EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY TEACHER UNIT WORK SAMPLE GUIDELINES

Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each students strengths, needs and prior experiences. Through this performance assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: The candidate uses multiple assessment strategies and approaches aligned with learning goals to assess student learning before, during and after instruction. The candidate designs instruction for specific learning goals, student characteristics and needs, and learning contexts. The candidate uses regular and systematic evaluations of student learning to make instructional decisions. The candidate uses assessment data to profile student learning and communicate information about student progress and achievement. The candidate reflects on his or her instruction and student learning in order to improve teaching practice.

The candidate will create a Unit Teacher Work Sample to demonstrate its impact on student learning. The attached template which consists of several components should be used to fulfill this requirement. Attach samples of student work as an appendix.

EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY TEACHER UNIT WORK SAMPLE TEMPLATE

Candidate: Aubriaunna Bodrick District: OCSD5 Subject: Science

Mentor Teacher: Tammy Jeffords

Academic Year: 2012 Grade Level: 4th/5th Grade

School: Bethune-Bowman Elementary School

Dates of unit: from March 12, 2012 to March 16, 2012

Unit Title and/or Description: The Suns Effect on Earth- Astronomy

Describe the number of students, demographics of the students, and any other special features or important information.

My 4 grade homeroom class is composed of 24 students. The students are heterogeneously mixed. There are a total of 13 males and 11 females. Cultural differences are present among this group. Out of the 24 students, there are 15 African American, 5 Caucasians, 3 Hispanics, and 1 Native American. Based on data collected from STAR Reading results, 2 students in my homeroom class are above grade level; 4 students are at grade level; 16 students are below grade level; and 2 students are P or PP (primer or pre-primer grade level). Voyager is used as a supplemental reading program to help aid struggling readers. 10 students in my homeroom class were identified as struggling readers and admitted into the program, which is taught in small groups. In terms of student performance and achievement, students have not yet met mastery and need to work harder on critical thinking skills.

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Section I: Major Unit Objectives (Key Element 2.A) Describe the major objectives of the unit
and indicate the corresponding state standards.

Major Unit Objectives Key Element 2.A Earths Titled Axis (4-3.4) Students will be able to explain how the tilt of Earths axis and the revolution around the Sun results in the seasons of the year. Day and Night (4-3.5) Students will be able to explain how the rotation of Earth results in day and night.

Reflect on the unit objectives (Key Element 2.A) How did you craft these objectives so that the students understand both the objectives and their relevance?

The unit objectives listed above were determined by the 2011-2012 Pacing and Sequencing Guide for Orangeburg Consolidated School District Five. According to this pacing guide, students are to study astronomy during the month of March. The units mirror the SC State Academic Standards for science and the amount of time allotted for each of the standards and their indicators. I did not have to craft the objectives above in any fancy way. They were already written clearly so that students may be able to

understand what is being asked of them. Bodily kinesthetic models of the difference between revolution and rotation helped students to better understand what was expected. Support documents helped me communicate specific goals clearer so students could understand as well.

Section II: Unit Plan (Key Element 2.B)

Describe your instructional plan that is, the sequence of steps that you need to follow if your students are to achieve the unit objectives including the key activities or strategies and resources (e.g., materials, technology).

Instructional Plan for the Unit Key Element 2.B Earths Titled Axis (4-3.4)- March 12-14, 2012 Key Activities/Strategies (and Materials) Anticipation Guides (Monday and Wednesday) Direct Instruction- Teacher-Made PowerPoint Where do Seasons Come From? Journaling in Science Journal Why do We Have the Seasons Song Pair-Reading Activity Visual/Kinesthetic Demonstration of Earths Titled Axis and How it Causes Seasons Interactive Websites via Starboard (Seasons Simulator and Brain POP) Read Aloud- Greek Myths (The Story of Persephone and Hades- Reason for the Seasons) Writing of Greek Myths about the Seasons Mini-Quiz using the 4 Finger Response Study Guide (from Support Documents) Technology Computer with Internet Access and the Starboard Day and Night (4-3.5)- March 15-16, 2012 Key Activities/Strategies (and Materials) Anticipation Guide (Friday) Direct Instruction- Video via Discovery Learning (United Streaming) Day and Night Experiment with a Globe and a Flashlight Journaling in Science Journal Difference between Revolve and Rotate- Bodily (Kinesthetic) Model Outside Read Aloud- As the Earth Turns (Online Audio Book) Day and Night Activity Sheet Assessment on Indicators 4-3.4 and 4-3.5 Technology Computer with Internet Access and the Starboard

Reflect on the instructional plan for the unit (Key Element 2.B): How does this instructional plan establish a balance between grade level academic standards and expectations and the needs, abilities and developmental levels of individual students?

SC State Academic Standards for science were the driving force behind this instructional plan. Support documents provided for each standard and indicator assisted in the development of such instructional activities, especially the teacher-made PowerPoint and study guide. Variability in instructional strategies gave all students an opportunity to take an active part in the learning process, but more importantly, an opportunity to succeed.

Section III: Unit Assessments Key Element 3.A

List the key unit assessments.

Type of Assessment (Attach Copies) Key Unit Assessments (Key Element 3.A)

Teacher-Made

Commercially Available

Astronomy Assessment- (Results of Earths Titled Axis, Suns Effect on Earth, Properties of the Sun)- Indicators 4-3.4 and 4-3.5 (Indicators 4-3.3 and 4-3.2 Revisited/Reviewed)

Teacher selected which questions would be administered and formatted the test.

Questions were th pulled from the 4 grade science assessment bank

Reflect on the unit assessments (Key Element 3.A): How did you determine that your unit assessments were valid and reliable for all students?

Key unit assessment for this instructional unit plan was determined to be valid and reliable for all students th because all test questions were pulled from the 4 grade science assessment bank. Although the test could be said to be commercially available, it was customized to fit exactly what I was going to teach. This was done through selection of test questions from the assessment bank. To ensure that students achieved all unit objectives, I taught from the assessment. Whatever was on the assessment was what I taught. The last part of the assessment (questions 14-18) encompassed review questions pulled from the assessment bank for preceding indicators.

Section IV: Analysis of Student Performance (Key Element 3.B)

Describe the way(s) in which you analyzed student performance.

Student performance was analyzed through the assessment given at the end of the unit, as well as through several informal assessments rendered throughout the lesson. Yet, the multiple choice, PASS formatted test played the most significant role in determining how well students grasped the indicators addressed in this unit. Informal assessments used to check for students understanding included simulation activities, Brain Pop activities and quizzes, journaling, and a verbal mini-quiz that required students to answer questions using the 4 Finger Response system. On several occasions, I made statements pertaining to the content and had students give me a thumbs up if they agreed and a thumbs down if they disagreed.
What were your findings?

Based on the analysis of student performance on the assessment given at the end of the unit, most students did not meet the unit objectives. According to the data, students evidently did not understand how the tilt of Earths axis and the revolution around the Sun results in the seasons of the year, nor did they understand how the rotation of Earth results in day and night.

Reflect on the analysis of student performance (Key Element 3.B): In what way(s) did this information (a) increase your understanding of individual students strengths and weaknesses and (b) determine specific aspects of your instruction that need to be modified?

After reflecting on the analysis of student performance, I came to the conclusion that many of my students did not take the time to simply read. I have observed firsthand how the students rush through assignments, and I feel as if most opted to not take the assessment seriously. Test-taking in general is a weakness for some students, as many are stressed because of the abundance of assessments they have weekly/monthly. On the other hand, I do know that I have several students who read far below grade level (primer or pre-primer). These students struggle daily with reading tasks; thus there is no doubt that this struggle is the reason why they did not meet the required objectives. Aside from all of the not so positive grades, I learned through the analysis of student performance that only two students met the unit objectives. After becoming knowledgeable of how students performed, I revisited my instructional plan so I may reflect on what it was I did not do as a teacher; yet I noted that I had gone above and beyond to make the content clear and relatable. When teaching this unit again, I will modify my instruction by eliminating the writing of the Greek myths. I could use the extra time to reinforce key concepts.

Section V: Response to Formative Analysis (Key Element 2.C)

Reflect on the findings of the formative assessment analysis (Key Element 2.C): (1) Did you need to adjust your plan as you progressed through this unit? Why or why not? (2) Do you foresee the need to make adjustments (a) to future unit plans for this group of students and (b) to this unit plan, if and when you teach this unit again to a different group of students? Why or Why not?

During the unit, students were very receptive. They listened when it was time to listen and participated in class discussions when it was time to hold discussions. During the progression of the unit, I did not have to adjust my plan. The instructional plan that had been determined prior to the teaching of the unit was executed and students seemingly grasped the information. However, analysis of student performance says otherwise. Because of this, I do see myself making adjustments to future unit plans for this particular group of students. Providing a great deal of reinforcement is a must with these children. It is clear some need more practice than others. If I were to teach this unit to a different group of students, I would not make any adjustments to my instructional plan. I would leave it the way it is, just so I can see how effective or ineffective my numerous teaching strategies are. I would like to see if another group could succeed using the same instructional strategies (because I used many). The only thing I would add would be the playing of a Jeopardy game consisting of questions from the test before the assessment.

Section VI: Summative Results (Key Element 3.C)

Summative Results (Key Element 3.C): How did you determine the students grades (or other performance indicators) for the unit, and what were the overall results for your students?

Students grades were determined based on the number of multiple choice questions each individual answered correctly. The assessment was comprised of 18 questions and each was worth approximately 5.55 points. The overall results showed that most students did not meet unit objectives. Out of 24 students, 16 received an F, six received a D, and only two students passed.
Reflect on the summative results (Key Element 3.C): Based on the overall results, did the students gain from this unit all that you expected? Why or why not?

Based on the results from the summative assessment, it could be said that students did not gain all that I had expected. However, after the unit was over and students took their summative assessment, I went back and created a Jeopardy game with questions from the assessment. I wanted to see if students

would be able to answer the very same questions provided on the assessment they had done poorly on under difference circumstances. I have come to understand that testing stresses many of my students out and they do not perform to their fullest potential even when they know the information. Additionally, as I said before, reading is a huge issue for some and not all of the students are on IEPs that require they get help with their assessments. I wanted the students to see the test questions in a new context and I wanted to make the learning process more laid back. I wanted students to feel comfortable so that I could get a real understanding of what it was students actually knew. Through the game, students were better able to articulate their understanding of the content. They were able to answer the questions this way better than they were able to answer them when it was on paper. I believe students did not meet the objectives on the written assessment simply because of laziness and a lack of confidence when it came to reading skills. Once the test questions were presented in a different way and read orally, students were excited about participating and sharing their knowledge.