Escolar Documentos
Profissional Documentos
Cultura Documentos
Focus Students
Directions: Identify three focus students for your inquiry. Identify special characteristics of the students and include performance data. Explain why you have selected them for this inquiry focus.
Do not use actual names of students. (Note: At least one focus student should be an English learner and at least one must have an ILP/504 accommodation. The third is your choice, but please
identify someone that poses an instructional challenge.) Identify expected results for each focus student.
Focus Student 2: Student with
Focus Student 1: English Learner Focus Student 3: Your Choice
ILP/504
I do not have an English learn in my Chinese class, and 99% of High performance student. Works very hard, get 99.9% of the class
He has processing problem and autism, but he is doing
the students are learning Chinese as their second or third material and achieve the objectives. However, learning and
well in my class. He needs more time to complete his
language. Therefore, I am choosing a student who works memorizing character has been a challenge and slow down her
assignment and test, but he is meeting all the learning
really hard in class, but she seems to be slower and easily gets progress a little. The teacher provided individual and personalized
Performance objectives, and he is very interested in the topic and
misunderstanding or misses important information during instructional on characters for help.
Data culture.
class, and she misses some classes due to health issues.
Section master note-taking packet (portfolio): 6/6
Section master note-taking packet (portfolio): 5/6
Section master note-taking packet (portfolio): 4/6 Study guide: 6/6
Study guide: 5/6
Study guide: 4/6
Unit Test: 28/34 Unit Test: 32/34 Unit Test: 34/34
Expected Results Story- making & acting out (oral): 4/6 Story-making &acting out: (oral):5/6 Story-making &acting out: (oral):6/6
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 1 of 14
Weekly section master note-taking
packet: 2/23/2018
3/2/2018
2/19-/2018- 3/6/2018 3/9/18 3/12/2018 3/20/2018
3/9/2018
Provide and analyze rubric for story-making & acting out oral presentation with students. Students self-grade their story script and peer grade each other’s script and speaking.
Teacher helps to provide appropriate and rigorous corrections and suggestions.
Section 4: Inquiry Research and Exploration
Research/Professional Learning (Identify two articles that have informed inquiry focus. Provide title, URL or citation, and statement of what was learned.)
1. https://www.cte.cornell.edu/documents/presentations/Eisen-Handout.pdf
In this article, the author states that active learning instructional strategies such as activities that 2. http://www.nacada.ksu.edu/portals/0/events/winter/assessmentinst/2014/sc-rubric-h3-
involves students in doing things and require them to think can create excitement and enhance bk.pdf
learning for students. The author also describes that using strategies and activities which can avoid
transforming notes to the note-taking on the paper without having students to think is the strategy to In this article, the author talks about in order to prepare students for assessments of their learning,
enhance learning. For example, role play out the story, integrating web0site creation, and creating instructional strategies need to be aligned with learning objectives and assessment elements. For example,
haiku assignments can prevent students from becoming submissive learner and become active and for students to interpret, translate or summarize information, appropriate instructional strategies should
independent learners. be letting students to participate in class discussion and showing them how to do concept maps.
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
Joseph is a high school math teacher, and she solve this problem by creating math buddies in his class. He
Jenny teaches English language art at high school, and she uses and designs variety of curriculum materials and
would pair students with different levels, and ask students to work together and peer review each other’s
worksheet materials to differentiate and teacher diverse students. She would have different level reading
work. From this strategy, students learn from each other and fulfill each other’s strengths and weakness
materials and worksheets for high, average and low performing students.
through corporation process.
Special Emphasis: Instructional Strategy, ISTE Standards, NBPTS Core Propositions
Special Emphasis Focus How Special Emphasis will be Incorporated
Through teaching and delivering, the teacher will focus and emphasis on adapting and designing various
Proposition 4 : teachers think systematically about their practice and learn from experience.
instructional strategies and make corrections and modification based on experiences.
Oral: 6-6
The number shows there is a 20% increase from the pre-assessments to the post-assessments after
students learning the material with various instructional strategies.
T- Develops a rigorous
learning environment that
Creating a rigorous includes accuracy, analysis, I would like to prepare my high achieving students with
learning problem solving, and Teacher provided different tasks and increase more challenging work and prepare them to take the
environment with appropriate levels of complexity of each task to create rigorous learning responsibility of their own learning. With my support, I
T- Applying
2.4 high expectations challenge. environment. Teacher provided glossary, worksheet, would like to have high achieving students to create a
S-Exploring Holds high expectations for
and appropriate story making examples to prepare and support story with all vocabulary words that have been taught.
support for all students. Has an students. They are expected to create a level graded reading
students understanding of achievement material for their peers.
patterns, and uses scaffolds to
address achievement gaps.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 14
S- Some individuals and
groups of students work with
the teacher to support
accuracy and comprehension
in their learning.
Using knowledge
of students’
academic
readiness, I would like to move forward by integrating instructional
language Teacher used various formative assessments for each strategies to help different students. Taking close look
proficiency, unit. The formative assessments were exist slips, at students’ data and learning outcomes and according
4.1 Exploring Integrating
cultural character quiz, worksheet, comic story making and story to their feedback adjust my teaching and goal setting
background and re-telling. for each class.
individual
development to
plan instruction
Special Emphasis (Skills, Themes, ISTE Standards·Teachers, NBPTS Core Propositions (if applicable)
Results of Incorporation into Lesson Key Learnings and New Skills/Knowledge Developed by Teacher
Instructional Strategy: weekly notes taking packet helps students to tract their learning and students can
use it as a study guide. Since we do not use textbook, students had hard time to find organized materials
to study with. The weekly note taking packet creates an opportunity for students to write down the
pinyin or character down for each new word. They are not only listening to the teacher, but also learn by
doing. There is also story translation section, students are encouraged to copy down the story which is
created by the teacher, and they also can show their understanding of the story by translating the story
into the box. One of the most successful activities of this unit is comic story creation. Students learn a lot
Caption writing: students work in group and each group receive 3-4 pictures from the movie talk story. through creating a story with their peers. They work together as a team to organize ideas, check
They need to look, discuss and write captions for each image. Then the group will be mixed up. Students class dictionary for wanted words, create drawing, rough draft editing and have students to read
are from their original group will be assigned to a different group. Each member will be mixed up and his as a class. Students have used their knowledge to create and expand.
or her responsibility is to teach new group member’s the captions from their original group.
Comic Story making: students work in groups to create a comic story by using the target words and
structure.
Students improve their learning by doing hand on activities, learn from each other and taking responsivity
to teach what they have become mastery of and use their learned knowledge freely to create their own
comic book. Students see the purpose of their own learning.
Action Items
For curriculum design, lesson
Provide more strategies to introduce the topic and the grammar to make sure students from various background and learning habits can gain access to the unit, such
planning, assessment as jigsaws, homogeneous groups, heterogeneous groups, quizzes, pear-decks, film and music.
planning
My goal is to have students have more time on finding the purpose of learning the language and apply it to their everyday life. I would like to have my students to
For classroom practice create facebook page, profile, making video, talking to Chinese friends, going to Chinese restaurants in using the target language
What impact will students’ learning outcome have after adjusting instruction after each formative assessments and summative assessments? What impact will
For future inquiry/ILP students have doing corrections for their test vs. no correction needed?
For next POP cycle Working on adjusting instruction flexibly and wisely support every student while teaching.
Other
Other Notes
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 14
pre-assessment
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 14
post assessment
Warm Up Activity
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 14
Today’s Learning Objectives & Agenda & Homework
How did the New Words used in the Sentence? / What was Miss.Yang’s Sentence?
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 6 of 14
Extra Words that You Have Heard and Learned
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 7 of 14
Copy Down the Story
Communication Corner (Please communicate with your teacher freely. Let’s creating a
healthy and happy classroom all together)
Your question:
Your concerns:
Your comments
Anything else:
Chinese 1 Test #1
Part A: Vocabulary. Please write the pinyin or English for each word. Character writing is an
optional.
1. To shout Pinyin C
2. Play basketball
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 8 of 14
3. Too short
4. Break a leg/come on
5. the best
6. troublesome
7. terrible
8. 累
9. 不舒服
10. 生病了
11. also
12. 痛
13. 烦
Part B: Character
1. to shout
a. 叫
b. 大叫
c. 大喊
2. the best
a. 最大
b. 最小
c. 最好
3. play basketball
a. 打人
b. 打篮球
c. 打足球
4. troublesome
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 9 of 14
a. 麻烦
b. 麻木
c. 床烦
5. too short
a. 太短了
b. 太矮了
c. 太爱了
6. terrible
a. 可怕
b. 可怜
c. 可怖
8. all/both
a. 都
b. 堵
c. 者
Dàsēn jīntiān shíbā suìle. Tā 在 College xué zhōngwén. Tā 很喜欢 xué zhōngwén yīnwèi
tā juédé zhōngwén 很有意思。在 tā de 家有, bàba, māmā, jiějiě hé dìdì. 他们都很 ài
dàsēn. Dàsēn yě 很 tīng māmā dehuà. Dàsēn bù xué zhōngwén 的时候, 他 tiàowǔ. Dàsēn
很喜欢 tiàowǔ.可是, tā 有一个 麻烦. Tā 喜欢 tiàowǔ, dànshì 他太高了. Tā gēn tā de
péngyǒu 在 xuéxiào tiàowǔ 的时候, xuéxiào 的人都 xiào tā yīnwèi 他太高可. Dàsēn 很
生气, dàsēn 不高兴. Tā bù zhīdào wèishéme xuéxiào 的人 xiào 他. 他 juédé zhǐyào 喜欢
tiàowǔ, 谁都 kěyǐ tiàowǔ. 矮的人 kěyǐ tiàowǔ, 高的人 kěyǐ tiàowǔ, 好看的人 kěyǐ
tiàowǔ, chǒu 丑的 yě kěyǐ tiàowǔ. Dàsēn méiyǒu 走, tā mǎile BLACK SWAN 的电影
gěi xuéxiào 的人看, xuéxiào 的人看了 BLACK SWAN. 他们 juédé duìbùqǐ dàsēn.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 10 of 14
Tāmen gēn dàsēn shuō: “Dàsēn duìbùqǐ, 你是最高的 hè 最好 de wǔ zhě (dancer), 我们
喜欢看你 tiàowǔ.
_____________________________________________
_______________________________________________
4. When dasen does not study for Chinese, what does he do?
________________________________________________________
____________________________________________________________
———————————————————————————————
_________________________________________________________________
Part D: Translation. Please write your answers in character. Only the characters that we have
learned in class.
____________________________________________________________________________________
_____.
____________________________________________________________________________________
______.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 11 of 14
3. Little flower is mad at Da sen because he was eating hamburger at her house while they were playing
basketball.
____________________________________________________________________________________
_________.
4. Little Flower went to Starbucks and bought a large coffee for her mother to drink.
____________________________________________________________________________________
__________.
5. People think Little flower is a very good girl. They think she is very earnest.
____________________________________________________________________________________
_____________.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 12 of 14
Fullerton Online Teacher Induction Program
Individualized Learning Plan (ILP)
Revised 5.1.17
Directions: Record student pre and post scores in this table. Do not use student’s actual names.
New Teacher Email Subject Area Grade Level
4/6, 5/6, 6/6, average 12 5/6, 6/6, 6/6. test: 28/34, 32/34, 34/34, average 15
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 14 of 14