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Fullerton Online Teacher Induction Program

Individualized Learning Plan (ILP)


Revised 6.1.17
Directions: The ILP should be completed with Mentor input. Complete blue cells prior to classroom implementation. Complete orange cells after POP Cycle is completed. Cells will expand as
needed. When submitting completed ILP to instructor, please include copies/images of pre/post assessments/directions and the Pre/Post Assessment Data Table.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
Nana Yang nana.yang@sgv.csarts.net Chinese 9-12
Mentor Email School/District Date

Ann Kim ann.kim@sgv.csarts.net CSArts-SGV/Duarte 3/8/2018

Section 2: CSTP Areas of Inquiry


Directions: Identify 2-3 CSTP elements for ILP focus, including at least one as required: Semester 2 – CSTP 1/2/3; Semester 3 – CSTP 4/5/6; Semester 4 -all. Use most recent CSTP Assessment for
Initial Rating. Identify both teacher and student rating for CSTP 1 and 2. See example.
CSTP Element Initial Rating Description Goal Rating Description
T - Guide students to think critically through use of questioning strategies, T - Facilitates systematic opportunities for students to apply critical thinking
Promoting critical thinking posing/solving problems, and reflection on issues in content. by designing structured inquires into complex problems.
T – Applying T – Innovating
1.5 through inquiry, problem S - Students respond to varied questions or tasks designed to promote S - Students pose and answer a wide-range of complex questions and
S – Exploring S - Innovating
solving, and reflection comprehension and critical thinking in single lessons or a sequence of problems, reflect, and communicate understandings based on in depth
lessons. analysis of content learning.
T- Utilizes a variety of strategies including culturally responsive
Using a variety of T- Refines the flexible use of an extensive repertoire of strategies,
pedagogy, resources, and technologies during ongoing
instructional strategies, resources, and technologies to meet students’ diverse learning
instruction to meet students’ diverse learning needs.
resources, and T- Applying T – Innovating needs.
1.4
technologies to meet S-Exploring S- Students participate in single lessons or sequence of lessons
S - Innovating S- Students take responsibilities for using a wide range of strategies,
students’ diverse learning
related to their interests and experiences. resources, and technologies that successfully advance their learning.
needs

T- Facilitates a rigorous learning environment in which students


T- Develops a rigorous learning environment that includes take leadership in learning.
accuracy, analysis, problem solving, and appropriate levels of Fosters extended studies, research, analysis and purposeful use of
Creating a rigorous challenge. learning.
learning environment Holds high expectations for students. Has an understanding of Supports students to utilize an extensive repertoire of
T- Applying T – Innovating differentiated strategies to meet high expectations.
2.4 with high expectations achievement patterns, and uses scaffolds to address achievement
and appropriate S-Exploring S - Innovating
gaps.
support for all students S - Students take responsibility to fully utilize teacher and peer
S- Some individuals and groups of students work with the
support, to achieve consistently high levels of factual and
teacher to support accuracy and comprehension in their
analytical learning.
learning.

Section 3: Inquiry Focus and Planning (Attach Pre/Post Assessments to ILP)


Inquiry Focus Inquiry question Pre-Assessment Post-Assessment Expected Results
Based on your selected CSTP elements, Pose measurable and observable question
What will you use as your baseline What will you use as your final How do you expect student performance
identify a focus of inquiry (e.g., group in terms of students (e.g., what impact will
assessment of student assessment of student to change? Use percentages to describe
discussion, differentiation, strategy X have on student performance
actions/performance? actions/performance? anticipated growth.
motivation…) as measured by Y?)
What impact will increased use of higher-order
There will be a 20% increase in the average exam
Use of analysis, synthesis, and evaluation questions (teacher talk, worksheet, and student
Previous examination scores New chapter exam score for students who participated in class and
questions + student problem generation problem generation) have on student performance
successfully completed the worksheet.
as measured by chapter exam?
1.Section master note-taking packet (it is a
What impact will adaption of using various weekly portfolio where students fill in each
instructional strategies, resources and box section with their understanding and
technologies (section master note-taking learning of the objectives. There are box
To learn and monitor students’ learning section for new words they learn this week,
packet, leveled question, personalized
through assessments and questioning where/how do the new words appear in the There will be a 20% increase and improvement in
question, team work, paired reading, peer Paired reading activity and performance on
after utilizing different instructional sentence, translate the story into English the completion and score for students who
grading) improves students’ learning paired reading packet, and completion of test
after reading in the target language, write successfully completed the master note-taking
strategies, resources and technologies study guide.
outcome as measured their learning by their understanding after listening to the packet and unit test,
to provide multiple accesses for
students’ answers on note-taking package storytelling and show their understanding
students to achieve learning objectives. through drawing.
(story-translation, reading
comprehension, and showing 2. Unit test which includes vocabulary,
character, reading and translation parts.
understanding through drawing and tests?

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

Inquiry Lesson Implementation Plan


Identify dates for activities. Administer Pre-Assessment Deliver Lesson(s) Administer Post-Assessment Analyze Results Discuss Results with Mentor

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

Study guide: 3/6/2018


Students acquire vocabulary and sentence structures about the topics of hobbies and appearance adjectives (characteristic traits descriptions through TPR, look and discuss and
Provide 1-2 sentence personalized questions. Students comprehend stories about hobbies and characteristic through story-telling and TPRS. Students show their understanding by completing comic
summary of your lesson plan. strips and listen and draw your understanding activities. Students create their own stories by using target vocabulary and structure. Students take unit test to show their
competence of vocabulary, grammar, comprehension and translation skills.
The pre-assessments are master note-taking packet. Students need to identify new words, copy down where the new words appear in and how do they remember the content that
new words were being used, and students need to show their understanding of story listening activity in English and they need to translate what they have read as warm-up activity
every class. Also, the pre-assessments include a test study guide. They need to review the materials that they have learned through the unit, such as vocabulary, characters, reading
and translation. Two pre-assessments indicate students’ learning, strengthens and weakness before post-assessments.
Summarize process for
administering and analyzing Post-assessments are unit test (written and individual) and story-making & acting out (oral and group): students take the written unit test, peer grade and teacher grade. Students
will do corrections for each mistake that they did on their test as teacher goes over and re-teaches some knowledge. Hopefully students can learn again and grow from making test
pre- and post-assessments.
corrections.

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.

Section 5: Results and Reflection


Directions: Record Pre- and post- assessment data into Pre/Post Assessment Data Table (see end of document). Include copies/images of pre/post assessments/directions and the Pre/Post
Assessment Data Table with submission.
Pre/Post Assessment Data Analysis Findings for Whole Class Pre/Post Assessment Data Analysis Findings for Three Focus Students
Student 1: finished all notes packets and study guide from 4/6- 5/6. Test is as expected 28/34
According to the data from the pre-assessments (Paired Reading Activity and Unit Test Study Guide), it
shows that out of 10 submitted paired reading activities, such as one student reads, another student Oral: 4/5-5/6
writes or draws out what they understand from listening to their partner and there were also 4 study
guides, the average score was 4 out 6. Student 2: completed all note packets, and study guide 5/6-6/6. Test is as expected: 32/34
Oral: 5/6- 6/6
According to the data from the post-assessment data (Weekly Package & Unit Tests) shows that out of
the 10 submitted weekly packets and 4 unit tests, the average score was 5 out 6. Student3: completed all note packets and study guide with 6/6. Test is as expected 34/34

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.

Initial Evidence/Rational for Rating


CSTP Element Revised Rating Suggestions for Moving Forward
Rating (Summarize from POP Section 3)
Promoting critical To move to INNOVATING level: Consider how to increase
Teacher asked questions of analysis and evaluation.
thinking through T – Applying T – Integrating complexity of task beyond a single lesson so that there are
1.5 Students answered questions that included all levels of Bloom’s.
inquiry, problem S – Exploring S - Integrating continuing opportunities for students to engage in inquiry in
Students created their own math problems.
solving, and reflection complex problem. How could you extend lesson into PBL?
T- Utilizes a variety of
strategies including
culturally responsive
Using a variety of pedagogy, resources, and Teacher provided different strategies for students to
I would like to differentiate my strategies and
instructional technologies during ongoing understand the story and materials such as creating
strategies, instruction to meet students’ instructions according to each student’s needs. I would
gestures for each new vocabulary word, making
resources, and T- Applying diverse learning needs. like to change my inquire questions based on students
1.4 flashcards and introducing character learning apps to
technologies to S-Exploring ‘learning. I could ask high achieving students to use
meet students’ students who are struggling, encouraging students to
S- Students participate in their learned and prior knowledge to create their own
diverse learning single lessons or sequence of show their understanding through drawings to provide
story of the topic.
needs lessons related to their students with more time and freedom of their learning.
interests and experiences.

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

For teaching English learners,


students with special needs,
Utilize more visuals, hands on activities, provide more time and pair students with different strengths to maximize their learning.
and students with other
instructional challenges
For future professional Collaborate with other world language teachers and teachers in different departments, such as English Language arts and history to see and work on integrating
development content. Comic making will be a great integration with ELA.

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

Pre-/Post- Assessment Data Table follows this document.


Include copies/images of pre-/post- assessments/directions and the Pre/Post Assessment Data Table with submission.

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

Everyday Note Sheet 每天的学习任务单

Warm Up Activity

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 14
Today’s Learning Objectives & Agenda & Homework

New Vocabulary (target words) that are introduced in today’s lesson

Chinese Pinyin English

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

Translate the Story into English

Write the Story In Chinese (Timed)

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

7. come on/good luck/break a leg


a. 加洞
b. 加油
c. 加冰

8. all/both
a. 都
b. 堵
c. 者

Part C: Reading Comprehension

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.

Answer the questions in English


1. How old is dasen?
____________________________________________

2. What does he like to learn at college?

_____________________________________________

3. How many people in his family? Who are they?

_______________________________________________

4. When dasen does not study for Chinese, what does he do?

________________________________________________________

5. What is dasen’s trouble?

____________________________________________________________

6. Why was he unhappy and angry?

———————————————————————————————

7. What does he think it is fair for everyone?

_________________________________________________________________

8. What did he do to change schoolmates’ mind?


______________________________________________________________________

Part D: Translation. Please write your answers in character. Only the characters that we have
learned in class.

1. Little flower likes to play basketball, but she is too short.

____________________________________________________________________________________
_____.

2. Little flower cries because everyone thinks she is too short.

____________________________________________________________________________________
______.

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

Nana Yang nana.yang@sgv.csarts.net Chinese 9-12


Pre-Assessment Data Range and Average Post-Assessment Data Range and Average

4/6, 5/6, 6/6, average 12 5/6, 6/6, 6/6. test: 28/34, 32/34, 34/34, average 15

PRE-/POST- ASSESSMENT DATA TABLE


Student Pre-Assessment Score Post-Assessment Score Comments
The students completed all note taking packet, and her score
improves from 4-5 and study guide score is also improved from 4-
1. Focus Student: EL 4 5, unit test: 28/34 5. Therefore, her unit test score is 28/34. Her test score improved
than before since she practiced a lot as she finished the packets
and the study guide.
The student improved from 5-6 for his packets and study guide. His
test score is 32/34, which also demonstrate an improvement since
2. Focus Student: 504/IEP 5 6, unit test: 32/34 he practiced and improved as he did all the activities of group
work, character writing, translation of the story in the packets and
study guide.
Less improvement or no improvement, but she did extra work in
3. Focus Student: Teacher Choice 6 6, unit test: 34/34
class to expand her learning..
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 13 of 14
34.
35.
36.
910111 21314 1516

Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 14 of 14

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