Multidigit

Multiplication
Teacher Work Sample

12/1
Mariah Brashar
UNIVERSITY OF ALASKA SOUTHEAST
Teacher Work Sample 1

Table of Contents:

I. Contextual Factors… …2

II. Learning Goals… …4

III. Assessment Overview… …5

IV. Assessment Plan… …6

V. Pretest and Post Test Rubric… …7

VI. Assessment… …8

VII. Key… …9

VIII. Student Understanding Preassessment… … 10

IX. Unit Overview… … 11

X. Unit… … 13

XI. Professional Adjustments… … 18

XII. Student Data Analysis… … 20

XIII. Reflection and Self-Evaluation… … 24

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I. Contextual Factors:

District:

The Anchorage School District is one of the most diverse school districts in the

nation. We serve students who speak ninety-nine different languages and come from a

host of backgrounds including the Alaska Native culture, recent immigrants from Africa,

Asia, Central America and South America.

The School:

Susitna Elementary is not a Title I school, although two-thirds of our population

would qualify us for these funds. About 20 percent of Susitna students are English

language learners. Ten different languages are spoken by the student population. Only

Spanish and Mong are spoken by staff members.

Susitna has an “Optional” program, which is essentially a charter school within

the school. The Optional Program is a magnet program that requires parent volunteer

hours, extra fees, and other commitments that are not required in the “Neighborhood”

program at Susitna. While this offers some children an opportunity for expanded

growth, it has the unfortunate side effect of removing parent resources from the

Neighborhood program, increasing crowding in Neighborhood classrooms, and

separating many of the highest achieving children out of the Neighborhood program

and into Optional.

Classroom:

We teach in the Neighborhood program. Our classroom is the only fourth grade

non-combination classroom at Susitna. We have 29 students, 16 girls and 15 boys. In our

Teacher Work Sample 3

class, there are 11 English Language Learners, seven students with Individualized

Educational Plans (IEPs) who receive services from Special Education teachers and aids,

and ten students who qualify for Title 6 Native Education tutors. Of our 29 students, ten

percent score within the 70th-80th percentile on standardized tests across subject areas.

Thirty percent score within the 50th -70th percentile. Fifty percent score between the

10th and 40th percentile, and ten percent score below the 10th percentile.

The majority of children in the classroom read well below grade level. The

average reading level for the class is 2nd-3rd grade. Most children also struggle with the

mathematics curriculum, some due to difficulty reading and understanding instructions.

There are also several students with significant behavioral issues who require

frequent redirection.

Implications for Instructional Planning:

Due to the relatively high level of student need, most of our curriculum needs to

be adapted for a lower level. In addition to extensive small group work, we will be

engaging in direct phonics instruction, remedial math work, and emphasis on social

emotional learning. We need to provide a variety of modalities for learning in every

subject area including visual, auditory, and kinesthetic scaffolding.

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II. Learning Goals

Standards (from Common Learning Goals Types and Levels (from

Core in Go Math): Bloom’s Taxonomy)

CC.4.NBT.5 Use place value 1. Students will know how Level I: Remembering
understanding and to regroup to multiply.
properties of operations to Level III: Applying
perform multi-digit
multiplication

CC.4.OA.3 Use the four
operations with whole
numbers to solve
problems
2. Students will be able to Level II: Understanding
use a multiplication
strategy to accurately Level III: Applying
multiply multi-digit
numbers.

Appropriateness of Learning Goals:

The majority of the students in my class are performing at a sub-fourth grade

level in math. These skills will be their introduction to fourth-grade skills. After three

weeks of remedial work on place-value and addition and subtraction practice and a

week of introduction to multiplication work, the students are ready to move into more

complex thinking about multiplication. Since students learn and think in a variety of

ways, several strategies will be taught for the students to choose from. The several AELL

students in my class will benefit from explicit and direct instruction including

explanations of “re-grouping” and other vocabulary terms. Students need to focus

intensely on mastering multiplication skills as they move forward, so strategies for

dealing with more complex numbers are extremely helpful. Mental math, regrouping,

and estimating will all help students become more proficient in mathematical thinking.
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III. Assessment Overview:

Pre- and post-assessments will be graded based on the rubric and the students

understanding of three basic areas: accuracy, concept, and strategies. Every item will be

given equal weight, but the scoring rubric is designed to measure students

understanding (beyond just accuracy). Pre- and post-assessments will be given in the

form of the attached test. The test includes a series of boxes, so that students who

struggle with designing models themselves will be supported.

Formative assessment will take the form of exit tickets – a problem each day that the

students will solve before ending the math lesson of the day. These will be assessed

using the same rubric as the test, scanning for understanding of multiplication concept

and accuracy. As students master strategies and skills, their exit tickets will change. It is

crucial to collect data on student understanding so some can determine with what

speed to proceed with teaching the strategies and concepts. Since most of the students

in my class are still working on understanding the concept behind multiplying and do

not have mastery of the basic multiplication facts, it will be even more important to

gauge how they are progressing as we move through the unit. Exit ticket problems will

be drawn directly from the test and will take the following form:
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IV. Assessment Plan Table: Fourth Grade Math

Learning Goals Assessment Type Format of Assessment Adaptations

1. Students will be Pre-assessment Pretest Pre-teaching

able to use a basic math skills,
multiplication modifying
strategy to accurately instructions for
multiply multi-digit multiple modes
numbers. of learning. Using
manipulatives,
area models, and
figurative
Formative Exit tickets representations
Assessment to teach
concepts.

In class or at
home completion
Post-assessment Summative Test of exit tickets.
Varying levels of
difficulty based
on student skill
and
understanding.

Students with
difficulty in
reading will take
the test with an
aid or teacher to
assist with
language used on
the test.
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V. Pretest and Post Test Rubric:

Strengths 1 2 3
I’m still working I can multiply I can multiply Score
Area on my math one-digit two-digit
facts numbers by numbers by
two-digit two-digit
numbers numbers
Single digit I don’t usually I usually have I always have
accuracy have time to time to figure time to figure
figure out the out the out the
individual parts individual parts individual parts
of a of a of a
multiplication multiplication multiplication
problem problem problem
Concept I don’t fully I mostly I understand the
understand the understand the concept behind
concept behind concept behind multiplication
multiplication multiplication
Multiplication I don’t I can use a box I can use more
Strategies understand the it out than one
multiplication multiplication multiplication
strategies well strategy to strategy,
enough to use figure out including box it
them. problems out, to figure
out problems
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VI. Multiplication Assessment

Instructions:
Use a multiplication strategy to solve the multiplication problem (Box It Out or re-
group).

12 29 33 89 67
x9 x4 x6 x7 x3

92 39 73 89 67
x55 x 44 x 76 x 47 x 83

Instructions: Use the Box It Out Strategy to solve the multiplication problem.

72 63 88 89 37
x6 x5 x6 x7 x3

92 59 93 69 27
x 59 x 54 x 36 x 66 x 13
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VII. Answer Key

Using any multiplication strategy:

108
116
198
623
201
5060
1716
5548
4183
5561

Using Box-It-Out:
432
315
528
623
111
5428
3186
3348
4554
351
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VIII. Student Understanding Preassessment

STUDENT UNDERSTANDING:
MULTIPLICATION
I can multiply two-digit numbers by two-digit numbers
I can multiply one-digit numbers by two-digit numbers
I’m still working on my math facts

3 19
6 3
8
23
14 17

ACCURACY CONCEPT STRATEGIES

Based on my preassessment, my students need multiplication practice and

review. They also need a unit based on concept, since the vast majority of students

scored lowest in that area. The students (with a few exceptions) did not appear to have

any visible strategies for solving multiplication problems.

I think my learning goal is appropriate, as the implementation of a well

understood strategy will also help them grasp the concept. Accuracy, I feel, will follow

with practice. My unit addresses several strategies for single and multidigit

multiplication, which focus on concept and understanding as well as efficiency and

accuracy.
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IX. Unit overview

Multiplication Strategies Learning Goal: Students Activities:

Unit will be able to use a
multiplication strategy to
accurately multiply multi-
digit numbers.
Pre-Assessment Supports learning goal by Pre-assessment
providing information
about students’
understandings
Lesson One Supports learning goal by Arrays
providing a strategy for
single digit multiplication
Lesson Two Supports learning goal by Box it Out
providing a strategy for
multidigit multiplication
Lesson Three Supports learning goal by Algorithm
providing a strategy for
multidigit multiplication
Post Assessment Supports learning goal by Post-assessment
providing information
about increases in
students’ understandings
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A. Activities

1. Vocabulary review

• Relation to instructional goal: Students need to have access to the

vocabulary in order to master the strategies
• Relation to pre-assessment information and contextual factors: students
lack deeper understandings and are not linguistically advanced in
English
• Materials/technology needed: vocabulary lists
• Assessment: student discussion/application

2. Visual Representations

• Relation to instructional goal: Students need to have access to the

physical reality of what they are doing in order to master the strategies
• Relation to pre-assessment information and contextual factors: students
lack deeper understandings of concept
• Materials/technology needed: printed models, manipulatives
• Assessment: practice sheets (scored)

3. Exit Tickets

• Relation to instructional goal: Students need to practice skills

independantly in order to master the strategies
• Relation to pre-assessment information and contextual factors: allows
teacher to gauge improvement over time without formal assessment
• Materials/technology needed: printed slips
• Assessment: scored for accuricy/method

Technology. To introduce the unit, we will be watching a short video. We will also use
class whiteboards, manipulatives, and pre-printed printed arrays. This technology will
support a hands-on approach which will hopefully deepen students understandings.
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X. Teacher Work Sample Unit

Candidate Name: Mariah Brashar Host Teacher Name: Lindsey Huberty

School: Susitna Elementary School Grade Level: 4 # of Students: 29
Theme of Unit: Multiplication Content Area:
4th Grade Mathematics

Classroom Demographics: Our classroom is the only fourth grade non-combination

classroom at Susitna. We have 29 students, 16 girls and 15 boys. In our class, there
are 11 English Language Learners, seven students with Individualized Educational
Plans (IEPs) who receive services from Special Education teachers and aids, and ten
students who qualify for Title 6 Native Education tutors. Of our 29 students, ten
percent score within the 70th-80th percentile on standardized tests across subject
areas. Thirty percent score within the 50th -70th percentile. Fifty percent score
between the 10th and 40th percentile, and ten percent score below the 10th percentile.
The majority of children in the classroom read well below grade level. The
average reading level for the class is 2nd-3rd grade. Most children also struggle with
the mathematics curriculum, some due to difficulty reading and understanding
instructions.
There are also several students with significant behavioral issues who require
frequent redirection.

Alaska Content Standards:

4.NBT.5. Multiply a whole number of up to four digits by a one-digit whole number,
and multiply two two-digit numbers, using strategies based on place value and the
properties of operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.

Transfer Goal(s) - Unpacked Standards (Transferability)

Fluently use multiplication to solve problems.

BIG IDEA of the Unit:

Multiplication is a simpler and quicker way of computing large sums.

STAGE 1 – Essential Questions and Enduring Understandings (Meaning)

Enduring Understanding(s) : Essential Questions to be Considered:
Students will understand that….
Multiplication is a function where one
number is repeated in sets.
Teacher Work Sample
Multiplication of multiples of tens can be
solved by multiplying the non-zero
numbers and adding the same number of
zeros as the total number of zeros in the
factors.
Multiplication of large numbers is
performed in exactly the same way as
multiplication of smaller numbers. By
using certain strategies, we can make our
computation process more efficient.
STAGE ONE:
Objectives/Learning Targets (Acquisition)
Knowledge: What students should know….
• …multiplication is a more efficient
way of adding large numbers.
• …multiplication problems can be
solved using a variety of strategies.
• …place value helps us the
determine the true value of digits
within multidigit numbers.
14
How is multiplication a function where
equal sets are repeatedly added
together?
How is solving multiplication problems
involving multiples of ten simpler than
other problems?
How do we perform the multiplication
process with large numbers?
STAGE TWO:
Assessment/Acceptable
Evidence of Learning
Assessment: Students will…
• …students will assess and solve
single digit multiplication
problems.
• …students will solve multi-digit
multiplication problems.
• …students will use a variety of
methods to solve multiplication
problems.
Students will complete a pre-
assessment.
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Skills: What students should be able to

do…. Students will complete daily lessons
with practice problems.

• …students should be able to solve Students will complete a daily exit

single digit multiplication ticket.
problems.
• …students should be able to solve Students will complete a post-
multi-digit multiplication problems. assessment.
• …students should be able to use a
variety of methods to solve
multiplication problems.

Learning for Understanding/ Instructional Activities

Pre-Requisites:
Students need a strong basis in addition and fluency with addition facts. Students
need to have a basic understanding multiplication facts and some level of fluency with
multiplication facts.

Introduction/Hook
Math is all around us. Understanding math is the key to understanding the world
around us! Brainstorm (small groups) lists of things in students’ everyday life that
involve math. Special kudos for the longest list! Special kudos for the most interesting
item! Watch:
https://www.youtube.com/watch?time_continue=219&v=kkGeOWYOFoA (3:43)
Title of Lesson: Single Digit Multiplication
Materials for lesson: White boards, markers, pencils, practice sheet, exit ticket
Objective for lesson: Students should be able to solve single digit multiplication
problems.
Essential Questions for lesson: How is multiplication a function where equal sets are
repeatedly added together?

Content areas covered in lesson (from standards): Multiply a whole number of up to

four digits by a one-digit whole number

Embed Assessments in Lesson activities

Teacher Work Sample 16

Lesson 1) Differentiation Strategies for the

Process: Explanation of multiplication
vocabulary. Explanation/visual
demonstration of the connection
between repeated addition and
multiplication using arrays/box it out.
Whole group practice (white board
problems). Individual practice
(practice sheet).
Assessment: Pre-assessment (before
lesson), exit ticket.
process/product/assessment
Visual displays (teacher’s whiteboard,
students’ whiteboards)
Manipulatives (kinesthetic)
Pre-printed Models
Challenge problems available during
group practice

Title of Lesson: Multidigit Multiplication and Multiples of Ten

Materials for lesson: White boards, markers, manipulatives, pencils, practice sheet,
pre-assessment, exit ticket
Objective for lesson: Students should be able to solve multidigit multiplication
problems.
Essential Questions for lesson: How do we perform the multiplication process with
large numbers?

Content areas covered in lesson (from standards): Multiply two two-digit numbers,
using strategies based on place value and the properties of operations.

Embed Assessments in Lesson activities

Lesson 2)
Process: Review multiplication terms.
Review arrays/box it out. Introduce
multiples of ten concept. Whole
group practice (white board
problems). Individual practice
(practice sheet).
Assessment: Exit Ticket
Differentiation Strategies for the
process/product/assessment
Visual displays (teacher’s whiteboard,
students’ whiteboards)
Manipulatives (kinesthetic)
Pre-printed Models
Challenge problems available during
group practice

Title of Lesson: Multidigit and Single Digit Multiplication using an Algorithm

Materials for lesson: White boards, markers, pencils, practice sheet, exit ticket
Objectives for lesson: Multiplication of large numbers is performed in exactly the
same way as multiplication of smaller numbers. By using certain strategies, we can
make our computation process more efficient.
Essential Questions for lesson: How do we perform the multiplication process with
large numbers?
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Content areas covered in lesson (from standards): Illustrate and explain the
calculation by using equations, rectangular arrays, and/or area models.
Embed Assessments in Lesson activities
Lesson 3) Differentiation Strategies for the
Process: Review multiplication terms. process/product/assessment
Review arrays/box it out. Introduce
algorithm method. Explain/connect Visual displays (teacher’s whiteboard,
process to pace value. Whole group students’ whiteboards)
practice (white board problems). Manipulatives (kinesthetic)
Individual practice (practice sheet). Pre-printed Models
Assessment: Exit Ticket Challenge problems available during
group practice

Closure for Unit: Review, Assess, Discuss.

Materials for Closure: White boards, post-assessment, pencils, paper, pre-printed
models.
• Objectives and Essential Questions for closure: Students should understand
that…
…multiplication is a more efficient way of adding large numbers.
…multiplication problems can be solved using a variety of strategies.
…place value helps us the determine the true value of digits within multidigit
numbers.
How is multiplication a function where equal sets are repeatedly added together?
How is solving multiplication problems involving multiples of ten simpler than other
problems? How do we perform the multiplication process with large numbers?

Content areas covered in Closure (from standards): 4.NBT.5. Multiply a whole

number of up to four digits by a one-digit whole number, and multiply two two-digit
numbers, using strategies based on place value and the properties of operations.
Illustrate and explain the calculation by using equations, rectangular arrays, and/or
area models.
Embed Assessments in Closure activities

Closure: Review, take post assessment. Differentiation Strategies for the

Discuss: How is multiplication useful?
What makes it fun? Hard? Where in our
lives do we use math? How can we
understand multiplication better? What
are opposite functions?
process/product/assessment
Visual displays (students’ whiteboards)
Manipulatives (kinesthetic)
Pre-printed Models
Challenge test/standard test
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XI. Professional Adjustments

Vocabulary:

The original design of my first lesson assumed that the students had a basis in

the vocabulary of multiplication. Upon beginning to teach my first lesson, I quickly

realized that this assumption was misplaced when no one was able to identify the

vocabulary that we were using. I usually do a quick vocabulary check by asking for a few

volunteers to define words before using academic vocabulary, even if I think they’ve

been exposed to it before, regardless of what subject I’m teaching. It helps the students

to review, and it helps me to gauge if the students are where I think they are in

understanding the vocabulary we’re using. With math, it can be easy to forget how

important understanding vocabulary can be. In this case, my little census led to a change

in instruction.

We paused our lesson and did a quick review of the vocabulary that was

specifically important to that lesson. We discussed what a model is and how we model

math problems. We also discussed what an array is and how we might identify one in

math. We briefly reviewed multiplication terms (product, sets, factors). We created a

math term chart that hung on the board for the rest of the unit and we added to it when

we encountered new words. The chart was helpful because it allowed for students who

needed it to access it without requiring the whole class to rehash the terms. The

planned lesson ended up spilling over into the next day’s instruction, but it was

definitely worth it. It was important scaffold the lessons so that the students could

better follow along as we discussed the different math strategies. So much of

Teacher Work Sample 19

understanding math is actually dependent on being able to discuss what you’re doing,

and the vocabulary helped students be able to pinpoint their questions and helped me

support them in the areas that they were struggling.

Multiplication Facts

I entered into the multiplication unit with the idea that most of the students

would need a lot of practice with multiplication. What I didn’t anticipate was how much

practice they would need with addition facts. After grading the first independent

assignment, I realized that one of the areas that the students really lacked accuracy in

was their addition. About three quarters of the class made at least some addition errors:

nearly a third of the students’ wrong answers were due to mistakes not in

multiplication, but in addition. Many students also made repeated errors with

multiplication facts. The two-digit by two-digit multiplication we were doing

necessitated they have at least some fluency with the basic facts of multiplication.

As a result of these issues, I taught a mini-lesson to the whole class reviewing

regrouping in addition problems to help students increase accuracy with addition steps.

I worked with a small group (six of the students who were struggling the most) focusing

specifically on the addition steps of their multiplication problems.

I also began giving students daily multiplication drills to increase their fluency

with basic facts. Students moved through the multiplication table independently

depending on their speed and fluency (as soon as they could “pass,” they moved on to

the next set of numbers).

Teacher Work Sample 20

My main goal was for students to understand the math, but without the tools to

accurately complete problems (addition and multiplication fluency), students wouldn’t

be able to be successful on an assessment. So, these small tweaks were made in an

attempt to increase students’ success by increasing their speed and accuracy.

XII. Student Data Analysis

Learning Goal: Students will be able to use a multiplication strategy to accurately

multiply multi-digit numbers.

Whole class: On average, students increased their score by 27% over the course of the

unit. While some students increased much

less, all students except one improved. Out

of the 26 students who were administered

the pre- and post-assessments, 14 met the

criteria of accuracy (by scoring above 70%

on the post assessment). Of the 12

students who scored below a 70% on the

post assessment, three had been unable to

accurately solve any problems on the pre-

assessment (meaning that they had

received a 0 on the pre-assessment). The remaining nine students increased their score

by about 18 points.
Teacher Work Sample 21

In conclusion, about two thirds of the class (17/26) either met the learning goal for the

unit or increased their score by 60% or more. Six students began the unit with 70% or

greater accuracy.

100% Pre- and Post-Assessment Scores by Class Number: Learning Gain

Score 45%
90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
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

Low Performing vs. High Performing Subgroups: on average, students who scored

greater than 40% on the pre-assessment had a learning gain score of 10% higher than

student who scored less than 40% on the pre-assessment (20% vs 30%). This data shows

that students with a higher level of understanding before starting the unit were better

able to access the materials and experienced more growth.

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Low Performance (below 40%) on Pre-assesment

80

70

60

50

40

30

20

10

0
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

High Performance (above 40%) on Pre-assessment

100
90
80
70
60
50
40
30
20
10
0
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

Series1 Series2

Individual Analysis: Student #9 and Student #24

These two students were the most disparate in their learning gains out of the whole

class. Student 24 made no apparent learning gains, while Student 9 increased her score

by 50 points. Student 24 had solid understanding of concept and method (the algorithm

method) before beginning the unit. Student 9 understood multiplication concept, but

had few tools to solve problems. Both students are generally fairly high achieving.
Teacher Work Sample 23

Student 24 continued to use the algorithm method to solve problems with a similar level

of accuracy (about 90-100% on formative assessments). He did not engage in other

methods that were taught during the unit which may or may not have improved his

accuracy. Student 9 used the Box It Out method focused on in this unit and increased

her score from a 45% on the pre-assessment to a 95% on the post assessment. Her

formative assessments also show that she quickly adopted the method and used it to

accurately diagram and solve problems, her scores on exit tickets jumped to 80 after the

first lesson when the method was introduced.

Student 25 may have been disengaged with the unit due to the level of ease he

experienced moving through the material. I posit that he needed to be more challenged

in order to increase his gains. Student 9 was nearly perfect in her increases in

understanding and knowledge. Both students would have benefited from more focus on

accuracy, since ultimately that was their shared area of deficiency – not concept.

Learning Gain Score: 43%

Teacher Work Sample 24

XIII. Reflection and Self-Evaluation

Overall, this unit was successful with nearly all students improving their scores

by an average of 27 percent. I think that focusing on understanding and concept was a

good way to go about teaching multiplication. However, I think that in the future, my

lessons will need to be a lot more differentiated to provide more challenges for more

advanced students and more remediation for students who really lack the background

that they need for this content. I posit this because both the very high achievers and the

low achievers did not increase their scores as much as the more moderate initial

scorers. I would also like to incorporate manipulatives into my daily practice to make the

math more accessible to the students and more meaningful for them.

My students were most successful at using the Box-It-Out Method to multiply. I

think this was due to their general need for a visual to support learning. Most of the kids

have a pretty loose idea of multiplication facts and they needed support for working

with multiplication in general. I also think this method was most meaningful for them

and that they could best understand what it was they were doing (it seems less abstract

and more visual). Most of my students are very visual, they need something to

concentrate them. I also have a lot of kids who struggle to keep their work organized.

The Box-It-Out method helps with both of these needs.

My students were least successful at using other multiplication strategies to

multiply. I think this was because I covered too many different strategies in a short time

without enough time to practice. I also think this was because the algorithm method
Teacher Work Sample 25

requires more proficiency with multiplication facts and a higher level of

conceptualization to make it meaningful to the students. I don’t think most of my

students were developed enough in their understanding of place value and math facts

to be able to use the algorithm system well. I think my instruction was lacing in

differentiation along ability levels. In the future, I think I might make more progress with

other methods if I taught fewer methods or taught certain methods to certain students

depending on what their needs were. In the future, I would definitely want to try small

groups that I rotated through daily so I had a longer period of time to work with a few

individuals.

Reflection on possibilities for professional development:

Professional Goals: In the future better differentiate my lesson plans for high and

low achievers, rather than focusing only on the middle level students in the planning

phase. I also thing that better time management would help me reach more students

more consistently on a one-on-one basis. I will differentiate more thoroughly for

Academic English Language Learners using the strategies from Sheltered Content

Instruction, by Jana Echevararria and Anner Graves.

In order to better differentiate my lesson plans, I will implement a system of

daily rotation so that I can spend larger chunks of time working with small groups. This

will allow me to teach both to the higher-level students and the lower level students. I
Teacher Work Sample 26

definitely want to avoid one thing that happened in this unit happening again: students

who already knew the material were not challenged.

In the future, my lesson plans are going to include some time-related

suggestions. I will be timing my own lectures as well as the time students have for tasks.

Giving students visual timers will help them manage their own time better, and if I am

more aware of the lengths of time I want to spend on certain areas, I will be better able

to decide when to move on or when to restructure.

Teacher Work Sample 27

Reference:

Echevarria, Jana. Anne Graves. Sheltered Content Instruction. (2003) Pearson.