teacher work sample - beth highley's blog

Teacher Work Sample 1

Teacher Work Sample

University of Phoenix

Beth Highley


Contextual Factors

Contextual factors are indentified as the information gathered about the learning and

teaching context and student individual differences. This information will be used to set learning

goals and objectives, plan instruction, and assess learning. The contextual factors are identified

below.

Community, District, and School Factors It has been my privilege to observe and teach in a 4th grade class at the Academy of Flint

located at 4200 Coldwater in Flint, Michigan. The Academy of Flint is a charter school

commissioned through Central Michigan University and has been open for students since

September of 1999. According to the United States Census Bureau, the demographic estimates

of the population of the City of Flint can be described as follows based on the 2007 population

estimates:

White 43,762 40.4 74.1% +/-1,613 Black or African American 58,581 54.1 12.4% +/-1,701 American Indian and Alaska Native 517 0.5 0.8% +/-229 Asian 288 0.3 4.3% +/-148 Native Hawaiian and Other Pacific Islander 15 0.0 0.1% +/-25 Some other race 2,140 2.0 6.2% +/-571

Hispanic or Latino (of any race) 3,383 3.1 14.7% +/-552

The economic characteristics of the City of Flint are grim. Unemployment is well below the

national average and the poverty level for families is also well below the national average. More

detailed information is listed in the table below.

In labor force (population 16 years and over) 43,636 53.6 64.7% +/-1,547 Mean travel time to work in minutes (workers 16 years and over) 21.7 (X) 25.1 +/-1.0 Median household income (in 2007 inflation-adjusted dollars) 27,560 (X)50,007 +/-1,609


Median family income (in 2007 inflation-adjusted dollars) 33,528 (X)60,374 +/-1,383 Per capita income (in 2007 inflation-adjusted dollars) 15,992 (X)26,178 +/-967 Families below poverty level (X) 28.0 9.8% (X) Individuals below poverty level (X) 33.2 13.3% (X)

The City of Flint has been a depressed economic area since the automobile industry removed

most of its plants from production in Flint in the 1970’s and 1980’s. Since then, Flint has been

in steady economic decline and continues to decline due to the lack of income and jobs available

to its residents.

Although the population of the City of Flint has declined and almost taken on a rural

quality, the enrollment in the Academy of Flint has continued to increase. The current year’s

total enrollment is 565 students. The students at the Academy of Flint are 98.2% black and 1.8%

white, American Indian, Hispanic or multicultural. (Academy of Flint School Performance

Report, 2008-2009) According to the National Center for Education Statistics, over half of the

currently enrolled students qualify for free and reduced lunches.

The Academy of Flint has a school-wide Title I program. Title I as defined by the United

States Department of Education is as follows:

“Title I — Improving The Academic Achievement Of The Disadvantaged

SEC. 101. IMPROVING THE ACADEMIC ACHIEVEMENT OF THE

DISADVANTAGED.

Title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301

et seq.) is amended to read as follows:

TITLE I--IMPROVING THE ACADEMIC ACHIEVEMENT OF THE

DISADVANTAGED” (United States Department of Education, Title I,

2004)


For the purposes of this paper, the definition of Title I will stop here as a more detailed

description of the students and their specific needs will be addressed under Student

Characteristics.

Community and parental support for the school and the education of the students is

limited. Although there is a 65% attendance rate at the Parent/Teacher Conferences listed in the

School Performance Report, I suspect this is based on the first conference in November. After

the first conference, attendance will most likely drop.

While the location of the school itself is on the fringe of the city, many of the students

who attend the Academy of Flint are bused in from inner-city addresses and do not have the after

school connection found in other public schools. The school strongly promotes attendance at

sporting events and after school functions to help bridge this gap.

The Academy of Flint is also a uniformed school. Kindergarten through 6th grade wear

light blue tops and navy blue bottoms and the 7th and 8th grade students wear a white top and

navy blue bottoms. 7th and 8th grade students occupy the far end of a hall and are segregated

from the rest of the students. There is a dramatic difference in age and stature and it is best for

the students, the teachers and the staff for the middle school age students to occupy their own

space.

The demographic, economic and environmental factors impact student learning in the

classroom on a daily basis. Students coming from the inner-city are often subjected to a different

set of standards than those upheld by the school and its administration.

Classroom Factors The classroom factors also impact student learning. The classroom location is probably

the most obvious feature that is out of the norm. Due to a lack of space within the main school

building, eight (8) units were added outside the back door of the school and house additional


classrooms. They must walk outside to go to lunch, some specials, and any of the school offices.

This requires the students to keep their coats handy as they will be occasionally doing this in

inclement weather. The classrooms have portable Smartboard technology as well as a television

for viewing DVD and videos of related content. There is also a chalkboard. Each morning, the

students arrive to a daily schedule which includes lunch, recess and any specials throughout the

day. In this classroom, the students leave for gym and computers as those specials are located in

the main building and the art and drama teachers come to the classroom. The Academy of Flint

Mission Statement requires each classroom to know and recite its mission statement each

morning.

“The Academy of Flint will enhance the future by providing opportunities for all students to learn by engaging in educational and entrepreneurial activities.”

Along with the Mission Statement, the students recite the Pledge of Allegiance and the

Classroom Rules. The classroom rules consist of the Three B’s.

Be an Involved Team Member

Be a Positive Team Member

Be a Respectful Team Member

Be Safe, Be Responsible and Be Respectful

They are posted in the classroom for all to see and a student is selected to lead the class for the

opening each week. The students are required to stand for this procedure. There is a similar

procedure at the end of the day where the students recite the Creed of Excellence which is a

poem about their commitment to their own education. Lunches are held according to grade and

my students eat lunch with the 3rd grade students. This promotes a more manageable and

comfortable environment for all involved.


The students’ desks are set up in groups of 4 to 8 students. The placement of the students

was based on their ability to coexist with their teammates and their individual needs which will

be addressed in detail under student characteristics.

The students rely heavily on their daily schedule and transition from subject to subject

with little assistance, although in some cases, there is additional talking and time-wasting. When

the students are at home, often, the school’s standards are not upheld once the student leaves for

the day. Homework and additional studying pose a constant struggle for the students to

complete. Whether the students are not asking for help or the students are not receiving the help

remains in question with many children in the classroom.

Student Characteristics The classroom consists of 30 students, one paraprofessional, one teacher and, currently,

one student teacher. The students’ ages range from 8 years of age to 9 years of age and are all

Black or African-American. Of the students, three students have IEP’s in place. Two of those

three students are twins and have been prescribed Ritilin for their ADHD and one student has

unidentified emotional issues but can be extremely disruptive and combative. The twins sit in

close proximity to the Title I students and receive additional help as needed. The student with

emotional issues has a desk positioned next to the teacher’s desk for additional behavioral

modification and monitoring. These three students are included in all classroom activities but

are pulled out twice daily at 10:30 a.m. and 1:30 p.m. for a half-hour session with the Special

Education Teacher.

Ten students have been identified as Title I in the classroom. Eight of the students are

placed together, one student is in a group with other non-Title I students and the other maintains

his desk next to the teachers along with the student who has emotional issues. None of these


students have exhibited any extraordinary behavior. They do require additional help in writing

and math. The reading skills of all of the students in the classroom seem to be adequate and are

improving. The student population also consists of potentially five students who are exceptional

in at least one subject. Only one of these students has been identified with outstanding skills in

reading according to her Michigan Education Assessment Proficiency Test score. There are no

students who are English Language Learners. Five of the students in the classroom are attending

the Academy of Flint for the first time this year.

All of the students in the classroom thrive on encouragement and support. They enjoy

physical activity and lessons which promote physical activity. There are four students in the

classroom who are very capable of completing more difficult tasks in math, reading and writing

and require little or no assistance in doing their work. Visual aids are often used to present

supportive content to a specific lesson.

Implications for Instructional Planning and Assessment

Instructional planning and assessment must be adjusted to meet the individual needs of

the students in my classroom. When preparing my integrated unit for James and the Giant

Peach, the activities must include hands-on activities that will promote student involvement.

This will be the first time that James and the Giant Peach will be used as a basis for an

integrated unit in this class. To accommodate all students, the students will continue in their

existing groups to promote continuity and respect. Next, the students will be asked to assist one

another in creating predictions for science experiments as well as comparing the similarities and

differences between the book and the DVD. Utilizing the existing group dynamic will make the

students more comfortable and more able to participate. Various formative and summative

assessments will be used to address several different learning styles. Classroom transitions and


daily schedule will remain the same and the lessons will be incorporated into specific fourth

grade curriculum. Presenting a variety of lessons to accommodate all of the students in the

classroom will be the key to success.

Learning Goals

Learning goals and objectives for this Teacher Work Sample have been selected based on the

Grade Level Content Expectations for the State of Michigan. Providing instruction to students

that begin with the standards will provide goals and objectives relative to what the students are

required to learn.

The integrated unit for James and the Giant Peach by Roald Dahl will include spelling,

writing, science, social studies and math. Each lesson contains goals and objectives relative to

the students’ individual learning styles and the state standards. Learning goals will be posted

each day in class.

The learning goals for the integrated unit are as follows:

1. To read, view and understand the story of James and the Giant Peach.

2. To understand properties of matter specifically density and buoyancy.

The learning objectives for the integrated unit are as follows:

1. To read the story of James and the Giant Peach as a group.

Reasoning: In reading the story together in class, all of the students will be

accommodated through discussion and directed questions.

2. To learn and understand newly introduced vocabulary words to 80% accuracy.

Reasoning: Few vocabulary words will be introduced for students with disabilities and

more will be introduced depending on the ability of the students. Gifted students will


have the opportunity to complete challenge words that would not otherwise be introduced

at the fourth grade level.

3. To be able to identify the differences between the movie and the book to 80% accuracy.

Reasoning: Reading and viewing the story will address auditory and visual learners in

the classroom.

4. To predict and understand why a peach can float utilizing experimentation.

Reasoning: Using experimentation and hands-on activities, this goal addresses the

kinesthetic learners in the classroom.

5. To identify and tour certain landmarks introduced in James and the Giant Peach.

Reasoning: Using technology and virtual tours, this goal also addresses the visual

learners in the classroom. Pictures address various levels of cognitive development and

the student will identify with what they relate to.

The objectives are aligned to the following Michigan Grade Level Content Expectations:

R.WS.04.05 acquire and apply strategies to identify unknown words or word parts; self-

monitor, and construct meaning by engaging actively in reading a variety of genre, self-

correcting, and using a thesaurus.

R.WS.04.07 in context, determine the meaning of words and phrases including similes,

metaphors, content vocabulary, and literary terms using strategies and resources

including context clues, semantic feature analysis, and a thesaurus.

W.GN.04.03 write an informational comparative piece that demonstrates understanding

of central and supporting ideas using an effective organizational pattern (e.g.,

compare/contrast) and informational text features.


W.PR.04.02 apply a variety of pre-writing strategies for both narrative and informational

writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to

generate, sequence, and structure ideas (e.g., plot, setting, conflicts/resolutions,

definition/description, or chronological sequence).

4 – G1.0.1 Identify questions geographers ask in examining the United States (e.g.,

Where it is? What is it like there? How is it connected to other places?).

4 – G1.0.2 Use cardinal and intermediate directions to describe the relative location of

significant places in the United States.

4 – G1.0.3 Identify and describe the characteristics and purposes (e.g., measure distance,

determine relative location, classify a region) of a variety of geographic tools and

technologies (e.g., globe, map, satellite image).

P.PM.E.1 Physical Properties- All objects and substances have physical properties that

can be measured.

P.PM.04.16 Measure the weight (spring scale) and mass (balances in grams or

kilograms) of objects.

P.PM.04.17 Measure volumes of liquids in milliliters and liters.*

P.PM.E.2 States of Matter- Matter exists in several different states: solids, liquids, and

gases. Each state of matter has unique physical properties. Gases are easily compressed,

but liquids and solids do not compress easily. Solids have their own particular shapes, but

liquids and gases take the shape of the container.

P.PM.04.23 Compare and contrast the states (solids, liquids, gases) of matter.

S.IA.E.1 Inquiry includes an analysis and presentation of findings that lead to future

questions, research, and investigations.


S.IA.04.11 Summarize information from charts and graphs to answer scientific questions.

S.IA.04.12 Share ideas about science through purposeful conversation in collaborative

groups.

S.IA.04.13 Communicate and present findings of observations and investigations.

The students in class will be accommodated based on their various learning styles. Most

of the activities will be completed in cooperative groups. The groups will consist of students

who are willing and able to help the students who require additional assistance. Peer tutoring

and mentoring will be used to accomplish these goals.

Assessment Plan

The assessment plan for the integrated unit of James and the Giant Peach will include

pre- and post-assessments that are aligned with the learning goals and objectives of the unit. Pre-

assessments are important to determine what the students already know about the content being

introduced.

For the integrated on James and the Giant, I performed an informal pre-assessment with

the class using discussion and a question and answer period for Learning Goal 1. Before we

began reading the book, the students were asked who had read the book before. There were 6

students that were familiar with the book and the author. There were 8 students that had seen the

DVD, James and the Giant Peach, but had not read the book. The 16 remaining students had

heard of the book but were not familiar with the story or the movie. The informal discussion

involved all of the students in the classroom.

Learning Goal 2 on relating buoyancy and density was also pre-assessed using informal

directed discussion. When we reached the point in the beginning of the book when the peach

was floating in the ocean, we stopped and discussed the possibilities of whether or not peaches


could float. Most of the students had already decided the book was a fantasy and that it wasn’t

possible. We discussed the possibility of whether or not a normal sized peach could float in

water as well. 28 students thought this possible while 2 students did not.

Post assessment for the integrated unit will be broken down into two segments. As part

of the post-assessment for Learning Goal 1, the students will view the movie of James and the

Giant Peach and compare similarities and differences between the book and the movie. They

will use a Venn Diagram and write a paragraph containing a topic, three similarities, three

differences and a conclusion. For students with special needs, they will be to find one to three

similarities and differences. A rubric will be used to score this project.

Learning Goal 2 will be assessed by completing a final experiment in cooperative groups.

This experiment will be to determine whether a peach can float. Completion of the worksheet

for the experiment and a 10 question quiz on buoyancy and density will be used to assess this

unit. Students with special needs will only be required to answer circle questions on the quiz and

a study guide will be provided to assist them.

Formative assessments are used to determine student progress during the unit. For the

unit on James and the Giant Peach, the students will be using a folder to keep all of the material

collected. They will create their own Table of Contents and the folder will be checked after each

lesson. If there are items identified through looking at all of the completed work that need to be

re-taught, those items will be revisited prior to the post-assessment activities.

Learning Goal 1: The students will read, view and understand the story of James

and the Giant Peach.

Learning Goal 2: To understand properties of matter, specifically density and

buoyancy.


LEARNING GOALS

LEARNING OBJECTIVES

ASSESSMENTS FORMAT OF ASSESSMENT

ADAPTATIONS

The students will read, view and understand the story of James and the Giant Peach.

To read the story of James and the Giant Peach as a group.

Pre-Assessment Formative Assessment Post-Assessment

Informal Discussion Directed discussion on previously read sections. Book Report/Portfolio Review

In reading the story together in class, all of the students will be accommodated through discussion and directed questions.


To learn and understand newly introduced vocabulary words to 80% accuracy.


Clap new spelling when introducing them. Spelling words aloud in S-P-A-R-K-L-E spelling game Spelling Test

Few vocabulary words will be introduced for students with disabilities and more will be introduced depending on the ability of the students. Gifted students will have the opportunity to complete challenge words that would not otherwise be introduced at the fourth grade level.



To be able to identify the differences between the movie and the book to 80% accuracy.


Informal Discussion Completion of Venn Diagram/Rough Draft of paragraph Completion of paragraph/Portfolio Review

Reading and viewing the story will address auditory and visual learners in the classroom.

The students will understand properties of matter specifically density and buoyancy.

To predict and understand why a peach can float utilizing experimentation.


Informal Discussion Experiment in Small Groups In-class handout

Using experimentation and hands-on activities, this goal addresses the kinesthetic learners in the classroom.


To identify and tour certain landmarks introduced in James and the Giant Peach.


Informal Discussion Discussion about National Landmarks All class activity using Smartboard

Using technology and virtual tours, this goal also addresses the visual learners in the classroom. Pictures address various levels of cognitive development and the student will identify with what they relate to.

To understand properties of matter

To learn and understand fact

Pre-Assessment

Informal Discussion

Using manipulatives and handouts, this goal


specifically density and buoyancy.

families through the number 3 and to understand how to add fractions with the same denominator to 80% accuracy.

Formative Assessment Post-Assessment

Experiment in Small Groups In-class handout/Portfolio Review

addresses the kinesthetic and visual learners.


Floating Peach Handout

1. What makes objects float?

______________________________________________________________________________

______________________________________________________________________________

2. What is displacement?

______________________________________________________________________________

______________________________________________________________________________

3. Between the object in water and the water the object displaces, which answer is correct?

a.) The object weighs more.

b.) The water weighs more.

c.) They weigh the same.

4. What characteristic is important to whether the object floats or sinks?

Prediction:

Object Prediction Reason

Penny

Marshmallow

Paperclip

Rock

Apple

Conclusion:

______________________________________________________________________________

______________________________________________________________________________


Flying Peaches

Predict how many paper clips it takes to keep the balloon from floating.____________________

Continue adding paperclips to the Dixie cup.

Keep track of the number of paperclips you add to the Dixie cup. Make a mark on your paper

for each paper you put in the cup.

Example: l – 1 – 1 – 1

How many paper clips does it take to keep the balloon from floating?______________________

Draw a picture of your experiment below:

Design for Instruction

In designing the instruction for the integrated unit on James and the Giant Peach, the

individual needs of the students were taken into consideration along with the Michigan Grade

Level Content Expectations and contextual factors in the classroom and in the school. The

attached Instructional Design Chart

Due to the individual reading levels of the students in the classroom and Learning Goal 1,

the best approach for the students to understand and complete the story at the same time was a

group reading activity. An informal discussion took place at the beginning of each reading

session to determine what the students were retaining from the previously read selections as well


as to determine what the students were retaining from session to session. Due to the popularity

of this story in the classroom, the students were actively engaged in this discussions and very

enthusiastic about what coming up in the story. At the end of the unit, the students will prepare a

book report about their reading and understanding of the story.

Learning Goal 2 was first be addressed through informal discussion at the point in the

book where the peach rolls down the hill and floats on the water. We will have a preliminary

discussion on whether or not a peach would float and why. The same type of informal

discussion will occur when the peach is raised out of the water and into the air in the book. The

experiments completed in cooperative and handouts are tailored to the individual needs of the

students. Peer mentoring and assistance will be required to complete these experiments.

The block plan below is a summary of the integrated unit on James and the Giant Peach.


Monday Tuesday Wednesday Thursday Friday

Learning Goal 1: Introduce James and the Giant Learning Objective 1 & 3: Information Discussion and directed questions

Learning Goal 1: Class reading of the James and the Giant Peach Learning Objective 1 & 3: Directed questions and information discussion




Learning Goal 1: Class reading of the James and the Giant Peach Learning Objective 1 & 3: Directed questions and information discussion Learning Objective 2: Introduce Challenge Words for Spelling Test

Learning Goal 1: Class reading of the James and the Giant Peach Learning Objective 1 & 3: Directed questions and information discussion Learning Objective 2: Play S-P-A-R-K-L-E spelling game

Learning Goal 1: Class reading of the James and the Giant Peach Learning Objective 1 & 3: Directed questions and information discussion Learning Objective 2: Spelling Pre-Test


Learning Goal 1: Class reading of the James and the Giant Peach Learning Objective 1 & 3: Directed questions and information discussion Learning Objective 2: Spelling Test

Learning Goal 1: Class reading of the James and the Giant Peach Learning Objective 1 & 3: Directed questions and information discussion Learning Objective 2: Introduce Challenge Words for Spelling Test

Learning Goal 1: Class reading of the James and the Giant Peach Learning Objective 1 & 3: Directed questions and information discussion Learning Objective 2: Play S-P-A-R-K-L-E spelling game

Learning Goal 1: Class reading of the James and the Giant Peach Learning Objective 1 & 3: Directed questions and information discussion Learning Objective 2: Spelling Pre-Test


Learning Goal 2: Relating Buoyancy Lesson Learning Objective 4 and 6: Hands-On Experiement Handout Learning Objective 2: Spelling Test Portfolio Presentation and Review


Learning Goal 2: Floating Peaches Lesson Learning Objective 4 and 6: Hands-On Experiment Handout Learning Objective 2: Spelling Test Introduce Challenge Words for Spelling Test

Learning Goal 1 Learning Objective 5: National Landmark Lesson Learning Objective 2: Play S-P-A-R-K-L-E spelling game Portfolio Presentation and Review

Learning Goal 1 Learning Objective 3: View the Video and complete the Venn Diagram. Completion of paragraph on similarities and differences Learning Objective 2: Spelling Pre-Test

Learning Goal 1 Learning Objective 3: In-Class Work on Book Report Portfolio Presentation and Review

Learning Goal 1 Learning Objective 3: In-Class Work on Book Report Portfolio Presentation and Review


Activities

In the two days following the completion of the book, the students will complete hands-

on experiments relating to buoyancy and density. These two activities relate specifically

Learning Goal 2 as outlined in the Learning Goals and Objectives. The lesson will begin with

points that were made in the informal discussion at the appropriate times in the book. Next, the

students will be asked to make predictions relating to the outcome of both experiments. This

activity will be completed in groups of 4 – 6. The cooperative group setting will allow all

students the opportunity to discuss their predictions. While working in groups, the students will

be introduced to new vocabulary words relating to the properties of matter and how those

properties affect the outcome of the experiments. Appropriate completion of handouts will be

used to assess the students understanding.

The next activity will use the Smartboard and the class will take a virtual tour of the

Empire State Building. This activity is used to reinforce the image the students have made at the

end of the book when the peach is stuck on the tower. At the time this book was written, the

Empire State Building was the tallest building in the world. The students will also take a virtual

tour of Central Park in New York City. This is only to reinforce the landmarks and locations

referenced in the book and make the experiment more identifiable for the students. Pictures are

probably our most valuable tool to reinforce this type of content. It is much easier for

elementary students to relate to content with pictures. The purpose of this lesson is also

reinforce both Learning Goals in the unit. There will be an informal assessment to assess student

understanding of the content and the relationship to the story.

A venn diagram will be used to compare the movie and the book to satisfy Learning Goal

1. This diagram will be completed during the film and the students will be asked to list a


minimum of three similarities and differences. After students have completed the diagram

during the movie, they will be asked to write a paragraph stating those three similarities and

differences along with appropriate topic sentences and conclusion. There will be a scoring used

for this assignment.

The final assessment for this unit will be a guided book report. The students will be

asked to answer ten questions about the story in their own words. The work will be completed

in-class over a minimum of two class periods. Since the students will be completing after

reading and watching James and the Giant Peach, their ability to complete this report in a

satisfactory manner will be successful.

Instructional Decision Making

During instruction for the integrated unit on James and the Giant Peach, the students were

very engaged in doing the variety of tasks presented. For the most part, the students had a clear

understanding of the expectations and goals of the units. However, during some of the

instruction, it became clear that some of the students did not understand what I was looking for

and remediation was required.

The first instance came when the students were doing a science experience related to

buoyancy. This was a very simple experiment using prediction and actual results. The students

were asked to complete an experiment placing certain items in a bowl of water to see whether or

not they could float. I felt that I conveyed my instructions adequately. The students were set up

in groups of 4-6 students with the students who required assistance being placed with peers who

I felt were willing and able to help. This hands-on activity was not difficult. They were asked to

make their predictions prior to the experiment and I told them that they were not to change their

answers after the experiment was completed. Walking from table to table, there were several


students who were changing the prediction to match the outcome of the experiment. This

completely skewed the results of their work. I quickly started looking through the science and

math kits to see if there was anything else that would work for the experiment. I ended up using

some of the math manipulatives and told the students that inaccurate predictions were expected.

Wrong answers were alright in this particular situation and they would not be marked down if

their predictions were incorrect. The students had an extremely difficult time accepting the fact

that the wrong answers were expected in this situation. We went on to discuss that science is

based on guessing first and then those guesses were tested to see if they were fact.

The students’ inability to grasp this situation made me alter my original discussion and

presentation to include the areas that would make it easier for them to honestly tell me their

prediction.

The next situation occurred when the students were asked to write a paragraph based on the

information they gathered for the Venn Diagram comparing the movie to the book. The students

were asked to include three similarities and three differences, a topic sentence and a concluding

sentence.

Several of the students who required additional help with their reading wrote a paragraph

that basically summarized a section of the story. Some of the students mixed their facts and did

not include the correct information in the correct area. At this point, I worked individually with

the students using the Venn Diagram I had created as a key. We compared the answers they had

on their diagram to the key. Most of the students had at least three items, including these

students, but could not formulate the appropriate paragraph.

We then discussed the compare and contrast writing we had done earlier in the year. The

students were asked to do something similar. We made a list of six items from their diagrams


and added a topic sentence and conclusion. Finally, they understood what the intent of the

assignment was. I was very surprised that this particular assignment posed them so many

problems. We had finished the book just a few days before and there were many obvious

similarities and differences.

Both of these situations required me adjust my teaching to make them successful.

Although I know the students were engaged and wanted to be successful, it became clear that no

matter how simple the instruction, there were still students that needed special attention.

Overall, I believe the learning goals of the unit were met and the correct modifications were

made for all students.

Whole Class Analysis

In analyzing the results of the students work, this author was disappointed in student

performance. The two learning goals in the unit were as follows:

3. To read, view and understand the story of James and the Giant Peach.

4. To understand properties of matter specifically density and buoyancy.

Objectives were created to reach those learning goals. Three out of the five objectives were

measurable for student performance. The fourth and fifth objectives are measured only by

achievement or non-achievement. Those objectives are as follows:

6. To read and understand the story of James and the Giant Peach as a group.

7. To learn and understand newly introduced vocabulary words to 80% accuracy.

8. To be able to identify the differences between the movie and the book to 80% accuracy.

9. To predict and understand why a peach can float utilizing experimentation.

10. To identify and tour certain landmarks introduced in James and the Giant Peach.

The data relating to overall student perform is as follows:

Teacher Work Sample 30 Student # Learning Goal #1 Learning Goal #2 Objective #1 Objective #2 Objective #3 Objective #4 Objective #5

Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post 1 Achieved Achieved Not Achieved Achieved 100 92 0 100 0 100 Not Achieved Achieved N/A N/A 3 Not Achieved Achieved Not Achieved Achieved 0 85 0 100 0 83 Not Achieved Achieved N/A N/A 4 Not Achieved Achieved Not Achieved Achieved 0 77 0 0 0 85 Not Achieved Achieved N/A N/A 5 Not Achieved Achieved Not Achieved Achieved 0 85 0 0 0 85 Not Achieved Achieved N/A N/A 6 Not Achieved Achieved Not Achieved Achieved 0 92 0 0 0 95 Not Achieved Achieved N/A N/A 7 Not Achieved Achieved Not Achieved Achieved 0 92 0 0 0 77 Not Achieved Achieved N/A N/A 8 Achieved Achieved Not Achieved Achieved 100 92 0 0 0 100 Not Achieved Achieved N/A N/A 9 Not Achieved Achieved Not Achieved Achieved 0 92 0 0 0 100 Not Achieved Achieved N/A N/A 10 Not Achieved Achieved Not Achieved Achieved 0 0 0 0 0 0 Not Achieved Achieved N/A N/A 11 Not Achieved Achieved Not Achieved Achieved 0 77 0 100 0 98 Not Achieved Achieved N/A N/A 12 Not Achieved Achieved Not Achieved Achieved 0 92 0 0 0 93 Not Achieved Achieved N/A N/A 13 Not Achieved Achieved Not Achieved Not Achieved 92 0 0 0 70 Not Achieved Not Achieved N/A N/A 14 Achieved Achieved Not Achieved Achieved 100 92 0 0 0 85 Not Achieved Achieved N/A N/A 15 Not Achieved Achieved Not Achieved Achieved 0 85 0 0 0 100 Not Achieved Achieved N/A N/A 16 Achieved Achieved Not Achieved Achieved 100 85 0 100 0 100 Not Achieved Achieved N/A N/A 18 Not Achieved Achieved Not Achieved Achieved 0 75 0 0 0 77 Not Achieved Achieved N/A N/A 20 Not Achieved Achieved Not Achieved Achieved 0 0 0 100 0 85 Not Achieved Achieved N/A N/A 21 Achieved Achieved Not Achieved Not Achieved 100 92 0 0 0 93 Not Achieved Not Achieved N/A N/A 22 Not Achieved Achieved Not Achieved Not Achieved 0 85 0 0 0 0 Not Achieved Not Achieved N/A N/A 23 Not Achieved Achieved Not Achieved Achieved 0 85 0 0 0 98 Not Achieved Achieved N/A N/A 24 Not Achieved Achieved Not Achieved Achieved 0 80 0 0 0 0 Not Achieved Achieved N/A N/A 26 Not Achieved Achieved Not Achieved Achieved 0 69 0 0 0 85 Not Achieved Achieved N/A N/A 27 Not Achieved Achieved Not Achieved Achieved 0 77 0 0 0 93 Not Achieved Achieved N/A N/A 28 Not Achieved Achieved Not Achieved Achieved 0 85 0 100 0 100 Not Achieved Achieved N/A N/A 29 Achieved Achieved Not Achieved Achieved 100 75 0 100 0 77 Not Achieved Achieved N/A N/A

Yellow Highlight represents individual student sample.

Green Highlight represents student sub group.


Objective #1 and #3 were used to identify the results of Learning Goal #1. As a whole

class, the pre-assessment only indicates those students that had read the story prior to the class

reading of James and the Giant Peach. For Learning Goal #2, the material introduced was new

to all the students as there was no prior knowledge of buoyancy and density. These items were

introduced in a lecture on matter just prior to the experiment. The pre-assessment indicates that

all students had not achieved the pre-assessment due to their lack of knowledge on the subject.

Objective #5 was used to identify the places that were important in the text such as the Empire

State Building and Central Park in New York City. They were to use this information to assist

them in completing their book report. Although most of the students used this information in

their report, it was not a measurable goal.

The number of students that achieved the measurable goals was low. 17 total students

achieved the objectives required to complete learning goal #1 in relationship to 25 total students

assessed. Although there were 30 students in the classroom, only 25 completed the project due

to illness and absence. A portion of the assignments were missing for two students, but they

were in class and available to complete them. This author believes that student performance is

low for two reasons. The first reason is that several days passed between finishing the book and

viewing the movie. This was due to the fact that the book was used to fill time during state

testing. Next, when the students were asked to complete the book report, they had viewed the

movie last. The students combined facts from the book and the movie and did not separate the

two for the purposes of the report. The paragraph was more successful but several students even

though their Venn Diagram indicated similarities and differences were unable to put those in

paragraph form.


The average scores of the students that achieved Learning Goals also indicate that there

was general confusion about what the assignments required. This author also attributes the lack

of performance to poor timing in lesson completion. Although some students performed very

well, these are the students that had some knowledge of the story prior to the class reading. After

analyzing the student work, some students still mixed the facts from the movie and the book. In

retrospect, this author should have provided the book report just after the reading was completed

and not after the students viewed the movie of the same story.


Objective #2 was solely related to the introduction of new spelling words. These words were

directly related to the text and were not required for all students to learn. The words were

introduced as bonus words in the spelling units and only the students who wanted to attempt

them were assessed. Of the 6 students who consistently attempted the words, all of the students

were successful.

Sub Group Analysis

The next series of data represent five students. Those students are #4, #5, #6, #26 and

#27. These students are all male and require Title I assistance in math. None of these students

have an IEP in place as their overall performance does not require it. Objective #2 was not

attempted by this group of students. The students achieved the second learning goal although

they were re-assessed due to the fact that two of the students changed their predictions after the

experiment was completed.

This author was pleased with their performance as it was slightly higher than the overall

class average. These students achieved Learning Goal #1 to the desired percentage. Their work

proved to be above the class average but some of the same mistakes were made in overlapping


the facts from the book and the movie. However, the mistakes did not bring their score below

the desired result.

This author believes that part of their improved performance is due to the fact that they

all sit at the same group table. While the report we are discussing was not a group assignment,

the students were allowed to discuss the story amongst each other. This table of students is a

very tight knit group of students that rely on one another for peer assistance. The strengths and

weaknesses that the students have benefit each one in different ways.

The students in this subgroup were also seated at a table near the front of the classroom.

The television was placed in the front of the classroom but obviously these students benefited

from this placement.

Individual Analysis

Student #18 represents one of the students in the class with an IEP. He visits the special

education teacher twice daily as well as visits the school nurse who dispenses his medication. It

is important to understand how he is doing in the class because he requires so much additional

help and time away from the regular curriculum. This student did not achieve any of the pre-


assessments or post-assessments however this author was pleased with the type of information

provided in his book report. Student #18 cannot spell correctly, therefore, it makes his report

very difficult to read but 75% of the information contained within the report is correct.

Accommodations were made for this student to assess understanding. It is difficult for him to

relay his thoughts on paper and the content is what matters in this particular case.


Student #26 represents an exceptional student in the class. Her report and paragraph were above

grade level and indicates a clear understanding of the content. Student #26 has indicated reading

at a 7th grade level on the standardized test scores provided from her previous school. This is her

first year at this particular school. On her enrollment paperwork, the reason for wanting to attend

this school was the fact that the MEAP scores were higher than at her previous school. It is

important to understand that for this student to be successful, additional accommodations will

need to be made to keep her engaged. If the work is too simple, she will succeed, but may lose

interest in the material being discussed.


Reflection The experiences I have had while teaching my integrated unit in relationship to my

Teacher Work Sample (TWS) have been invaluable. The instructional strategy that contributed

most to student learning in my particular case was group discussion and question and answer

sessions. My pre-assessments were informal and I found that the discussions with my students

were very beneficial. The question and answer sessions not only allowed the students to become

more familiar with the content being discussed but it allowed me to get to know my students

better. Through discussion, I was able to determine which students had a clear understanding

and which students needed further assistance.

During my TWS, I believe the greatest barrier to the success of my lesson was the timing

in which it was delivered. More forethought was required when timing the activities that dealt

with the content of the book. Reading the book to the class during the MEAP test days was not

my best choice for student learning. There would have been better success if more emphasis was

put on the book itself and less on filling time.

Improving student learning in my TWS would involve better timing in introducing the

assessments. The book report should have been completed prior to viewing the movie. The

amount of time that elapsed between reading and completing the book report should be

shortened. Also, when completing the science experiment, the students’ ability to understand

that predictions can be wrong must be addressed at the beginning of the unit. They wanted to be

right more than they understood that testing their predictions was the premise of the lesson.

The standards set forth in the TWS were met. The unit standards were not as successful

as I would have liked but the students were successful in learning the specific goals of the unit.

The areas which need improvement would be time management and assessments. I found that

the assessments were difficult and further attention to student ability needs to be addressed.


Further integration into other subject areas would also be very beneficial. The content was not

used to its fullest extent. Math and Social Studies could have also been integrated further into

the unit.

Improving my performance in the classroom is critical to my success as a teacher. While

I believe that the overall unit was successful, there are many aspects that can improve. Teaching

to the needs of all of the children in the classroom must be addressed in greater detail. The

assessments need to be tailored even further to suit their needs. Increasing my knowledge in

how to teach and assess students with disabilities as well as gifted learners will make them more

successful. My time management strategies in the classroom should also be improved. Creating

a unit and completing tasks in specific order will assist the students to be more successful in

formative and summative assessments. My unit had handouts and activities that addressed many

learning styles however further attention needs to be placed on the details of these assessments.

The most significant learning insight of teaching and using the TWS is the fact that I

must understand who I am teaching. Getting to know the environment, the community and my

students and their families will allow me to be a better teacher for them. While I understand that

this will not be done in the same manner, taking copious notes and familiarizing myself with the

students’ files will be invaluable. The importance of appropriate assessments is also very

important to the students and their learning. While I attempted various assessments, some

students required further modification to those assessments. The TWS has been an excellent tool

in understanding the importance of every aspect of the educational experience


References

Central Michigan University, Center for Charter Academies, Academy of Flint School

Performance Report, 2008-2009.

Central Michigan University, Center for Charter Academies, Academy of Flint School

Performance Report, 2007-2008.

Common Core of Data for the Academy of Flint, Retrieved from

http://nces.ed.gov/ccd/schoolsearch/school_detail.asp?Search=1&DistrictID=2600198&I

D=260019801107 on October 18, 2009.

United States Census Bureau, Data Fact Sheet on the City of Flint, Retrieved from

http://factfinder.census.gov/servlet/ACSSAFFFacts?_event=&geo_id=16000US2629000

&_geoContext=01000US%7C04000US26%7C16000US2629000&_street=&_county=fli

nt&_cityTown=flint&_state=04000US26&_zip=&_lang=en&_sse=on&ActiveGeoDiv=

&_useEV=&pctxt=fph&pgsl=160&_submenuId=factsheet_1&ds_name=null&_ci_nbr=n

ull&qr_name=null&reg=null%3Anull&_keyword=&_industry= on October 17, 2009.

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