Teacher+Work+Sample

Instructions: Use the following sections as a guideline to plan and create a TWS. Contextual Factors The teacher uses information about the learning-teaching context and student(s) individual differences to set learning objectives and plan instruction and assessment. • Knowledge of community, school, and classroom factors: • Knowledge of characteristics of student(s): • Knowledge of students’ varied approaches to learning: • Knowledge of students’ skills and prior knowledge: • Implications for instructional planning and assessment

Objectives/Intended Learning Outcomes The teacher sets significant, challenging, varied and appropriate objectives.

• Alignment with PASS • Level Of Difficulty • Clarity

Assessment Plan The teacher uses multiple assessment modes and approaches aligned with objectives to assess student learning before, during, and after instruction. • Pre and Post Test (blank copies of the assessment attached as an Appendix) • Alignment with objectives and instruction (write a couple of sentences explaining how it aligns with the PASS objectives selected) • Clarity of criteria for performance (rubric or assessment factors) • Multiple modes and approaches (paper pencil, Performance assessment, project, etc. explain) • Adaptations based on the individual needs of students

Design for Instruction The teacher designs instruction for specific learning objectives, student characteristics and needs, and learning contexts. LESSON ACTIVITY SEQUENCE: This is your actual plan. It should be designed to help all your students meet the objective(s). You will want to consider what you will be doing and saying, as well as what you would like the students to be doing and saying. Include examples, questions and some anticipated student responses, but not an entire script! MATERIALS: list the materials used as well as the use of technology INTRODUCTION-Consider including the following: A. Hook/Rationale/connection to real life. B. Objective-state explicitly or implicitly. C. Pre-Assessment/Diagnostic Assessment D. Other introductory material. MAIN ACTIVITY -Consider including the following: A. Whole group/small group instruction. B. Procedures (step by step) C. Activity (prediction, pretest, student reflection/journaling) D. Data Collection (What are you going to collect?) E. Plan B/Contingency (what happens if you’ve planned to go outside and it rains?, etc.) CONCLUSION-Consider including the following: A. Wrap-up, Summary or review (Q&A, discussion, closure) B. Post-Assessment (reflection, KWL, Venn Diagrams, lab sheets, journaling, graphs, etc.) EXTENSIONS: MODIFICATIONS: REFERENCES:

Analysis of Student Learning The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Assessment Results Report Results

Use graphing to compare pre and post data Interpretation of Data What did you notice about individual learning? What did you notice about the group learning as a whole?

• Clarity and accuracy of presentation • Alignment with learning goals • Interpretation of data • Evidence of impact on student learning

Reflection of Teaching and Learning The teacher reflects on his or her instruction and student learning in order to improve teaching practice. • Interpretation of student learning • Insights on effective instruction and assessment • Alignment among objectives, instruction, and assessment • Implications for future teaching • Implications for professional development

Example Questions for the reflection of Teaching and Learning: (you do not have to answer all, choose some of these or create your own) Explain your use of student pre-assessment scores when making instructional and content decisions for the lesson.

Were any modifications made to the lesson and please explain why or why not and the degree to which they were modified.

What are your goal(s) for this lesson, the levels of achievement, and how do you know at what level students achieve?

What do students’ post-scores tell you about their learning and your instruction? Will you do anything differently next time you teach this lesson? Are there any patterns by race, ethnicity, or socioeconomic status? • How are groups doing? Who is behind? Who is on target? Who is ahead? • What access and equity issues do we need to address? • Are you surprised by the data? • How might some school or classroom practices contribute to successes and failures for particular groups of students? • How do we continue doing what is working and address what is not working?

Reflection of Teaching and Learning Documentation and Resources List resources (e.g., hyperlinks, documents, sample work) related to your Reflection of Teaching and Learning.

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