PSU TEACHER WORK SAMPLE TEMPLATE

Your First and Last Name: Date Su mitted: Distri!t "#ere $ou !om%&eted t#e TWS: Name o, S!#oo& -ui&din. "#ere $ou !om%&eted t#e TWS: Content Area o, $our TWS: TWS Unit To%i!: /rade Le0e& o, t#e C&assroom 1 Students in W#i!# t#e TWS Unit Was Com%&eted:

Kirstie Cox

'a$#a"( USD )*+

Jayhawk lementary

Science

!achines !ake "t !ove

#r$ gra$e

Pittsburg State University

Teacher Work Sample

23 Conte4tua& 2n,ormation and Learnin. En0ironment Fa!tors

A3 Narrati0e /enera& Conte4tua& 2n,ormation ,or Communit$5 Distri!t5 and S!#oo& %limite$ to 1 page& The $emographics o' the school inclu$e #11 stu$ents( The ethnicities o' these stu$ents inclu$e 1 )'rican )merican* 1+ ,ispanics* -+. Caucasians* an$ # in the other category( This school is not a very $iverse school an$ very rural( This school is locate$ at the very top o' the Southeast Kansas area( The school is in a low/socioeconomic area* with about 1++ stu$ents receiving 'ree or re$uce$ lunches at school( "n comparison with other schools in the surroun$ing area* the school in which " complete$ my stu$ent teaching is similar in $emographics( The stu$ent population is not very $iverse* with a low socioeconomic status( ,owever* the stu$ents en0oy coming to school an$ are provi$e$ many won$er'ul opportunities in this $istrict( The community o' the school is very involve$ with the stu$ents( There are always people coming in to rea$ with stu$ents an$ help the stu$ents succee$ the best that they can( The $istrict is very close/knit an$ encouraging* as well as always provi$ing great i$eas to improve( The high stan$ar$s the $istrict expects o' their stu$ents is what makes them succee$ in many areas(

Ta &e 636 C&ass Conte4tua& 2n,ormation %limite$ to 1 page& 1ra$e level 2#r$ Content area %e(g(* mathematics& 2222222222222 Topic %e(g(* geometry&2222222222222 )ge range o' stu$ents 2+/.2222 3umber o' male stu$ents 222224222222 Total number o' stu$ents 22221422222222 3umber o' 'emale stu$ents 2221522222 Percentage o' stu$ents receiving re$uce$ lunch 22265722222 Percentage o' stu$ents not receiving re$uce$ lunch2228572222222 9i, ,ree1redu!ed &un!# in,ormation not a0ai&a &e ,or !&ass5 %ro0ide s!#oo& %er!enta.es7 )rea in which stu$ents live %check all that apply& Urban 22222 Suburban 222222 :ural 22;2222

Pittsburg State University

Teacher Work Sample

thnicity o' stu$ents %give numbers&

=anguage pro'iciency o' stu$ents %give numbers& "$enti'ie$ special nee$s categories represente$ %give numbers&

222122 )'rican )merican or <lack 222222 3ative )merican>)laskan 3ative 222222 )sian or Paci'ic "slan$er 2221422 @luent nglish Pro'icient 2221222 Speci'ic =earning Aisability 2222222 ,ar$ o' ,earing 2222222 Aea' 2222222 Aea'/<lin$ 2222222 ?ther ,ealth "mpaire$ 2222222 !ultiple Aisabilities 2222222 <rain "n0ury 2222222 stablishe$ !e$ical Aisability %5/C yrs& 2222222 )t risk 'or $evelopmental $isabilities

222222 ,ispanic or =atino 221622 White 222222 ?ther %speci'y& 2222222222 222222 nglish =anguage =earners 222-222 Speech>=anguage "mpaire$ 222122 Bisually "mpaire$ 2222222 ?rthope$ically "mpaire$ 2222222 motionally Aisturbe$ 2222222 )utism 2222222 !ental :etar$ation 22222221i'te$ 2222222 Aevelopmentally Aelaye$ 2222222 ?ther %Speci'y&222222222222222

Pro0ide a%%ro%riate !#arts1.ra%#s to dis%&a$ demo.ra%#i! data ,or distri!t5 s!#oo&5 and !&assroom in A%%endi4 A3

Pittsburg State University

Teacher Work Sample

Ta &e 638 Student C#ara!teristi!s ,or W#o&e C&ass %limite$ to 1 page& Student C#ara!teristi!s 2nte&&e!tua& C#ara!teristi!s 9 "nclu$ing rea$iness* cognitive abilities* learning nee$s* $evelopmental levels* etc( S%e!i,i! Des!ri%tions This school $istrict is not very $iverse* as the ma0ority o' the stu$ents are Caucasian( !ost o' the stu$ents in the class are on level* with only one stu$ent on an "nstructional $ucation Program( ,owever* struggling stu$ents were provi$e$ with accommo$ations to help them meet certain stan$ar$s( @or instance* Para/e$ucators come in to help these stu$ents get their work $one* as well as spen$ one/on/one time with them( )lso* gui$e$ rea$ing groups provi$e stu$ents to get groupe$ together* with stu$ents o' similar ability in the same group( Auring state testing* stu$ents who nee$e$ a Duiet setting to 'ocus were able to go with an a$ult to supervise them( "n most activities* stu$ents work in cooperative groups an$ this works very well( Stu$ents work in pairs an$ are seate$ together so that lower/level stu$ents are place$ with higher/level stu$ents( They are able to manipulate $i''erent types o' technology* such as iPa$s* that they use without problems( 3>)

Previously $emonstrate$ aca$emic per'ormance> abilityE 7 )bove stan$ar$ 22222 7 !eets stan$ar$ 22222 7 <elow stan$ar$ 22222 So!ia& C#ara!teristi!s / "nclu$ing emotional* attitu$inal* motivational* etc(

These thir$ gra$ers are 0ust now getting use$ to being the Fbig ki$sG* an$ struggle at times with that( They are at the age where they are becoming more in$epen$ent an$ relying less on the teacher 'or gui$ance( ,owever* there $oes seem to be some emotional characteristics among the stu$ents in this class( !ost o' the crying is 'rom stu$ents getting in trouble* arguing with other chil$ren* an$ getting hurt( Usually* they get over it pretty Duickly* an$ move on( The stu$ents in the class are very motivate$ to $o well an$ try their har$est( )'ter tests* they always want to know how they $i$* right a'terwar$ an$ get really excite$( There are some attitu$e problems " have notice$* are when certain stu$ents $o not get their way( ,owever* when time is taken o'' o' their 'ree time at the en$ o' the $ay* they Duickly turn the attitu$e aroun$(

Persona& C#ara!teristi!s 9 "nclu$ing physical* social* in$ivi$ual experiences* talents* language* culture* 'amily an$ community values* etc(

very stu$ent in this class is sociable an$ Duick to answer Duestions( Since the class is so social an$ talkative* it is sometimes tough to Duiet them $own* but it is also great to have stu$ents that en0oy speaking their min$ in the classroom( ) ma0ority o' the stu$ents are athletes an$ very active* as there are a large amount o' stu$ents that live on 'arms( !any stu$ents in the class have not gotten in$ivi$ual experiences* but the iPa$s provi$e a great source 'or the stu$ents to un$erstan$ $i''erent cultures an$ places aroun$ the worl$( The whole class is Caucasian an$ speaks nglish( With that being sai$* it woul$ be nice to see more o' a $iverse stu$ent population in the class( The community is very involve$ in the school an$ will $o whatever to help stu$ents receive a great e$ucation( Teacher Work Sample 8

Pittsburg State University

-3 Narrati0e: 2m%&i!ations ,or W#o&e C&ass 2nstru!tion -ased on 2n,ormation ,rom Ta &e 638 :&imited to 6 %a.e; There are high expectations that my cooperating teacher has o' the class( The stu$ents work in pairs at the en$ o' a lesson to answer a stu$y gui$e together( To give the stu$ents a break 'rom their stu$y gui$es* there are apps on the iPa$s they use to help $eepen their un$erstan$ing o' a concept( @or instance* they can $o Picture Collages* blogs* recor$ings* use H: co$es* etc( The stu$ents en0oy $oing these things an$ it helps them practice skills nee$e$ in the 'uture* as well as helping them to become more in$epen$ent( The classroom management system in place works very well 'or the stu$ents( @or behavior issues* they get 'ive minutes o'' o' their 'ree time at the en$ o' the $ay( This increases i' the behavior persists throughout the $ay( Usually when stu$ents see one o' them getting in trouble* they try an$ $o the right thing to avoi$ the punishment( There are not very many implications use$ in the classroom* but these $i''erent things " have mentione$ work well with this group o' stu$ents(

Pittsburg State University

Teacher Work Sample

C3 Su 9 /rou%s1Students 2n,ormation Des!ri e t#is su .rou%1student usin. in,ormation ,rom Ta &e 636 This stu$ent " 'ocuse$ on* is a Caucasian male that struggles with being easily $istracte$ an$ staying on task( This stu$ent is on an " P 'or his behavior an$ speech( SU-/ROUP or FOCUS STUDENT

W#$ "as t#is su .rou%1student se&e!ted< " selecte$ this stu$ent* because he is one that struggles more than the others* an$ " wante$ to see i' " coul$ help engage him an$ keep him more 'ocuse$ $uring instruction(

W#at "as &earned a out t#is su .rou%1student< 2nte&&e!tua& This stu$ent $oes a better 0ob with his work when it is $one a one/on/one setting an$ he is getting attention( ,e continually nee$s to be tol$ to 'ocus an$ stay on task( ,e en0oys more han$s/on tasks than work that reDuires much rea$ing( So!ia& This stu$ent is very social* so his social skills $o not seem to be a problem 'or him( Talking alou$ an$ socialiIing when it is not appropriate is his biggest issue( ,e is always telling stories an$ getting along with others( Persona& This stu$ent seems motivate$ to $o well( ,e knows that in or$er to have his 'ree time* he must get his work $one( The problem this certain stu$ent possesses is his constant talking at the wrong time an$ trouble with getting 'ocuse$ in the 'irst place( ,is mother seems to be very concerne$ in helping him to succee$(

SU-/ROUP or FOCUS STUDENT

This 'ocus stu$ent is a Caucasian 'emale that is in @oster Care( She struggles in rea$ing an$ with speaking out o' turn(

" selecte$ this stu$ent because she struggles in the classroom an$ has some issues with attention(

2nte&&e!tua& This stu$ent has Duite a bit o' potential* but is $epen$ent upon others to help her out( She struggles primarily with rea$ing* but goes with another teacher every$ay to practice $i''erent rea$ing skills(

Pittsburg State University

So!ia& This stu$entsJ main social issue is speaking at the wrong time( She is constantly arguing with other stu$ents an$ gets easily angere$( ,owever* she 'eels com'ortable in her environment aroun$ peers an$ a$ults( Persona& This stu$ent $oesnJt have any issues with paying attention to lessons* but is constantly speaking( She lives with her 'oster parents an$ other 'oster chil$ren( She still has contact with her biological parents an$ seems to be Teacher Work Sample 6

$oing 'ine with that( very week she has someone come in through a state program to give her that attention an$ gui$ance she nee$s(

D3 Narrati0e 2m%&i!ations ,or Su 9/rou%=s1Fo!us Student=s 2nstru!tion %limite$ to 1 page& Stu$ent 1 nee$s more manipulatives to work with in math an$ science to keep him intereste$( The manipulatives will give him something $i''erent to $o* instea$ o' 0ust paper an$ pencil tasks( When he has $i''erent tools to work with every now an$ then* he pays more attention an$ un$erstan$s better( )lso* when this stu$ent gets to work in cooperative learning pairs* he $oes better work( 1etting some socialiIation time is goo$ 'or this stu$ent( Stu$ent - also nee$s the cooperative learning time in the $ay( When she is socialiIing an$ working with other stu$ents* she $oes better work( ,aving a time to talk with a peer helps her to be less talkative at the wrong times( )nother implication 'or this stu$ent woul$ be to give her more one/on/one time( She nee$s the attention o' an a$ult praising her an$ helping her to succee$( When she has that attention that she craves* she will $o much better in her schooling(

Pittsburg State University

Teacher Work Sample

223 2nstru!tiona& Desi.n

A3 Narrati0e Des!ri%tion o, Ran.e o, O >e!ti0es and Rationa&e ,or Se&e!tion :&imited to 6 %a.e; " chose this unit because it is an interesting unit 'ull o' $i''erent activities that go along with it( Through this lesson* stu$ents are able to investigate the $i''erent simple an$ compoun$ machines in carrying out investigations using $i''erent variables( They use their knowle$ge to apply the skills learne$ in an activity in which they built a =ego car( The stu$ents teste$ their car on an incline$ plane an$ then change$ one variable( )'ter re/testing the car* they use$ their observations to recor$ the $ata( "n $oing this investigation as part o' the machines unit* the stu$ents were able to make connections to the concept taught( Throughout the unit* stu$ents go through the F!achines !ake "t !oveG 3ational 1eographic/base$ book( <e'ore rea$ing the book* the stu$ents $o a narrative chain with motions to help them with newly learne$ vocabulary wor$s in the unit( )'ter rea$ing $i''erent sections o' the book* the stu$ents have a stu$y gui$e they work on each $ay in cooperative learning pairs( "n learning about machines* the stu$ents will be able to name the six simple machines an$ their 'unctions(

-3 State O >e!ti0es Here: @ocus shoul$ be on stu$ent per'ormance K not activities( What will stu$ents know or be able to $oL :&imited to 6 %a.e; O >3 No3 6 8 ) * Unit O >e!ti0es The stu$ent will complete stu$y gui$es on their knowle$ge o' machines 'rom the rea$ing o' the book( The stu$ent will go through the narrative chain showing the 'unction o' each machine( The stu$ent will change a variable that will make their car go 'urther $own an incline$ plane( The stu$ent will $esign his>her own car to test on an incline$ plane( Pittsburg State University Teacher Work Sample Le0e&:s; :e3.3 -&oom=s Ta4onom$; Knowle$ge Comprehension )nalysis Synthesis +

The stu$ent will be able to name the six simple machines an$ their 'unction(

valuation

C3 2denti,$ State Standards @ -en!#mar(s Addressed $ Unit O >e!ti0es K ,ow $o ob0ectives a$$ress these stan$ar$sL %&imited to 6 %a.e; Domain5 C&uster5 Standard Measurement and Data9 Planning an$ Carrying ?ut "nvestigations Standards: Plan an$ con$uct an investigation collaboratively to pro$uce $ata to serve as the basis 'or evi$ence* using 'air tests in which variables are controlle$ an$ the number o' trials consi$ere$( O >e!ti0es: The stu$ent will $esign his>her own car to test on an incline$ plane( The stu$ent will change a variable that will make their car go 'urther $own an incline$ plane( Domain5 C&uster5 Standard Measurement and Data: ?btaining* valuating* an$ Communicating "n'ormation Standards: :ea$ an$ comprehen$ gra$e/appropriate complex texts an$>or other reliable me$ia to summariIe an$ obtain scienti'ic an$ technical i$eas( O >e!ti0es: The stu$ent will complete stu$y gui$es on their knowle$ge o' machines 'rom the rea$ing o' the book( The stu$ent will go through the narrative chain showing the 'unction o' each machine( The stu$ent will be able to name the six simple machines an$ their 'unction(

Pittsburg State University

Teacher Work Sample

Pre9Assessment: Les son Date T R 2

) review on all the vocabulary learne$ about machines an$ con$ucting investigations( Lesson O >e!ti0e:s; 2nstru!tiona& A!ti0ities1 Strate.ies The stu$ent will complete stu$y gui$es on their knowle$ge o' machines 'rom the rea$ing o' the book( Formati0e Assessment :,orma&1in,orma&; Des!ri e S%e!i,i! Ada%tations1 Di,,erentiation

->-6

T:"

The stu$ent will complete stu$y gui$es on their knowle$ge o' machines 'rom the rea$ing o' the book(

->-4

T:"

->-+

"

The stu$ent will go through the narrative chain showing the 'unction o' each machine(

Pittsburg State University The stu$ent will

Stu$ents collaborate$ in a $iscussion on what they alrea$y know about machines( We rea$ together pages 8/. in F!achines !ake "t "n'ormal !oveG* $iscussing $i''erent concepts covere$ in the book( The stu$ents complete$ worksheets in with partners on in'ormation throughout the rea$ing( The stu$ents were given $i''erent types o' machines in the book an$ ha$ to $etermine which o' the six simple machines it was( )s a class* we rea$ 15/1C in "n'ormal the F!achines !ake "t !oveG book( The stu$ents wrote a blog on the iPa$s on a simple machine that they use in their lives( The stu$ents learne$ a narrative chain on the six simple machines* in which "n'ormal they $i$ a $i''erent motion 'or every machine to help them remember the 'unctions o' each machine( " $iscusse$ with the stu$ents about the investigation we woul$ be $oing* in which they woul$ buil$ a car Work an$ Sample Teacher test it on an incline$ plane to see how 'ar it woul$ go(

Some stu$ents have trouble 'ocusing while being rea$ to* so " staye$ near them throughout the rea$ing to keep them 'ocuse$(

" gave some stu$ents who were struggling come up with machines they use some examples* such asE bicycles* wagons* tools* etc(

There were no a$aptations nee$e$ in going through the narrative chain together several times(

15

Ta &e 836 @ 2nstru!tiona& Desi.n @ Unit P&an

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Ta &e 838: Narrati0e Des!ri%tion o, Pre9assessment5 Formati0e Assessments5 and Summati0e Assessment %limite$ to - pages& W#i!# o >e!ti0es 2denti,$ #o" t#e assessment "i&& e Des!ri e t#e assessment to e E4%&ain rationa&e ,or !#oosin. 223 D5 H5 and K does t#is s!ored and1or t#e !riteria to e used t#is assessment assessment used ,or e0a&uation3 address< " chose this assessment because it ) written test over naming the is an assessment my stu$ents are Pre/)ssessment six simple machines an$ their 'amiliar with( This assessment is 8* C ach Duestion was worth one point( %Aiagnostic& 'unction( short but highlights key in'ormation 'rom the unit( The stu$ents ma$e a =ego car " chose this assessment because to test* then change$ one they were han$s/on( This is This pro0ect was worth 15 points an$ variable* an$ then reteste$( The @ormative )ssessment $i''erent than what they $o on a 1* $i$ most o' it together( ,owever* stu$ents learne$ how to change - Informal normal $ay/to/$ay basis an$ " answers varie$( variables an$ recor$ their $ata was able to see how well they through an investigation( use$ their problem solving skills( The stu$ents complete$ stu$y gui$es throughout the F!achines !ake "t !oveG rea$ing an$ each one was recor$e$ as a gra$e( ) written test over variables* investigations* an$ simple machines( " chose this assessment because they are 'amiliar with it* an$ it helps them to keep the in'ormation in their hea$s( " chose this assessment because they are 'amiliar with this type o' assessment( This assessment covere$ everything in the unit* but was short enough to keep them 'rom being overwhelme$( The points varie$ $epen$ing on the number o' Duestions on each worksheet( ach Duestion was worth one point(

@ormative )ssessment - Formal

#* 8* C

Summative )ssessment

1/C

ach Duestion was worth one point* with a bonus point at the en$( The highest score being a 1157(

Narrati0e ,or 2nstru!tiona& Desi.n 223 E3 Pittsburg State University Teacher Work Sample 11

Why are the lessons seDuence$ in this mannerL 223 F3

The lessons are seDuence$ in this or$er* because they each buil$ up on one another( The stu$ents are able to continue through the book* rea$ing with knowle$ge they ha$ learne$ the previous $ay( This helpe$ the stu$ents to remember the in'ormation learne$ in this seDuence( The learning strategies incorporate$ into this lesson were cooperative learning* problem solving* an$ gui$e$ rea$ing( Cooperative learning happene$ every $ay that the stu$ents were working on stu$y gui$es 'rom the rea$ing in the book( Stu$ents worke$ in pairs to complete the worksheets together( They also ha$ to work together with their partners to buil$ their cars an$ problem solve together ways that they coul$ buil$ a car to make it go 'urther( 1ui$e$ rea$ing occurre$ every $ay that we rea$ 'rom the book( " woul$ rea$ alou$ an$ stop every now an$ then to check 'or un$erstan$ing an$ $iscuss parts o' the lesson with the stu$ents( The instructional strategies an$ activities a$$ress the learning ob0ectives 'or this unit in planning an$ collaborating with classmates in or$er to carry out investigations an$ learn new in'ormation( Critical thinking was implemente$ when stu$ents ha$ to blog about a certain machine that they use in their lives( The stu$ents ha$ to actually think about the $i''erent machines there are an$ how they use these machines( Problem solving strategies were implemente$ when the stu$ents ha$ to $eci$e which variable to change to make their car go 'urther( The stu$ents coul$ either change the wheels* $ecrease the weight* increase the weight* or increase the height o' the incline$ plane to make the car go 'urther $own the incline$ plane( The stu$ents complete$ stu$y gui$es base$ on what they learne$ that $ay( This helps stu$ents to write things $own an$ remember in'ormation better( These are help'ul 'or the stu$ents to go back an$ re'er to throughout the unit( very lesson throughout this unit incorporates technology( ach stu$ent has an iPa$ in which they complete the stu$y gui$es on( )lso* the investigation we $i$ together was save$ onto their iPa$s* so that they coul$ go back into their 'iles to retrieve it every $ay throughout the investigation( " was able to use my iPa$ to mirror it onto the screen 'or them to see how to properly 'ill out the steps we woul$ be $oing in the investigation( )t the en$ o' every lesson* " coul$ use my computer>iPa$ to view their assignment submissions an$ gra$e them( This unit $emonstrates integration o' content across an$ within content 'iel$s because it reDuires rea$ing skills to go through the stu$y gui$es an$ the text( )lso* math skills were integrate$ in $etermining whether the 'inal test run o' their car was an increase or $ecrease in $istance(

What learning strategies were incorporate$ into this unitL

,ow $o the instructional strategies>activities a$$ress the learning ob0ectives 'or this unitL 223 /3 ,ow will critical thinking an$ problem solving strategies be implemente$L 1ive speci'ic examples o' use( 223 23 xplain the rea$ing strategies that will be use$ throughout the unit( 1ive speci'ic examples( %:emember that using text is not a rea$ing strategy& ,ow will technology be integrate$ within the unitL xplain both teacher use an$ stu$ent use( ,ow $oes the unit $emonstrate integration o' content across an$ within content 'iel$sL 223 '3 Pittsburg State University

Teacher Work Sample

1-

What speci'ic a$aptations or $i''erentiate$ activities were use$ to accommo$ate in$ivi$ual learning nee$s 'or the whole classL What speci'ic a$aptations or $i''erentiate$ activities were use$ to accommo$ate in$ivi$ual learning nee$s 'or the i$enti'ie$ sub/groups > stu$entsL

" was able to $i''erentiate activities by pairing stu$ents o' $i''erent skill levels( Stu$ents who were at a lower level were paire$ with stu$ents o' a higher level( This is really help'ul* " notice* 'or stu$ents who are struggling( <eing with a partner who un$erstan$s an$ can explain things helps the struggling stu$ents to better un$erstan$ the material( "nstea$ o' $oing stu$y gui$es 'or every lesson* " put an investigation in the unit to give the stu$ents something a little outsi$e o' their $aily routine( This allowe$ the stu$ents visualiIe what they were learning about an$ un$erstan$ how machines worke$ a little better

Pro0ide a !o%$ o, t"o !om%&ete detai&ed &esson %&ans in A%%endi4 -3

Pittsburg State University

Teacher Work Sample

1#

2223 Tea!#in. and Learnin.

A3 Narrati0e: Dai&$ Tea!#in. Re,&e!tions %limite$ to 8 pages& Da$ 6: " was a little nervous 'or this unit because it was the 'irst unit " have began throughout my stu$ent teaching experience( ,owever* the stu$ents were very help'ul an$ behave$ well on the $ay that we began the unit( " ha$ a slight goo' when we were trying to name what type o' a machine certain $i''erent tools were( ,owever* with my cooperating teachersJ help* " move$ on smoothly an$ the stu$ents $i$ not even notice( The stu$ents 'ollowe$ along in their books well an$ went through their stu$y gui$es on their iPa$s as they $o every$ay( ?verall* this 'irst lesson went very well( Da$ 8: )t the beginning o' the secon$ lesson* in the book was a list o' machines an$ the stu$ents ha$ to go through an$ name each one( The stu$ents ha$ trouble remembering at 'irst* but with a remin$er they recalle$( When the stu$ents saw real li'e examples o' the simple machines* " notice$ that they un$erstoo$ better( 1oing through the rest o' the book went well as usual( " woul$ stop every now an$ then to make sure the class was with me an$ try to ask them Duestions to keep them engage$ in the rea$ing( )'ter the rea$ing* the stu$ents went through their stu$y gui$e as they are use$ to on their iPa$s( To$ay as a part o' the science lesson* the stu$ents ha$ a FKi$ <logG they $i$ on their iPa$s( @or this blog " gave the stu$ents the DuestionE FWhat is a simple machine that you use in your li'eLG " put in a sample answer 'or them to re'er to when writing their own blog( The stu$ent answers varie$ 'rom bicycles* tools* roller bla$es* etc( The stu$ents always en0oy writing in these blogs so this lesson en$e$ success'ully( Da$ ): This was my 'irst narrative chain that " ha$ $one with my stu$ents( " ha$ seen my cooperating teacher $o them be'ore* however* " was nervous that " woul$ 'orget what motion to $o 'or a certain phrase or wor$ in the narrative chain( "n these narrative chains* there is a story that is about the unit in which the teacher $oes a motion with the stu$ents an$ they are to say the wor$ or phrase that 'its that motion( This helps the stu$ents to remember what each $e'inition means by $oing the han$s/on activity( @or this being my 'irst time $oing a narrative chain* it went very well( Da$ *: This was also my very 'irst investigation $oing with the stu$ents( " ha$ gotten some great a$vice an$ tips 'rom my cooperating teacher on how to con$uct this an$ make it go smoothly( The stu$ents got the investigation on their iPa$s via e<ackpack( " explaine$ to the stu$ents that in this investigation they woul$ be buil$ing a =ego car to test on an incline$ plane( The next $ay they woul$ change a variable* re/test the car* an$ recor$ the results( The investigation containe$ a Duestion* pre$iction* plan* materials* observation* an$ conclusion( ?n this 'irst $ay the stu$ents were given the DuestionE F,ow can " $esign a car then increase the $istance it travels by changing one variableLG We ma$e our pre$iction togetherE F"' " 2222222222 then the car will go 'urther $own the incline$ plane(G "n the blank part o' the pre$iction* " gave the stu$ents the choice on what variable to change 'or the re/testing o' their car( " gave stu$ents Pittsburg State University Teacher Work Sample 18

the choice o' changing the wheels* increasing the weight* $ecreasing the weight* or raising the height o' the incline$ plane( Together as a class* we came up with our plan* which were 0ust the steps we woul$ take( )'ter writing this $own* " ha$ the stu$ents go to the =ego bin an$ buil$ their cars( " gave them a limite$ amount o' time* in or$er to maintain time( )'ter buil$ing the cars* we teste$ them one/by/one* an$ the stu$ents recor$e$ their $istance 'or trial one( )ltogether* this lesson went smoothly an$ the stu$ents love$ itM Da$ ?: The stu$ents were anxious on this $ay to get to their cars an$ re/test them in hopes o' making them go 'urther( " starte$ out by going through our investigation we ha$ $one the $ay be'ore to re'resh the stu$ents memory( )'terwar$s* " gave the stu$ents time to change the variable they ha$ chosen to change( ?nce everyone ha$ gotten their one variable change$* " ha$ the stu$ents re/test their cars( The stu$ents then went back to their investigation an$ wrote their trial two $istance( "n the investigation* the stu$ents ha$ to 'in$ the $i''erence between the two trials an$ write whether they increase$ or $ecrease$ in $istance( The secon$ $ay o' the investigation was great an$ the stu$ents succee$e$ with un$erstan$ing( Da$ +: This was the $ay be'ore the test( )t the beginning o' the lesson* we went through the narrative chain( " han$e$ out the reviews that they $o the $ay be'ore every test they take( These reviews are 'ull o' $e'initions an$ in'ormation that will be on their test( The stu$ents 'ill out the reviews that are usually -/# pages( This helps the stu$ents to re'resh their memories on what they have been learning in the unit be'ore the test( This is not the stu$entsJ 'avorite thing to $o* so there were a 'ew complainers( ,owever* with my re$irection the stu$ents Duit an$ complete$ the reviews on their own( Da$ A: ?n the last $ay o' the unit* the stu$ents were given a written test( " rea$ through the test with the stu$ents so those who have trouble with rea$ing ha$ a little extra gui$ance( This particular test containe$ ten Duestions with one extra cre$it Duestion( The 'irst 'ive problems containe$ multiple choice* while numbers 6/15 were matching( The bonus Duestion was a ran$om 'act we rea$ 'rom the book( The stu$ents seeme$ to go through the test with little $i''iculty( ?verall* this unit en$e$ very well in my eyes( -3 C&assroom Mana.ement P&an :rules* proce$ures* preventative strategies* supportive strategies& %limite$ to 1 page& Fo&&o" dire!tions .i0en t#e ,irst time3 No !rue& teasin.5 t#reats5 s"earin.5 rude .estures5 or %ut9do"ns3 Kee% #ands5 ,eet and o >e!ts to $ourse&,3 Come to !&ass read$ to a!ti0e&$ %arti!i%ate3 When a stu$ent $isplays goo$ behavior* they are rewar$e$ with P)T %Pre'erre$ )ctivity Time& at the en$ o' the $ay( This time lasts 'rom #E55/#E-C( Stu$ents are able to play games* play on their iPa$s* play with =egos* an$ on nice $ays we go outsi$e( ,owever* when a stu$ent $isplays ba$ behavior* they receive 'ive minutes o'' o' P)T( When stu$ents have the chance to lose their 'ree time* they try to behave more 'reDuently(

C3 Student 2ntera!tion and En.a.ement%Strategies 'or promoting stu$ent to stu$ent interaction an$ stu$ent motivation& %limite$ to 1 page& Pittsburg State University Teacher Work Sample 1C

!y cooperating teacher has taught me to encourage stu$ents to participate an$ make sure they are 'ollowing along( Sometimes we call on stu$ents who are obviously not with the rest o' the class( Usually when this happens* stu$ents are more apt to 'ollow along an$ participate so that they are aware o' what is going on( )s " $i$ in my F!achines !ake "t !oveG unit* " try to contain some activities that excite the stu$ents an$ keep them engage$ in the sub0ect area(

D3 Student Communi!ation %$etaile$ $escription o' appropriate strategies to encourage stu$ent to stu$ent communication& %limite$ to 1 page& The stu$ents work on everything with their partners they are seate$ next to( This is great 'or stu$ents to communicate with each other an$ problem solve together( They change partners Duarterly throughout the school year( Working in partners is a great a$aptation 'or struggling stu$ents( )lso* being place$ with stu$ents they woul$ not otherwise interact with* helps $evelop relations an$ 'rien$ships with others( )nother way that stu$ent communication is implemente$ is through gui$e$ rea$ing groups( Stu$ents are place$ with other stu$ents o' similar rea$ing ability( The group talks about the book together an$ share i$eas( These are great communication strategies that will be o' great use in their 'uture(

Narrati0e: Ana&$sis o, Assessment E3 Pre9Assessment ?verall analysis o' results( @or the most part the stu$ents were not aware with the names an$ images o' the simple machines* besi$es 0ust a 'ew( This was an intro$uction to the stu$ents o' the six simple machines* so " was not expecting many stu$ents to be very knowing( Together as a class* we went over the six simple machines* their 'unctions* an$ examples o' each machine( " will use these results to help give me an i$ea o' what $irection to go to help meet the stu$ents nee$s( " think the best way to get the stu$ents to grasp a better un$erstan$ing o' each machine* woul$ be to provi$e real/li'e examples o' the machines( )ll o' the stu$ents were pretty much on the same level in their un$erstan$ing o' machines* so that makes my 0ob in instructing them a little easier(

Aiscuss the results in re'erence to the learning ob0ectives(

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Aescribe how pre/assessment $ata was use$ to procee$ with instruction 'or all stu$ents( What is the plan to $i''erentiate 'or all learnersL F3 Formati0e Assessment ?verall analysis o' results( Aiscuss the results in re'erence to the learning ob0ectives( )re stu$ents learning what was inten$e$ they learnL

" use$ the pre/assessment $ata in or$er to branch o'' o' what the stu$ents alrea$y know* with new in'ormation( " will buil$ o'' o' their knowle$ge in $etermining how to teach throughout the rest or the unit( The stu$ents are place$ in partners* in which the struggling stu$ents are place$ with higher/level stu$ents( This helps the stu$ents who struggle in completing assignments an$ problem solve( ,igher/level learners are given the opportunity to help out with lower/level stu$ents an$ help them to un$erstan$ the content(

The stu$ents really love$ this unit* an$ it showe$ through their assessment results* in that the lowest score was a 457( !ost o' the scores varie$ between .57 an$ 1557( The stu$ents mastere$ the ob0ectives that " ha$ put in place( They were able to name the six simple machines an$ give examples o' each* as well as tell their 'unction( )lso* the stu$ents ha$ a better un$erstan$ing o' how to carry out an investigation upon completing the unit(

Aiscussing the previous $ayJs materials each $ay helpe$ the stu$ents to recall in'ormation( Constantly Aiscuss any a$aptations base$ on the going over recently learne$ in'ormation* was a great way to keep the in'ormation in the stu$entsJ memory( results o' 'ormative assessments( "$enti'y $i''erentiation nee$e$ to help all stu$ents meet the goals an$ ob0ectives o' this unit( /3 Summati0e Assessment What $i$ the $isaggregate$ $ata o' the assessment revealL Aiscuss the results in re'erence to the learning ob0ectives( )ll o' the stu$ents ha$ improve$ 'rom their pre/assessment results to the summative assessment( The stu$ents all $i$ well on their summative assessment( Just having learne$ the in'ormation 'rom the unit helpe$ the stu$ents out a lot on the summative( This was not a very extensive unit* but the stu$ents love$ it an$ learne$ a lot that they ha$ not been intro$uce$ to be'ore( )ll o' the stu$ents met the ob0ectives that were in place 'or them( The 'urther we got into the unit* the more the stu$ents were able to success'ully complete assignments( The toughest thing 'or the stu$ents was to come up with examples o' $i''erent simple machines( ,owever* once they were able to recogniIe each machine* the easier it was 'or them to grasp the i$ea o' real/li'e machines( "n having stu$ents who un$erstan$ the concepts better* paire$ with more struggling stu$ents* they were able to work towar$s the same goals together( They were able to buil$ each other up an$ use each otherJs $i''erent levels an$ knowle$ge to complete lessons in the unit(

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Ai$ all stu$ents learn what was inten$e$ they learnL xplain(

)ll o' the stu$ents learne$ what was inten$e$ to learn( They complete$ each assignment an$ the investigation that were in the unit( <eing provi$e$ with han$s/on activities an$ rea$ing about the concept o' machines* the stu$ents complete$ this unit success'ully(

Pro0ide a !o%$ o, %re9assessment do!ument and t#e !orres%ondin. s!orin. (e$1ru ri! in A%%endi4 C3 Pro0ide a !o%$ o, one ,orma& ,ormati0e assessment do!ument and t#e !orres%ondin. s!orin. (e$1ru ri! in A%%endi4 C3 Pro0ide a !o%$ o, one in,orma& ,ormati0e assessment do!ument and t#e !orres%ondin. s!orin. (e$1ru ri! in A%%endi4 C3 Pro0ide a !o%$ o, t#e summati0e assessment do!ument and t#e !orres%ondin. s!orin. (e$1ru ri! in A%%endi4 C3 H3 Bisua& Re%resentation o, Disa..re.ated Data C#art1Ta &e1/ra%#s o, disa..re.ated data ,or t#e Pre9assessment s#ou&d e in!&uded in A%%endi4 C3 Aue to the varie$ nature o' $ata collecte$ by the teacher can$i$ates* each !andidate is as(ed to !reate a !#art1ta &e1.ra%# that inclu$es $ata 'or the Whole Class* Subgroup* an$ @ocus Stu$ents( Title the table>chart>graph an$ use labels to accurately portray the $ata(

C#art1Ta &e1/ra%# o, disa..re.ated data ,or t#e Summati0e Assessment s#ou&d e in!&uded in A%%endi4 C3 Aue to the varie$ nature o' $ata collecte$ by the teacher can$i$ates* each !andidate is as(ed to !reate a !#art1ta &e1.ra%# that inclu$es $ata 'or the Whole Class* Subgroup* an$ @ocus Stu$ents( Title the table>chart>graph an$ use labels to accurately portray the $ata(

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2B3 Se&,9E0a&uation and Re,&e!tion

A3 Narrati0e des!ri%tion o, Su!!ess,u& A!ti0ities and ,uture im%&i!ations -ased on t#e ana&$sis o, a&& t#e assessment resu&ts5 identi,$ TWO &earnin. o >e!ti0es ,rom t#e unit students "ere most su!!ess,u&3 ?b0ective 1E The stu$ent will change a variable that will make their car go 'urther $own an incline$ plane( ?b0ective -E The stu$ent will be able to name the six simple machines an$ their 'unction( /i0e more t#an one reason ,or ea!# o, t#e su!!esses identi,ied3 This ob0ective was success'ul in my unit because it showe$ me how the stu$ents problem solve to 'in$ solutions that woul$ help to make their car go a 'urther $istance( This was the biggest part o' the whole unit an$ the stu$ents were success'ul in it because o' the visual* han$s/on way it was con$ucte$( This was great 'or the types o' learners in this class* who nee$ the $i''erent experiences* rather than the regular assignments they are use$ to( This ob0ective was success'ul because at 'irst* the stu$ents $i$ not know anything about the simple machines( " use$ real worl$ examples to connect with their un$erstan$ing o' the concept( Throughout the unit* " was able to see their growth an$ watch them learn every lesson( )t the en$ o' the lesson* " was able to notice their improvement 'rom the very beginning o' the unit( The scores on their 'inal assessment showe$ the growth they ha$ achieve$ an$ " was thrille$M

Dis!uss at &east TWO t#in.s to do di,,erent&$ in t#e ,uture to e4tend t#ese su!!esses to !ontinue students= a!ademi! .ro"t#3 "n the 'uture* " woul$ probably bring in examples o' each simple machine* so the stu$ents $i$ not 0ust base their un$erstan$ing o' a machine 'rom a picture( " think this woul$ help the stu$ents to be able to see a real pulley* wheel an$ axle* we$ge* etc( ,aving this type o' a visual woul$ probably be more help'ul to the stu$ents when writing in their blog about a type o' machine that they use in their lives( -3 Narrati0e des!ri%tion o, Least Su!!ess,u& A!ti0ities and ,uture im%&i!ations -ased on t#e ana&$sis o, a&& t#e assessment /i0e more t#an one reason ,or ea!# o, t#e &east su!!ess,u& o >e!ti0es identi,ied3 resu&ts5 identi,$ TWO &earnin. o >e!ti0es ,rom t#e unit students "ere &east su!!ess,u&3 ?b0ective 1E " believe that this ob0ective was least success'ul* because the stu$ents seem to $o better on the han$s/on activities( They en0oye$ learning about machines* but they have a har$er time looking in The stu$ent will complete stu$y gui$es the book 'or answers an$ writing them $own( " believe that the stu$ents retain the in'ormation on their knowle$ge o' machines 'rom better when they get to actively visualiIe an$ work with manipulatives( the rea$ing o' the book( Pittsburg State University Teacher Work Sample 1.

?b0ective -E This particular narrative chain 'or this unit was tougher 'or the stu$ents to learn( There were many The stu$ent will go through the narrative $i''erent motions an$ new vocabulary they were learning* so they struggle$ $oing the narrative( ach $ay we $i$ the chain* the stu$ents always ha$ trouble remembering $i''erent vocabulary chain showing the 'unction o' each wor$s* such as the 'ulcrum( ,owever* towar$s the en$ o' the unit* " coul$ tell that the narrative machine( chain was help'ul in giving the stu$ents an un$erstan$ing o' machines( Dis!uss at &east TWO t#in.s to do di,,erent&$ in t#e ,uture to im%ro0e students= %er,orman!e3 "n the 'uture* " think " woul$ go through the narrative chain more times( " think that the more " go through it with the stu$ents* the better they will retain the vocabulary an$ in'ormation they nee$ to learn( ?n $ays that the stu$ents nee$ to $o paper>pencil activities* " woul$ throw in something han$s/on 'or the stu$ents to $o as well( " believe this woul$ help to support all learning styles( TA-LE *36 Communi!ation Lo. Fo&&o" U% :i, ne!essar$;

Date

Person Conta!ted )ll stu$ents parents

Met#od o, Conta!t

Reason ,or Conta!t The parents were noti'ie$ o' the upcoming science test the stu$ents woul$ be taking that week( " e/ maile$ a review sheet over the material that woul$ be teste$(

Resu&t or 2m%a!t on 2nstru!tion The parent may want to stu$y the test with the stu$ent to help them to succee$ on the test(

#>15

/mail

3>)

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Stu$ents

@ace/to/'ace

The stu$ents were in'orme$ that they woul$ be $oing an investigation* in which they woul$ be buil$ing =ego cars an$ measuring their $istance base$ o'' o' two trials(

The stu$ents were excite$ to begin an$ coul$nJt stop talking about it( They were always thinking up i$eas that they coul$ $o to make their car go 'urther(

@ollow up occurre$ a'ter the 'irst trial( The stu$ents thought o' what variable they coul$ change to make their car go 'urther(

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C3 Narrati0e Re,&e!tion on 2m%a!t o, Communi!ations %limite$ to 1 page& @or this being my 'irst unit ever began* " believe that " $emonstrate$ e''ective communication with parents an$ stu$ents( " think that parents want their stu$ents to $o exceptionally on their tests* an$ sen$ing a review 'or them to stu$y at home was very help'ul( !y cooperating teacher ha$ every stu$entJs parentsJ e/mails that weekly newsletters are sent through( This is how each parent is 'amiliar with communicating* so they all receive these newsletters( Communicating with the stu$ents about what they woul$ be $oing through the investigation was help'ul in letting the stu$ents be aware o' what they were to $o( " think that stu$ents $o better when they have plans communicate$ with them* so that they 'eel 'ree to ask Duestions an$ make sure they un$erstan$ what they will be $oing(

D3 Narrati0e Re,&e!tion on Future Pro,essiona& De0e&o%ment %limite$ to 1page& 2denti,$ at &east TWO as%e!ts o, instru!tion t#at !ou&d e im%ro0ed3 E4%&ain reasonin.3 )spect 1E " 'eel like my stu$ents may not be $oing as much han$s/on activities( !ost o' the activities my stu$ents $o are 0ust worksheets on their iPa$s( )lthough they are getting their moneys/worth on their iPa$s* " 'eel like the stu$ents coul$ be getting more experience with activities in which they can manipulate( )spect -E " think that " coul$ bring more real/li'e examples into the classroom( " think this woul$ also give the stu$ents better comprehension o' concepts i' they coul$ visualiIe $i''erent tools that are out there( W#at s%e!i,i! %ro,essiona& de0e&o%ment o%%ortunities1a!ti0ities "i&& #e&% to a!Cuire t#at (no"&ed.e or s(i&&< There are so many teaching websites an$ i$eas that " coul$ look up 'or $i''erent units in the 'uture( There is plenty o' 'un stu'' that " think the stu$ents woul$ en0oy an$ woul$ keep them engage$ that are on the internet 'or teachers to use( Teachers are able to get many things $onate$ to them to use in the classroom( " woul$ take 'ull a$vantage o' this in my 'uture teaching( There woul$ be countless things that woul$ be han$y in using to give my stu$ents better visuals(

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REFERENCES Deanne 'a!(son9 Coo%eratin. Tea!#er Ti,,an$ C#am%&in9 T#ird /rade Tea!#er Mar( Pro,,itt9 S!#oo& Prin!i%a& C#ristie S%en!er9 C&assroom Para

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APPEND2D A

Building African American, 1.00 out of 311.00, (0.32%). Hispanic, 18.00 out of 311.00, (5.79%). Other 3.00 out of 311.00, (0.96%). White, 289.00 out of 311.00, (92.93%) Distri!t African American, 2.00 out of 554.00, (0.36%). Hispanic, 22.00 out of 554.00, (3.97%). Other, 11.00 out of 554.00, (1.99%). White, 519.00 out of 554.00, (93.68%)

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Building Economically Disadvantaged Students Econ. Disadvantaged, 188.00 out of 311.00, (60.45%) Non-Econ. Disadvantaged, 123.00 out of 311.00, (39.55%)

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APPEND2D -

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APPEND2D C

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Ru ri! ,or Pre9Assessment and Summati0e Assessment: ach Duestion was worth one point* 'or a total o' 15 points( :ubric 'or "n'ormal )ssessmentE The worksheets were worth one point per Duestion* number o' Duestions varie$( The variable investigation was worth ten points( :ubric 'or @ormal )ssessmentE The assessment was worth one point per Duestion* with a total o' ten Duestions an$ one bonus Duestion( " gave the stu$ents matching an$ multiple choice* so that they woul$ have $i''erent types o' Duestions( The stu$ents were given an extra cre$it so that they coul$ potentially increase their score(

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