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# Steven Walker 10/11/12 EDUC 328 Dr.

Hicks

EDUC 323: FIELD EXPERIENCES LEVEL III SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE GUIDELINES

Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each students strengths, needs and prior experiences. Through this performance assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: The candidate uses multiple assessment strategies and approaches aligned with learning goals to assess student learning before, during and after instruction. The candidate designs instruction for specific learning goals, student characteristics and needs, and learning contexts. The candidate uses regular and systematic evaluations of student learning to make instructional decisions. The candidate uses assessment data to profile student learning and communicate information about student progress and achievement. The candidate reflects on his or her instruction and student learning in order to improve teaching practice.

The candidate will create a Unit Teacher Work Sample to demonstrate its impact on student learning. The attached template which consists of several components, should be used to fulfill this requirement. Attach samples of student work as an appendix.

## Steven Walker 10/11/12 EDUC 328 Dr. Hicks

EDUC 323: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE TEMPLATE

## Student: Derek Griffin Academic Year: Fall 2012-2013

Mentor Teacher: Mrs. Tracey Brown District: Orangeburg Consolidated School District 5

School: Bethune-Bowman Middle-High School Grade Level: 7th Subject: Mathematics Dates of unit: from October 1st to November 16th Unit Title and/or Description: Ratios and Proportional Relationship Total Student: 350 6th grade: 58 7th grade: 61 8th grade: 50 9th grade: 76 10th grade: 30 11th grade: 39 12th grade: 36 Section I: Major Unit Objectives (Key Element 2.A) Describe the major objectives of the unit
and indicate the corresponding state standards.

## Major Unit Objectives Key Element 2.A

7-2.1: Understand fractional percentages and percentages greater than one hundred. 7-2.2: Represent the location of rational numbers and square roots of perfect squares on a number line. 7-2.3: Compare rational numbers, percentages, and square roots of perfect squares by using the symbols <, ?, <, >, and =. 7-2.4: Understand the meaning of absolute value. 7-2.6: Translate between standard form and exponential form.

## Steven Walker 10/11/12 EDUC 328 Dr. Hicks

Reflect on the unit objectives (Key Element 2.A) How did you craft these objectives so that the students understand both the objectives and their relevance?

Based upon the information in the teachers pacing guide, I selected the objectives that would be taught during the time that I would be doing my field experiences in the teachers class. Also, I selected the objectives that I felt quite comfortable with teaching so that I could ensure that I could continue the progress that the teacher was making with her students. Coming into the class the students had a hard time understanding how to change fractions to percentages and also into ratios. My goal in the little time I have is to show them ways to help them remember how to convert fractions into percentages, into ratios and vice versa. With this knowledge, the students will be able to solve real-world problems such as dealing with money; tips, taxes, and their own accounts.

## Section II: Unit Plan (Key Element 2.B)

Describe your instructional plan that is, the sequence of steps that you need to follow if your students are to achieve the unit objectives including the key activities or strategies and resources (e.g., materials, technology).

## Instructional Plan for the Unit Key Element 2.B

Students will first be giving a lecture on the importance of ratios and proportional relationship, then show them how to properly take notes so when it comes time to do the work they will not be lost. I will use the active board or regular marker board to do guided instruction with my students. Active Board/Marker Board Instruction: I will show my students some examples of how to make the changes and then have them do independent practice before I will give them their homework that they can do for extra practice. Computers: The students will be given the opportunity to go on the computers in the media center and work on their math skills on American Math Challenge website. After showing mastery of each indicator or at the end of each week or two the students will be given an assessment.

Reflect on the instructional plan for the unit (Key Element 2.B): How does this instructional plan establish a balance between grade level academic standards and expectations and the needs, abilities and developmental levels of individual students?

I believe my students learn through practice. My expectations for my students are high but achievable. With my helping hand as their guide, my students will develop their skills and attain the knowledge they will receive. And through practice my students will learn the importance of this lesson and how it will stay with them for the rest of their lives.
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## Section III: Unit Assessments Key Element 3.A

List the key unit assessments.

Type of Assessment (Attach Copies) Key Unit Assessments (Key Element 3.A)

Commercially Available

Weekly Assessments The 1st assessment will focus on one standard; each assessment after that will include an additional standard.

X X

## Steven Walker 10/11/12 EDUC 328 Dr. Hicks

Reflect on the unit assessments (Key Element 3.A): How did you determine that your unit assessments were valid and reliable for all students?

My assessment will consist of standard equations that my students will be familiar with; solving the equation, change the forms, and word problems. All of the problems my students have done up until the end will be on the final assessment on the unit plan.

## Section IV: Analysis of Student Performance (Key Element 3.B)

Describe the way(s) in which you plan to analyze student performance.

I look for my students to Ask questions Good note taking Every problem/equation written in their assignments High scores on the American Math Challenge website
The weekly assessment will include 10 questions. I plan to analyze the students responses by assigning a grade based on the criteria in Table 1. Table 1 10 correct = 100 9 correct = 90 8 correct = 80

## Steven Walker 10/11/12 EDUC 328 Dr. Hicks

7 correct = 70 6 correct = 60 5 correct = 50 4 correct = 40 3 correct = 30 2 correct = 20 1 correct = 10 I do not give free points, either you get the problem right or wrong.

Based on the ways you plan to assess your students, how do you feel that this information will (a) increase your understanding of individual students strengths and weaknesses and (b) determine specific aspects of you instruction that need to be modified?

I feel my students will increase my students understanding of their own math skills because of all of the practice that they have done. If a student was weak in math they would know and then ask questions and help when the class would be practicing or during the guided instruction. My instruction will need to be modified where I would have to manage my teaching time better, where I need to spend more time guiding instead of lecturing on and on.

V. TIMELINE
Provide a timeline for the completion of all of the activities in your unit plan.

Unit Title:

Duration:

## Steven Walker 10/11/12 EDUC 328 Dr. Hicks

7-2.1: Understand fractional percentages and percentages greater than one hundred. 7-2.2: Represent the location of rational numbers and square roots of perfect squares on a number line. 7-2.3: Compare rational numbers, percentages, and square roots of perfect squares by using the symbols <, ?, <, >, and =. 7-2.4: Understand the meaning of absolute value. 7-2.6: Translate between standard form and exponential form. 2 Weeks

1 Week

2 Weeks

1 Week 1 Week