

INDIVIDUALS

Student A: Low Performer

This performer struggled on both the pre and post tests for the states map. Student A did a

nice job on the lap book as a whole and received a B, but overall was a lower performer. Student

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A was missing the majority of the states on the pretests and had a few states labeled incorrectly,

in addition to one state being labeled as “Antarctica.” This performer has an academic IEP and

has several accommodations that need to be met. This performer’s area of strength is in larger

projects which were demonstrated by the completed lap book. There were certainly signs of

learning, but map proved to be difficult. It is important to understand these accommodations and

learning styles because it is vital for student success and achievement. I took an additional

posttest with this student later and gave her an answer key, and additionally had an adult read

aloud the states to her, and this improved her score dramatically. There were nearly 30% gains in

the second posttest.

This student was missing a lot detail on various sections of the lap book, and did not

correctly label the state capitals. Also, given the names on each capital on a separate piece of

paper, several were still not spelled correctly.

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Student B: High Performer

This student is overall a very high achiever in this class. Student B’s homework and

classwork is always exceptionally meticulous, and this students strives to achieve high marks in

all academic coursework. This student got a 48/50 on the pretest and a 49/50 on the posttest. Due

to the high score on the pretest this student had a low potential gain score and learning gain

score, but they did very well as far as performance is concerned. This student also correctly

identified capitals, gave detailed information in most all areas of the lap book and presented a

thorough reflection analysis that was very honest and detailed. In comparison to the first student

this student performed very well on the final product, however, my analysis would be that the

first (lower performing student) learned more on this assignment. The pretest write about their

states in comparison to the final lap books was very eye opening. Student A gained a lot of

content knowledge, although it was difficult for this student to articulate such information in

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writing. During formative assessments student A could articulate a great deal of information.

Student B could also articulate a significant amount of understanding, but their understanding

base was far strong than that of Student A’s.

I would say that understanding these two learner types is vastly important to instructional

design. When we instruct and guide students we must be aware of classroom dynamics in order

to properly differentiate to all students. When we think of success, we must look at whole class

success in order to ensure that are needs are being met. Good instructional design with merge the

gap that exists between high and low performers. One way to ensure that we do this properly is

through the use of formative assessment. Formative assessment is essential because it helps to

guide us as we move through the curriculum. If there is an area of misunderstanding we can use

formative assessments to help manipulate the curriculum in such a way as to assist the learner for

greater potential gains. Acknowledging student success and needed areas of growth is a pivotal

characteristic of any teacher. By comparing a top performer to a low performer we can see where

these two differ and are similar. The differences, especially, help guide us to a potentially

necessary instructional change that will ultimately benefit all students in the class.

Reflection & Self Evaluation

The learning goals for this assessment and instructional design are/were as follows:

Standards Standard Source Learning Goal Level of L.G.Geography Section Alaska Standards: Students will correctly Level 1:

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A:A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information.A.1.:use maps and globes to locate places and regions

CONTENT AND PERFORMANCE STANDARDS FOR ALASKA STUDENTS

label at least 75% of the states on a United States map.

Knowledge

Geography Section B:A student should be able to utilize, analyze, and explain information about the human and physical features of places and regions.


Students will demonstrate a deeper knowledge on one state of their choosing.

Level 2:Comprehension

Level 3:Application

Successful Implementation (Learning Goal # 2):

After looking at these two learning goals, I would have to conclude that learning

goal number 2 was implemented more successfully. The bulk of the lesson instruction was

designed around this learning goal, and therefore students were more successful in this

pursuit. One aspect to note as well would be to mention that this learning goals was

perhaps much less specific than learning goal number 1, and there was much greater

guided instruction with regards to this learning goal as well.

Another possible explanation for the success of this learning goal could also be the

instructional preferences amongst students. In this school, students learn very well

independent hands-on project based learning. The lap book itself was a very hands-on type

assignment, and the lap book in its entirety was (if done correctly) would result in

accomplishing learning goal number 2. Overall, the success on the lap book project

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produced great results, and therefore, I would conclude that this goal was met with greater

accuracy.

Need for Improvement (Learning Goal #1):

Although we saw a 47% learning gain score in the analysis of this learning goal,

the goal itself to achieve “75% correct completion” on this goal was not met. I suggest that

this was the case for a few reasons. After considering all the factors, I would change my

lessons to accommodate this learning goal more specifically. I do not think that students

had enough time to ensure that they would meet this learning goal. I don’t think the

instructions were clear on what I wanted them to achieve as well. Additionally, I think that

if I had put greater pressure on the students to achieve this goal they would have risen to

the occasion. There are many students who studied flash cards, and wanted to do well for

their own benefit so those students did very well the second time around. However, I did

not take a grade from this assignment. The reason I did not do this was because I truly

wanted to see student improvement based on learning and less so on memorization. After

having done this, I would probably adjust my instruction on this learning goal to place

greater emphasis on its importance.

Professional Development Opportunities:

At the conclusion of this unit I learned that there are two main areas of improvement that

I would like to focus on for the future. I need to clearly outline lesson and project objectives to

students so that students are producing the desired results I am looking for and so that they can

have the needed guidance to be successful in whatever task they are given. Instead of implying

the objectives, I need to state them clearly and explicitly. Students should be able to articulate

what they are studying and why they are studying it based upon the objectives I set forth before

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them. One way I plan to do this is to say the what the objectives are for the lesson and go over

the rubric with students prior to them beginning any (especially large) assignment. I also intend

to have a section of my board or area in the classroom where I write the objectives down so that

students can have a visual representation of what is that they are doing.

Another area that I intend to improve upon is in my own rubric making. I discovered the

first time around that my rubrics were too general and lacked specificity. When I do rubrics in

the future I must clearly state each category of detail that I want the student to learn and not

generalize by a few overarching principles. This will not only help guide my instruction to

improve student learning, but it will also help students (and parents/guardians) have a clearer

understanding of what is expected of them. Driving student learning by assessment data and

lesson objectives is a clear way of implementing success in the classroom, and I intend to utilize

these methods for the achievement of each student for years to come.

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