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Jami Williams Tws 5

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66 views4 pages

Jami Williams Tws 5

Uploaded by

api-252265541
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Running head: TEACHER WORK SAMPLE STANDARD FIVE

Teacher Work Sample Standard Five Jami Williams EED/495 April 7, 2014 Dr. Sally Evans

TEACHER WORK SAMPLE STANDARD FIVE

Teacher Work Sample Standard Five Instructional Decision-Making Standard: The teacher uses on-going analysis of student learning to make Instructional decisions. Instructional Decision-Making Example One Students took home an Expository Research paper so they could research the animal they are going to do a booklet report on. I was very pleased that all students returned their Expository Research papers to school completed. The next step to making their booklets was to write a sentence for every fact they researched. The research facts included the habitat, food it ate, how the animal protects itself, what it looks like, and interesting facts. I showed students what a finished booklet looks like. In the example it showed where to put the sentences. I called my students in small groups to write their sentences. I provided lined paper for them to write their very best. I explained that after each fact they needed to skip a line. I asked the group of students if they understood. The first group of five students assured me that they did understand. I sent them back to their desks to write their sentences. As each student from my first group showed me their completed sentences, they were not done how they shouldve been done. They were to write a sentence for each fact and then skip a line before writing the next sentence. Every student from my first group came back showing me the same mistake. Instead of writing sentences about the fact such as what the animals ate and then skips a line and write the next fact such as what the animal looked like. Students wrote their first sentence, and then instead of skipping a line they just added the next sentence right after the first sentence. The reason why this was not okay is because each sentence from each fact will be on a separate page.

TEACHER WORK SAMPLE STANDARD FIVE

I realized that for all the students in my first group to do it wrong that I had to re-think my plan. It was not just one student not listening to directions or comprehending so it had to be the way I instructed students. I quickly made a model of my expectations. I called my first group back to my table. I showed them the example and they all sat at the table with me until they showed me they understood by what and how they were writing their sentences. When I saw that they truly understood I let them go back to their desks and finish writing their sentences. Everyone had it correct the second time. It was evident to me that I needed to be more explicit than I was with my first group of students. I feel fortunate that I was able to see my error early in my lesson implementation. I was able to change my instruction so the rest of the students were able to meet my expectations. Instructional Decision-Making Example Two Part of my unit is teaching in rotations. Rotations are when each teacher from the second grade team teaches four days of lessons. Students rotate to each teacher every week for three weeks. My unit is on habitats so two of the rotations are on habitats. I collaborated with one of the second grade teachers to teach six habitats, which are Ponds, Forest, Polar, Grasslands, Desert, and Ocean. My rotation lessons were on the Polar, Ocean, and Desert habitats. The first week I had my own class and a few students from the teacher who is teaching Math Camp. Together I had 30 students. The first day I taught the Ocean habitat, the second day the Desert habitat, and the third day the Polar habitat. On the fourth day I did a review of the three habitats I taught. Students were to do a fun assessment called, Draw a Picture. On the handout I made a chart with four columns and four rows. On the top of each column it says Desert, Ocean, and Polar. In the space of the first row it said plant, the next row animal, and the last row said draw it. I showed students the blank worksheet and explained that they needed to draw a plant for

TEACHER WORK SAMPLE STANDARD FIVE

each habitat under the habitat. Then I explained to do the same for the animals and then draw what the habitat looks like. Students were very excited to start their worksheets. When students finished I had several students not draw the pictures how I expected. They did not draw it wrong, they just drew it different. I could see how they could interpret my instructions to mean the way they drew the pictures. As I was reflecting the assessment results, I was thinking about what I could do different. I decided that I needed to be more explicit with my directions. I made a model of what exactly what my expectations were. I showed the model to students using the ELMO and showed them exactly my expectations. I showed students the first square under the word desert and in the row that said plant. I showed that I drew a cactus. I asked students what I drew; they replied that it was a cactus. I said I drew a cactus because that is a plant that lives in the desert. Then I asked if I would draw seaweed in this box under desert. They said no, it belongs in the ocean. I told students they were very smart. I then passed out the worksheets and instructed students to begin. Their results were perfect, I could tell everyone understood the directions and more importantly they knew plants, animals, and how each habitat looked. Their pictures turned out very nice.

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