TEACHER WORK SAMPLE

Teacher Work Sample: Standard 5: Instructional Decision Making

A Unit on Science for Fourth Grade
ELM 599
Mary Bartkowski
Judy Halvorson
University of Phoenix, Hawaii Campus

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Instructional Decision Making

Example One:
During day two, the entire class was divided into small groups to determine different
properties of minerals through a classification activity. Prior to beginning this activity, the
students were asked to list the properties of minerals that were discussed during class on their
whiteboards. One student wrote all nine properties and included details and words to describe
each property. Three students, were unable to recall any of the properties accurately. Roughly
eight students could recall 4-5 properties, but most of the class correctly indicated about three
properties. Based off of the feedback from this question, I determined that there were several
different levels of comprehension on this task. Initially, I had planned on having the students
classify eight minerals based on at least four different mineral properties. Students who had and
IEP would be given fewer minerals to classify but would still use at least four mineral properties.
After the results of this question, however, it was clear to me that merely having fewer minerals
to classify would not be an effective modification for this objective for that group. Additionally,
more than half of the students were not able to recall four or more mineral properties from the
lesson. Therefore, I further modified the objective and learning goal for several students to
adjust to their level of comprehension.
For the one high achieving student, I had him use pennies and nails to more accurately
determine the hardness of the minerals presented. He was able to recall all of the mineral
properties discussed and provided detailed explanation of each property. The classification lab
activity was easily completed by this student. So, I offered him an opportunity to explore the
property of hardness with more detail. It was an analytical task that also required math
computational skills to complete. Most of the students, who needed an easier method of

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classifying the minerals, were provided a mostly-filled chart. I filled in the chart so that it was
missing one property from each column. This way the students could focus on identifying the
mineral based on known properties and use deductive reasoning to determine the missing
property. The students were tasked with matching the mineral to the correct place on the chart
and filling-in the one missing property. They still had to classify eight minerals, but were only
responsible for knowing the properties of hardness, color and luster. The eight students, who
knew 4-5 properties worked in pairs or trios to complete the original task. Three students who
were not able to identify any of the mineral properties could select one mineral from the
collection. Together, they had to write a descriptive sentence to accurately describe this mineral
to someone who was blindfolded. I wrote down certain words that they should use to help them
write their sentence: streaky lines/speckled dots/one solid color, neon color/dark color,
shiny/dull, heavy/light, rough/smooth, and hard/soft. They had to use at least three of the pairs
of descriptive words to describe their mineral.
Example Two:
On day six, the lessons objective was to clearly understand how the Earths surface is
changed rapidly by volcanoes. During my opening portion of lesson, I asked the students to use
the word rapidly in a sentence on their whiteboards. Two students were unable to use the word
rapidly correctly in a sentence on their whiteboards. Four other students used the word
correctly, but their sentences were identical to someone seated near them. Given this feedback, I
realized it was important to make sure these students knew this term before proceeding to the
next portion of the lesson. I then created three groups: one group would independently read the
text box about Earths Moving Plates and create a sentence that detailed the main idea with two
supporting details from the passage, the next group would each read a few sentences from the

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passage aloud and then collectively they would highlight the main idea and circle the supporting
details from the text, the last group would work directly with me. This last group included the
students who had difficulty with the word rapidly. I wrote both rapidly and slowly on the
board and then I sang a section of Les Oiseaux Dans la Charmille. I explained that this soprano
aria is about a doll whose battery runs out. It has an extremely fast run countered by a very slow
passage. I used the standard America staging to visually demonstrate the dolls rapid and slow
movements by having my arms moving quickly/rapidly during the melismatic portion and during
the slow section, I allowed my body to wind down as if my battery had run out. I then asked
the students to perform or demonstrate a rapid movement and their partner had to do that same
movement but slowly. It was important to solidify these two terms for the students because the
next two lessons and objectives specifically dealt with rapidly changing processes on the Earths
surface.
Although, I had not planned for this portion of the lesson, it was important that all of the
students feel comfortable using this term. I was not expecting to use a reading passage to
introduce Earths plates to the students either. However, while I worked with the small group on
rapidly and slowly terms, I did not want the rest of the class to become restless. So, while the
students were gathering into their groups, I printed off copies of the text portion that the students
would use for their reading work. For my group, after we completed the exercise on definitions
for rapidly and slowly, I read the printed text passage, while the students followed along. I
would stop on certain words to have the students read or highlight one key word and to ensure
that the students were on task. I asked this group of students to respond orally with the main idea
and then orally explain the supporting details from the text. As a whole class, we shared the
main idea and supporting details at the board before continuing with the lesson by watching the

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video Lava and pointing out specific areas where there are rapid and slow changes that occur.
During this video, the students who had worked with me were asked to use fast doll arms if the
video portion was showing a rapid process and use dead battery position if the video was
showing a slow process. I used this instead of having this group of students write any sentence
determining the speed of the process as originally proposed in my lesson plan.
Example Three:
This following modification is related to a behavior that directly impacted one student
and left unattended potentially could impact the whole dynamic of the classroom. The ability to
modify a lesson to reteach material not mastered, or alter an assessment are important skills for
any teacher. However, it is equally important to be able to practice and demonstrate the skill of
redirection for behavior issues. In my observations and during my student teaching, I have seen
many a teachers lesson fail because he/she was unable to successfully address a child with a
behavior issue and not because the lesson was taught poorly. An essential element all teachers
should have is flexibility. Flexibility not just in how to present a lesson, but also in how to reach
a child who may be having a bad day or may have behavior issues that are not addressed on
their IEP or 504 plan.
During day four, the transition from the bell-ringer activity to the instructional portion of
the lesson did not go smoothly for one student. This student, who meets with a behavior
specialist for oppositional defiant disorder, refused to return to his desk. After several, rather
unsuccessful attempts to encourage the child to sit in his assigned seat, he dramatically pushed
his desk to the corner of the room and proceeded to pout. It was apparent that this child would
continue to pout until the end of class unless I was able to either give in to his demands to not sit
at his desk, or find some other way to engage him in the lesson. We were working on

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weathering and erosion and although it was not a planned part of the lesson, I decided to
demonstrate physical weathering by showing two poster board size pieces of paper to the class.
Then I asked this student with behavioral issues, to stand up and rip one of the poster board
papers in half. He looked questioningly at me and I nodded my head and said he could rip this
paper any way that he wanted. A sparkle appeared in his eyes as he dramatically ripped the
poster board into two pieces. When he finished, I asked for just one half of the paper back and
asked the students, how did the paper change? My solution to the problem was to redirect this
childs attention toward a fun activity and at the same time demonstrate the process of physical
weathering to the class. Maybe some lessons and subjects lend themselves better to this type of
activity, but the idea is the same: children who are experiencing strong emotions need something
extra in the same manner that students who are not academically on task need something extra to
help them understand the lessons material. Teachers should modify their lessons to reach both
the behavioral and academic needs of their students.