Beruflich Dokumente
Kultur Dokumente
Brianne Palensky
December 3, 2017
Running head: PERFORMANCE EXPECTATIONS AND MEASUREMENT 2
Two important concepts when it comes to lesson planning are setting clear
performance expectations and using high standards to measure performance. As a teacher, you
should make your performance expectations clear not only at the beginning of the year, but also
throughout the year, so that your students are aware of your expectations at all times. Using high
expectations to measure student success will not deter students from achieving these
expectations, but will encourage them to learn even more and produce the best possible product
At the beginning of the year, I should begin to set performance expectations for my third-
grade class. “What researchers found was that by making teachers’ expectations for learning
explicit, rubrics help students better assess themselves, become more receptive to feedback, and
feel more motivated to learn” (Goodwin & Hubbell, 2013). Not only will I create a rubric, but I
will also give my students examples of work I expect from each one. My rubric is shown in
Example 1. By showing my students examples of A+ work, they will be able to strive to meet
these performance expectations, based on the work they have seen. I also think it’s important to
use my student’s input when creating my rubric. I will use my previous year’s suggestions and
My rubric and performance criteria should guide my teaching with my student’s learning
goals in mind as the end goal. Constant feedback will be given, as it’s important to let your
students know what they need to do in order to improve their performance and succeed
expectations. “Classrooms thrived when the ratio of feedback was give parts to one part
Running head: PERFORMANCE EXPECTATIONS AND MEASUREMENT 3
constructive. In contract, children sunk into despair if the ratio fell down to 2:1 or 1:1” (Jackson,
2016). As a teacher and coach, I believe in the power of positive feedback. While teaching, I will
always find a way to pair constructive criticism with at least two types of positive feedback. Not
only does this motivate students, but it also gives them knowledge of where they stand based on
your standards.
instruction because, on a daily basis, teachers need to encourage students and show them how to
‘power up’ to higher levels of performance” (Goodwin & Hubbell, 2013). It’s important to
challenge students at all times, which is a reason for adapting lessons to your student’s learning
Formative Assessments
Formative assessments are a great resource to incorporate into each day of teaching. As a
teacher, you can use different versions of formative assessments to gauge student’s knowledge
before and after a lesson. You can also use these assessments to improve student learning.
Formative assessments not only help students, but they also help teachers. Here are the forms of
Observations. The two observations I would use are sticky notes for myself and
anecdotal notes for my students. I would walk through the classroom while my students are
doing independent work to see which of my students are struggling or need more instruction. I
would also keep sticky notes during instruction to jot down notes on who is answering questions
frequently as well as those who are aren’t able to answer questions about what they are learning.
A great way to see whether my individual students are learning is giving each a whiteboard. As a
group, we will practice our multiplication facts using arrays, groups, repeated addition and
Running head: PERFORMANCE EXPECTATIONS AND MEASUREMENT 4
jumps. By having each student solve the equation on their whiteboard, I was able to see who was
struggling with each of these concepts and which students were able to grasp these concepts
during and after the lesson. This will then helpful to determine whether or not we needed to
continue to learn about any of these addition basics before moving on to multiplication.
extremely important because it shows you as a teacher the concepts your students are able to
grasp during and after a lesson. A good question for my third grade mathematics class while
learning multiplication is: How can you use your knowledge of addition to solve a multiplication
equation? How can you use arrays to solve a multiplication equation? How can you use repeated
addition to solve a multiplication equation? How can you use grouping models to solve a
multiplication equation? How can you use a number line to solve a multiplication equation? If
my students are struggling to answer any of these questions, we would need to review these
concepts before moving on to multiplication, as all those methods will be used to solve
problems.
Fingers-Up. “In Fingers-Up, teachers pose a question, and students use their fingers to
signal their answer” (Greenstein, 2010). Using thumbs up and thumbs down during instruction
can be a great way to gauge student’s knowledge. While using whiteboards and solving
equations, I will call on a student for each equation. Then, after my student answers with a
solution, I will have the entire class use thumbs up to agree with the answer or thumbs down to
disagree. This not only shows me as a teacher who is understanding the concepts, but also gives
the entire class a discussion period where we can explore the reasoning behind the correct
answer.
Running head: PERFORMANCE EXPECTATIONS AND MEASUREMENT 5
Entrance Slips. When it comes time to introduce multiplication, I would use entrance
slips to find out what my students know about addition. My Entrance Slip would include
essential questions about addition facts, as well as a few equations my students will need to solve
in order to be ready for the next lesson of multiplication. After I review these slips and see my
students are knowledgeable about all addition concepts, it will be time to introduce
multiplication. After teaching a lesson, I will also use an Exit Slip which will also include a
essential question and an equation my students should be able to solve, based on the lesson that
day. See Example 2 & 3 for my Entrance and Exit Slip examples.
Graphic Organizers. “Graphic organizers, which include diagrams, mind maps, concept
maps, tables, charts, matrixes and semantic organizers, provide a window into students’
thinking” (Greenstein, 2010). A KWL Chart is a great graphic organizer I will use before, during
and after a lesson. I will ask my students what they know about multiplication before we begin
the lesson. I will also ask what they want to know and make sure I cover each of these questions
in my lesson. After we complete the lesson, I will then ask my students what they have learned.
Pre-Assessment
A pre-assessment is also a great tool to use when you want to learn what your students
already know. I have created a pre-assessment that would not be graded, but would give me
knowledge of what my students know about addition. See Example 4 for my pre-assessment.
Based on the results, I will either create a lesson that re-introduces addition concepts or will
move on to multiplication concepts. Based off the pre-assessment, I will provide feedback and
will also help my students set their personal goals, based on their results.
Running head: PERFORMANCE EXPECTATIONS AND MEASUREMENT 6
At the beginning of the year, I will also set high expectations I anticipate my students will
achieve. Although these expectations will be challenging, with hard work and drive, my students
will be able to meet these expectations and earn a correlating grade. I will grade my students
based on their learning and progression throughout the year. “Helping students understand what
it means to expend effort and then keep track of their efforts can be an eye-opening experience
for them; it helps them see the connection between effort and success” (Goodwin & Hubbell,
expectations and rubric for each assignment. Despite the amount of effort, my students will have
to reach the set expectations in order to receive an A. Another tool I will use is self-evaluation.
For students to evaluate their own efforts, they can see where they need to improve and where
Assessments will primarily be used as the basis for grades, although homework and
discussions will also contribute to the overall grade. “Research suggests that one of the key
knowledge and to learn from feedback from their teachers” (Goodwin & Hubbell, 2013).
and return. Students’ learning increases when they can make adjustments to errors in a timely
fashion” (Korb, 2012). I will encourage my students to complete their assignments, even though
only a small percentage of their grade will be based on homework achievement. I will also allow
re-do’s on homework, as it’s important to return assignments and give students an opportunity to
complete the assignment again, learning from their mistakes. Also, those who are absent from
Running head: PERFORMANCE EXPECTATIONS AND MEASUREMENT 7
class will be given the opportunity to make up missed work, as it’s important for those students
Assessments will consist of equations and critical thinking questions based on the
lesson’s essential questions. “Rather than multiple choice items, if they are not thoughtfully
constructed, tend to assess lower-level thinking skills such as comprehension and recall, whereas
open-ended questions are more apt to assess higher-order thinking skills such as analysis,
synthesis and creation” (Goodwin & Hubbell, 2013). Asking open-ended questions will allow my
students to use the knowledge of what they’ve learned to answer these questions.
Critical Analysis
Setting clear and consistent expectations and measurements will help me as a teacher to
improve student learning, but will also help my students strive to achieve and exceed
expectations. By using the standards I previously unpacked, I will use declarative and procedural
will drive student learning and will also drive the objectives and goals of each lesson I create.
assignments that utilize your student’s critical thinking capabilities. “In the eyes of some grading
purists, including nonacademic factors such as effort, attitude and homework completion in a
final grade amounts to ‘fudged’ evaluations of student performance” (Goodwin & Hubbell,
2013). By using nonacademic factors as means for motivation and encouragement, but using
assessments and homework as means for grading, I will be able to measure my student’s progress
throughout the year based on all factors. Each of these tools will encourage my students to
perform their best and will allow me to consistently provide feedback and positive
Example 1 (Rubric):
Example 4 (Pre-Assessment):
Running head: PERFORMANCE EXPECTATIONS AND MEASUREMENT 12
References
Greenstein, L. (2010). Title: What Teachers Really Need to Know About Formative Assessment.
Goodwin, B., & Hubbell, E. (2013). The 12 touchstones of good teaching: A checklist for staying
focused every day. Alexandria, VA: Association for Supervision & Curriculum
Development.
Jackson, R. (2016). Culture Defeats Strategy: 7 Lessons on Leadership From A Texas High
Korb, R. (2012). Academic Motivation. Motivating Defiant & Disruptive Students to Learn: