PSU

TEACHER WORK SAMPLE

TEMPLATE

Your First and Last Name: Rachel Whitehead

Date Submitted:

District where you completed

Joplin School District
the TWS:

Name of School Building

where you completed the Joplin High School
TWS:

Content Area of your TWS: Art Education K-12

TWS Unit Topic: Clay coil pots

Grade Level of the Classroom

/ Students in Which the TWS 9-12th
Unit Was Completed:

Pittsburg State University Teacher Work Sample 1

 I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)

1. Community:

A tornado hit the community 7 years ago and it still has a major effect on the community. In many ways they have rebuilt stronger than

before, but the landscape and people have changed with many new community members and many that left after losing their homes

from the tornado. There are many infrastructure projects going on in the community from building new sidewalks and bridges to

revitalizing the city’s downtown district. This quote comes directly from the Chamber of Commerce, “Joplin stands strong with a

business foundation that is comprised of a skilled labor force, easy transportation access, reasonable operating costs and local

government that is pro-business.” Manufacturing makes up 23 percent of the labor force. The two hospitals employee 4000 people and

the trucking industry is another huge employer.

2. District and School:

The general District information shows that 59% of the student population is on free and reduced lunch. This data also shows that 78%

of the population is white with a 7% Hispanic population. The High school population shows a smaller percentage with 49.6 percent of

students on free or reduced lunches. The other ethnic minorities are considered too small of a sample size to represent the specific

minorities. From 2016 to 2017 the total district population had a noticeable drop. The Tornado that hit Joplin Missouri still has an effect

on the students to a certain extent, but this year’s graduating seniors are the first class that has always been in a regular school as

opposed to the temporary school that was at the mall for a period. Many of the elementary age students who were not even born when the

tornado hit get very upset and concerned when it is rainy or windy. They say that their parents say the weather could mean a tornado is coming.

Pittsburg State University Teacher Work Sample 2

 Many teachers I have discussed this issue with state that the students hear parents talking about the tornado and many students lost family members,

so this is the root of this issue. The entire district population was either directly or indirectly affected by this major event. Joplin High School is a

new State of the Art building after being rebuilt. The students all are given an apple computer to use through their time at the school. This one on

one technology is a great asset to learning at the school.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level _9-12____ Content area (e.g., mathematics) Art Topic (e.g., geometry)___Ceramics/Clay__________
Age range of students ______14-18_________ Number of male students __14_________
Total number of students ____________31 Number of female students ____17______
Percentage of students receiving free lunch ___49.6%_______ Percentage of students receiving reduced lunch_49.6%__________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban __X___ Suburban ___X___ Rural __X____
Ethnicity of students (give numbers) _____2_ African American or Black ____2__ Hispanic or Latino
______ Native American/Alaskan Native ___26___ White
______ Asian or Pacific Islander _____1_ Other (specify) __Indian________
Language proficiency of students (give ___X___ Fluent English Proficient ______ English Language Learners
numbers)

Identified special needs categories
represented (give numbers)
_______ Specific Learning Disability
_______ Hard of Hearing
_______ Deaf
_______ Deaf-Blind
_______ Other Health Impaired
_______ Multiple Disabilities
_______ Brain Injury
_______ Established Medical Disability (0-5 yrs)
_______ At risk for developmental disabilities
_______ Speech/Language Impaired
_______ Visually Impaired
_______ Orthopedically Impaired
_______ Emotionally Disturbed
_______ Autism
_______ Mental Retardation
_______Gifted
_______ Developmentally Delayed
____1__ Other (Specify)__ODD___

Pittsburg State University Teacher Work Sample 3

 Subgroup Selected (describe the group): I have selected Female students and Male students for a subgroup and I have also chosen
a specific table of eight students who are high achieving students involved in many extra-curricular activities, most of these 8
students are upper classmen except for one of the eight.

Rationale for Selection: Since gender is close to an equal distribution of students I chose to see how gender may play a role in
achievement with this unit, I have 17 female students and 14 male students. I have chosen eight specific students as a focus group to see if
students involved in extra-curricular activities have a higher level of achievement versus the rest of the class. This specific group also is
primarily made up of upper class students so that plays a major role in maturity level. These students are always staying after class to
discuss how the other students in class are disrespectful and they do not understand why they will not just pay attention and do their work.
I find that comparing these two groups could yield interesting results, because some of the other students do seem to excel in the class
regardless of grade level or maturity level. On the other hand, these eight students consistently show high achievement levels and maturity.

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.
Specific Descriptions
The entire class exhibits intellectual and cognitive capabilities of an average to high level. The learning needs vary
greatly some need little instruction to be successful, but others struggle with art and the nature of visual spatial
learning style. I find that varying my instructional methods is very important to help all students reach their
capabilities in this class. Repetition through different modes of learning is very important to reach all the learning
needs. Some students also need a lot of one on one interaction to understand the objectives. I do not think it is
because of any type of lower functioning cognitive abilities, but more due to a lack of focus during group instruction.

Previously demonstrated
academic performance/
ability:
% Above standard ___18__
% Meets standard ___6__
% Below standard __7___
I chose to examine student grades in class up to this point placing students with an 80% or higher in my
above standard group and students with a 70% or higher in the meets standard category and those with lower than a
70% in the below standard section. It should be noted that many that meet the standard are only a couple percentage
points from moving up a category and the same with those who are below standard. These students have several
outstanding assignments from missing days that when made up could result in the students being in a higher
academic performance category.

Pittsburg State University Teacher Work Sample 4

 Social Characteristics
- Including emotional,
attitudinal, motivational, etc.
The class is split with about half of the students ready and eager to learn regardless of their interest in art. The other
half needs constant encouragement to keep them from refusing to work. The student with the IEP for ODD needs
specific phrased instruction to stay engaged. And this first half I discussed is at a normal stage of psychological
development where they are starting to question authority and become independent individuals. This second half
seems to be emotionally less mature than other students and more interested in pleasing their peers in the class than
completing the assignments. Their motivation appears to be doing the bare minimum to pass the class. The attitude of
this group is very negative they want every part of each assignment explained and constantly ask why they must do
this assignment or they want to argue that they are done with something when they have many more steps to
complete. One group of students is very active in sports and these students work very well and their experience in
sports seems to motivate them to do the best that they can do and ask constructive questions to aid in their
understanding of the objectives. Although social these different groups all like to talk while working the athletic and
emotionally mature students consistently work while they talk even if their conversations are unrelated to the
assignment.

Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.
I have a group of talented art students in this class and a small subset of athletes also. A couple of my students are
very engaged in the school’s peer buddy group and involved in student council. The backgrounds of these student
vary greatly some coming from upper class families and a few students who are flagged as homeless. A few of my
students are Hispanic and talk a lot about their culture in class and the class works as a unit without prejudice a few
students like to make jokes about their friends and these friends can get very upset, but they always apologize, and
life goes on with their friendships. They all like to socialize in class and a few older students get very annoyed with
the pettiness of the first-year student students in the class. Aside from a few freshmen the community values show a
great deal of respect for one another and myself as their teacher.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
The biggest struggle with this class is classroom management and I will need to employ various strategies to create an environment conducive to
learning. A few students constantly complain about how the other students are talking during direct instruction and lectures even though these
students do the same during individual instruction. I will use non-verbal cues during whole class instruction and make a few changes to the seating
chart to avoid certain students from being distracted. The social nature of this class tends to be distracting so I will use techniques to get the class
talking about the objectives instead of their personal conversations. Constant scanning will be required to observe if students are on task. This unit
has several work days where students independently work and students who understand the process may start to have side conversations during
class I will need to watch for the noise level to stay at a workable level so that students who do not understand the process as well will still be able
to focus. During the independent work days, I will use a few different playlists of music at a low level to help students stay focused and talk at a
quieter level. Many of the students are distracted by their cell phones and I will need to enforce the cell phone policy already in place to set an
Pittsburg State University Teacher Work Sample 5
 example to help students stay on task. One day a week this class is a block day and the class last for almost 2 hours, so I will allow students to take
breaks as needed and plan some brain breaks for those days. The students are all very bright students, but their personal average high school issues
can interrupt the learning process. For example, I have a few sets of students who are dating and sit near one another in class. I will need to
monitor these situations and make sure work is still happening. A break up could cause a need to change the seating chart, so I will need to
continue building rapport with all the students during individual instruction to stay aware. My student with an IEP will need special phrasing to
keep the student working. Right now, this student gets automatic in school detention for refusing to work and it is important that I speak to the
student with some humor or he sees me as a demanding authority figure which causes the student to refuse work. So far, I have built a great
rapport with this student and he has told me he wants to do better in class. The only issue I see with this student is the fact that other classes he may
have problems with could cause him to be in ISD and miss my class causing him to be behind. I am also concerned with other students in class
who seem to miss school a lot and the fact that it is influenza season. I will have plans in place to keep these students caught up when they come
back by pairing them with a peer who has been at school and can assist in tutoring their peer when I can’t be there. Usually this will be a student at
each table designated to help students who are behind where they are ahead of the whole class. In case of a student getting extremely behind I will
encourage them to stay after school for open art studio which is offered 3 days a week. Repetition is going to be an important aspect of retention of
the vocabulary and I will remind students every day about the terms as they are using these different techniques.

C. Sub- Groups/Students Information

Describe this
Why was this
subgroup/student
subgroup/student
using information
selected?
from Table 1.1
There are 17 Female
students in this class and 4 This group was selected
are members of minority Because they tend to be
groups. None have more talkative and easily
disabilities, and all are distracted during class.
fluent English speakers. They also seem to be more
defiant of the rules and
SUBGROUP procedures regarding cell
or phone usage. I would like
to see if this affects their
FOCUS
STUDENT ability to meet the
objectives in comparison to
the male students.
What was learned about this subgroup/student?
Intellectual
All these young women seem extremely intelligent with a few who struggle but work harder
to make up the difference. They all do well on any assignment in which they apply
themselves too and seem very interested in getting good grades.
Social
Constant conversations about other students in the school occur with this subgroup they
are always discussing how they think things should be in class and are very concerned with
whether things are fair or not fair. If any student gets in trouble they like to speak aloud
out of turn and get involved in the discipline hierarchy that is set in place. This can be very
distracting to students who have trouble with the material. This can be a commendable
aspect to stick up for their peers but not when it comes to questioning the authority of the
teacher or the rules set into place from the beginning of the year.
Personal
None of these students had a parent come to parent teacher conference and a few of the
male students did have a parent visit. They do all seem to have stable home lives with
exception of a couple of girls who are living with a boyfriend or homeless for various
reasons.

Pittsburg State University Teacher Work Sample 6

 There is a table of 8
students who are
academically advanced
with 2 being males and the
other 6 being female. All
these students are involved
in either sports or several
other extra-curricular
activities. They also seem to
come from upper class
SUBGROUP
backgrounds.
or
FOCUS
STUDENT
I chose this group because
they pay the most attention
when I am using dual
processing theory and they
actively ask questions that
are of a higher order
thinking level. They are
also very annoyed by the
younger students in the
class who are disrespectful
towards myself or other
students.
Intellectual
This group has a couple female students who are not that high achieving academically but
because of sitting with the other students who seem to have a higher ability, they do better work
than when they are left on their own. They work hard and ask questions until they really grasp
the material.
Social
This group’s involvement in extra-curricular activities and need to compete with their
peers at a higher level pushes these students and motivates them in class. Occasionally they
will take advantage of the fact they are ahead in class and four of the female students in
this group can get a little rowdy and talkative but a quick reminder to complete another
assignment or encourage them to use their free time to do work from another class will
usually end these excited conversations.
Personal
Personally, they all seem to have parents who are active in their lives they all plan to attend
college. I have noticed that they all come to class with their hair newly cut and expensive
brands of clothes on which leads me to believe their families are of a higher income level
than some of the others. I believe that their involvement in sports and various clubs has
taught them that to succeed they need to have a positive learning attitude, and they also
respond well to criticism.

D. Narrative Implications for Sub-Group’s/Focus Student’s Instruction (limited to 1 page)

My first subgroup will need to use a lot of non-verbal cues to keep them on task, their need for socialization seems to be more important than their need for
academic achievement. Many of these female students are also very concerned with getting dirty while working with clay. I will encourage these students to
wear aprons by wearing one myself and showing them that you can work with clay without it being all over your clothes. In this group there are a few who are
genuinely concerned with finishing their work and reaching a high level of academic achievement, it is important that I encourage these students to use the
available worktime in class and not let their discussions or need to socialize stop them from receiving a good grade. I will work with these students to redirect
their conversations to the subject matter instead of personal topics.
My second subgroup need for instruction seems to fall on my own ability to manage the classroom for their benefit. They are distracted by other students who
are disruptive in class, so I will need to focus on preventive manners to stop the distracting behaviors before they occur starting with non-verbal cues to keep
other students on task. I will also need to remind the class of the clay procedures they copied down and signed to hold them accountable for their behavior. The
second group is intrinsically motivated and will need instruction on an individual basis, so I will need to use a lot of scanning and look for students who seem

Pittsburg State University Teacher Work Sample 7

frustrated or confused. I will use the class time wisely and concisely to address individual concerns with design, so that these students will reach their desired
needs for their finished coil pot.

Pittsburg State University Teacher Work Sample 8

 II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
This Unit is designed in a way all the knowledge and skills build to the final complete project. Students must first be introduced to the vocabulary and
processes. Learning then moves to hands on use of these vocabulary words and techniques. Culminating in combining several techniques in a step by
step basis to create and original coil pot piece of ceramics. The final objective allows student to look back and analyze their own work and process their
thoughts about the project.

B. State Objectives Here: Focus should be on student performance – not activities. What will students know or be able to do? (limited to 1 page)

Level(s)
Obj.
Unit Objectives (e.g. Bloom’s
No.
Taxonomy)

Students will be able to define the following vocabulary terms; Slip, Score, Slab, Coil, Pinch Pots, Plastic,
1
Leather hard, Kiln, Bone dry, Ceramics, Wheel thrown, Underglaze, Glaze, Glaze ware, Bisque ware, and
Firing. Knowledge
2
Students will be able to list the 5 stages of clay in order Comprehension
3
Students will be able to list 3 tips for keeping clay plastic. Comprehension
4
Students will understand the importance of classroom rules and procedures for working with clay Comprehension
5
Students will be able to create 2dimensional designs of their coil pot. Application
6
Students will be able to recognize and construct pottery using proper slab techniques. Synthesis
7
Students will be able to recognize and construct pottery using proper coiling techniques. Synthesis
8
Students will create an original coiled pot combining slab, irregular and regular coiling techniques. Synthesis

Pittsburg State University Teacher Work Sample 9

 9
Students will be able to evaluate their own work and methods used to create the coil pot. Evaluation

C. Identify State Standards – Benchmarks Addressed by Unit Objectives – How do objectives address these standards? (limited to 1 page)
Missouri State Fine Arts Standards VA1. 2. A
Create ceramics combining hand-building processes (e.g., pinch, coil, and/or slab), joining techniques and uniform thickness throughout product

Students will need to know the vocabulary to create the ceramic hand-built piece of pottery which involves the use of 1-3 objectives. Objective 4 addresses this
standard because it explains to students how messy clay can be which needs to be understood to work with the clay to combine and create a hand-built work.
Objectives 5- 8 explain three different types of hand building processes and by learning each of these objectives student’s can then combine each technique into
one coil pot with a slab base including both regular and irregular coils. Objective 9 allows for students to look back through reflection and analysis of the whole
unit and write about the project.

Pittsburg State University Teacher Work Sample 10

Table 2.1 – Instructional Design – Unit Plan

Pre-Assessment: Canvas vocabulary test

T Lesson Formative
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment
Strategies Differentiation
I ve(s) (formal/informal)
Students given extra time on test, students given
Lecture with visual representation. Group Pretest, vocabulary
1 2-6 TRI 1,2,
Discussion worksheet.
access to power point for notes on their personal
computers.
Quiz, Rules and
Lecture with visual representation. Group Students given access to documents and examples
2 2-7 TRI 1,2,3,4,5
Discussion
procedures contract,
posted on the board and on Canvas.
and design worksheet.
1,2,3,4,5, Modeling, Lecture with Visual Observation Project
3 2-12 TRI
6 representation, Project based learning. Development
Students who missed were able to get caught up.
1,2,3,4, Modeling, Lecture with examples, project- Observation, Taught students tricks for remembering the
4 2-13 TI
6,7,8 based learning. Group discussion. questioning thickness each coil and slab should have.
1,2,3,4, Observation, Individual instruction through modeling was done
5 2-14 TI
6,7,8,
Modeling, Project Based learning
Questioning. on a student by student basis when needed.
1,2,3,4, Observation, Individual instruction through modeling was done
6 2-19 TI
6,7,8
Modeling, Project Based learning
Questioning on a student by student basis when needed.
Observation, Verbal
1,2,3,4, checking for Individual instruction through modeling was done
7 2-20 TI
6,7,8
Modeling, Project Based learning
knowledge. on a student by student basis when needed.
Questioning.
Observation, Verbal
During the whole class period I kept verbally
1,2,3,4, Modeling, Project Based learning, Think checking for
8 2-21 TRI
6,7,8 Pair Share knowledge.
quizzing students on the vocabulary while they
worked to help prepare them for the post test.
Questioning
Students were given advanced techniques to add to
their pots if they were done and students who were
not finished halfway through class were informed
1,2,3,4,6, Posttest, personal
9 2-26 TRI
7,8,9
Lecture, Group discussion.
reflection assignment.
about afterschool tutoring to complete their test and
coil pots This worked well for these two students.
Enough time was given for all students to take the
post test or other arrangements were made.

Summative Assessment: Canvas vocabulary test, and grading by rubric of Coil pot.
T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Pittsburg State University Teacher Work Sample 11

Describe the assessment to be
II. D, H, and K
used
Multiple choice and word bank
Pre-Assessment
vocabulary test taken online
(Diagnostic)
through Canvas.
Verbal checking for knowledge.
Worksheet over vocabulary filled
Formative Assessment
out with notes and PowerPoint
- Informal
available to use to complete the
worksheet.
Worksheet with three different
possible designs for coil pot.
Formative Assessment Vocabulary quiz over the
- Formal worksheet.
Personal reflection exit ticket on
Canvas.
Multiple choice and word bank
vocabulary test taken online
Summative through Canvas.
Assessment Creation of a coil pot out of clay
Evaluated by a rubric
Pittsburg State University
Explain rationale for choosing
this assessment
The district technology is one on
one, and all students have all classes
in a hybrid manner through Canvas.
Verbally checking for knowledge is
done daily throughout this unit
Since working with clay can be very
messy students will learn about the
vocabulary before starting with clay
and fill out a study guide worksheet
of vocabulary terms to use
throughout the unit.
The design worksheet helps students
put their knowledge of types of coils
together and plan out three possible
options for their coil pot, before
constructing the pot three
dimensionally.
The vocabulary quiz helps to gauge
student’s knowledge before moving
on to working with actual clay.
The personal reflection over the unit
helps students look at how they
worked through the unit and self-
assess.
This is the same computer driven test
as my pretest and helps me to see if
the students met the objectives of
learning the vocabulary.
The Coil Pot Rubric assessment tells
me if students met the objective of
using the proper techniques to meet
the Standard the unit addresses.
Teacher Work Sample
Which
objectives Identify how the assessment will be
does this scored and/or the criteria to be
assessment used for evaluation.
address?
This assessment is graded automatically
through Canvas and students can see
their scores as soon as they finish the
1,2,3
test. The preassessment score will be
replaced by the summative assessment at
the end of the unit.
The Verbal checking for knowledge is
assessed without a grade but informs my
teaching of the content.
1,2,3
The worksheet is given a small point
value, but all students will receive a
100% for completion.
Coil pot Design worksheet is worth 50
points and is hand graded most students
received at least a 90% or they were
asked to redo the worksheet.
The Vocabulary quiz was graded by hand
and each question had an assigned point
1,2,3,4,6,7,9 value to total 50 points, it was identical
to the worksheet they had completed.
Personal Reflection was given a point
value of 10 points all students received
full credit if they used complete
sentences. This assignment was graded
on Canvas individually by myself.
Computer graded automatically students
1,2,3,4,5,6,7
can see their score as soon as the test is
,8,
submitted.
12
Narrative for Instructional Design
II. E.
Why are the lessons sequenced in this
manner?
II. F.
What learning strategies were incorporated
into this unit?
How do the instructional strategies/activities
address the learning objectives for this unit?
II. G.
How will critical thinking and problem-
solving strategies be implemented? Give
specific examples of use.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)
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Lessons are sequenced in this manner to introduce students to the material and then help them retain the
vocabulary as they work with the clay. The students are first shown as a group how to make a basic coil and
then once that has occurred and students can accomplish this objective we move on to more complicated
types of coils that require abstract thinking to integrate these coils into their work. The vocabulary is
constantly reinforced and used as we work with the clay to aid in student retention. A lot of repetition is
used and is necessary as students work. After group demonstrations we spend many days working
individually and students also help other students who struggle with the motor skills to successfully
complete the assignment.
Direct instruction was used through a power point lecture, modeling was used to show students how to
create coils. Small group instruction naturally occurred at each table of students due to their natural
inclination to socialize and wanting to see their peers succeed and individual instruction occurred especially
when students were struggling with an issue their group had not encountered due to the uniqueness of
everyone design.
Project based learning is very conducive to students talking to each other and by encouraging the
appropriate vocabulary to be used in the conversations students had a better grasp of the terms.
When students design their coil pots they have an idea of what they would like to do, this idea evolves as
they run into issues with joining the clay for example some students tried to cheat the system to meet the
height requirement by creating tall vertical coils only to discover that they had made the project harder
because each of these coils still had to be attached to each other in the same method as creating horizontal
coils. A few students wanted to add a handle to there coil pot and I showed them 2 different methods such
as pulling the handle and creating a simple coil. When the students chose which method, they wanted to try
they still had the problem of making sure both the handle and the pot were at a similar stage of clay for the
handle to stay attached. They also had to solve the problem of give the handle the correct loop for a hand to
hold onto said handle, they chose to store and dry the pot upside down to give the handle the appropriate
angle to meet functional and aesthetic needs.
Students will read power points placed on canvas, they will also need to read and recopy a clay procedures
document and copy by hand the document to understand classroom rules regarding working with clay.
Students will copy what is read and restate it in their own words.
Teacher Work Sample 13
How will technology be integrated within the
unit? Explain both teacher use and student
use.
How does the unit demonstrate integration of
content across and within content fields?
II. J.
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the whole class?
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the identified
sub-groups / students?
Provide a copy of two complete detailed lesson plans in Appendix B.
Pittsburg State University
PowerPoints will be projected onto a dry erase board. Students will take quizzes and test through a
lockdown browser on canvas. Camera’s will be used to project the demo onto the whiteboard so that all
students can see up close how to work with clay with their hands in the correct manner, and examples will
be shown.
Students will create coil pots out of clay, building on previous units about three- dimensional forms.
Students will write a written reflection on the coil pot creation aspect of the unit.
Certain parts of the coil pot will be made with students who struggle to make coils on their own, Students
who need more time to work on rewriting the clay procedures will be given more time to do so and offered
tutoring afterschool. Students who work quickly and finish well will be shown advanced methods to pull a
handle for a mug or shown how to sand down their pot when it is bone dry.
The Student with ODD will be worked with one on one and per their IEP and instructions from case
manager instructed to complete work or be written up. This student tends to work better when sitting near
the teacher’s desk, so a change to the seating chart was made at the beginning of the unit. Positive authentic
praise on the smallest achievement and humor when giving instructions seems to work well when
instructing this student.
Teacher Work Sample 14
 III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)

Day 1: The Clay wars A-set was very successful students were energized and excited, but the pretest and then lecture with corresponding
worksheet were lacking in excitement. In the future I would explain to the students why they had a pretest and why it was important for
me to know their level of knowledge before starting the unit. I could have done a much better job of addressing the student’s questions
about why they had to take a pretest. I also think some additions to the PowerPoint as well as more verbal checking for knowledge while
lecturing could have kept the class more interested in the lecture, I might even think about inserting some funny memes on each area of
the subject in between slides would have made the lecture memorable.

Day 2:
The Video I used as my A-set did not get the attention of the students in the way I had hoped, there were some behavior instances by my
students that made the entire class period hard for the few students who wanted to learn that day. They had to learn the rules and
procedures for working with clay and a clear majority of students either refused or constantly kept repeating why they had to write down
the procedures. They also took a quiz over the vocab and students would not quit talking due to the distraction from the behavior incident
at the beginning of class. In the future I would explain why these procedures were important in a more entertaining manner. I do believe I
could make learning the rules fun by creating a PowerPoint with staged pictures of what can happen if you don’t follow clay procedures.
We ended class with a worksheet were students could brainstorm 3 potential ideas for their coiled pot, this was something they all rushed
through just to get done. Even though I showed them some examples of previously made coil pots nothing peaked their interest in the
subject. I truly believe that having a behavior management plan to redirect the class after a major incident occurs could prevent a
negative tone being set that continues through the whole class. Perhaps I could have sent the disruptive students to the office, but there
was such a large group I did not find it appropriate.

Day 3:
I began the day with a quick call of role and then began a demo projected on the board through the photo shop software on the school
apple computer. Things went very quickly and from bell to bell to fit everything into the period I had to move quickly, and this seemed to
work well with the class there was not any extra time for students to be distracted. There was a lot of movement in the class, this seems to
be something that helps keep the students on task. In future I will implement some strategies in the lessons where students will stand up
and trade tables to talk about what other students are working on and what they like about the other groups projects. This could be a
good break and help to keep students engaged. After my demo I explained to the students that I would be calling a few students at a time
to the back table to hand out their clay and pass back their coil design worksheet. I had a spreadsheet with all student’s names where I
would write a P if I had received a copy of their clay procedures and a number for the grade of their design worksheet. I would grade the

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work sheets as I called the student names. This worked well as an organizational tool and to grade worksheets quickly since they were a
simple worksheet. I saved a lot of time doing the work this way. I also had a place to check boxes beside the student’s names if they paid
for nicer clay or were using the school supplied clay. And then a box to check if the student received clay. I would cut the piece of clay and
place it on a sheet of contact paper and hand them a plastic bag for them to write their name on to store their clay in I then would instruct
the students on where to get their clay tools and cups to fill with the clay slip. It was a lot of information for the students and they did not
have much time to work on the clay, but they did at least get see what it felt like and run through procedures on putting the clay away and
storing the clay. AT the very end When it came time for clean up I instructed the students through demoing how to twist their bag closed
and tuck it under their clay while they put the clay away I the cabinet. I felt like this day went very well considering in 50 minutes I was
able to demo and hand out clay to 33 students and speak with each student about a worksheet one on one. The students though it would be
humorous to change the affect on my photo booth camera and make everything it projected look like it was distorted so at the very end of
class when I noticed this I chose to address the class thru the camera being projected and thank them for learning about clay
With me today and they all thought it was great that embraced the minor prank they played while I was handing out clay. In the future I
will close the screen on my computer, but I might use the distorted projection of me speaking as an a-set in the future since it certainly
would be a way to get the classes attention.

Day 4: This was a bit of a catch-up day for students who had missed the previous day, but I did begin with a demo that went a bit more in
detail with ways that the students can added a variety of coils to their pot. We further discussed many of the vocab words and saw them in
action We discussed the cowabunga symbol which is a rule for how your coils should not be bigger than your thumb or smaller you’re
your pinky this was the first thing and got the students excited for the day because I had them each make the cowabunga symbol when I
did. I also was able to answer many one on one questions with the students. I also had to address an issue where the students kept talking
when I would talk and had to be more assertive in getting their attention at the beginning of the class period. I essentially had a zero-
tolerance policy for talking while I was talking which was explained and then I moved on during my demo in the future I will try using a
10 second pause or walking over by the students who are talking while I lecture.

Day 5: This day began with a demo for creating under vessels and we discussed irregular coils and ways to make interesting patterns with
their coil pots. One of the students was put in out of school suspension so they are no longer a part of the class since I was informed they
were also sent to juvenile detention center. This rest of this class was a work day I was able to catch up a student who had missed the first
several days. This was a block day which made for a nice long class period to get students started with successful slab bases for their
project. I worked individually with all the students who needed extra help and the table where my student who had missed several days
worked with him to get him up to speed. A few of my students who cause disruptions were gone so the class was much quieter than normal
and I play so music in the background to help motivate and keep their noise level from getting to loud.

Day 6: This was another work day students came right into class went to their cabinets and got their materials and began working while I
silently took role. I was able to pass out some older assignments that had been graded. I worked with students on a table by table basis
watching out for students whose coils were not made of uniform thickness and reminding them to remember the cowabunga symbol. I also
helped several students start over because they had not made their slab the appropriate thickness. At the end of the day clean up was a
hassle on the normal class schedule and a few students argued with me they had followed the steps to clean up when they had not I
reminded them it was a three step process and that everyone signed the rules stating they could not leave class until they had followed the
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 procedures. They quickly followed the rules after my gentle reminder. Staying calm and talking in a low quiet voice to students who get
upset seems to be a very effective means of communication.

Day7: This was another day of independent and group working on their coil projects I have been very pleasantly surprised by this group
of students and how well they work together to troubleshoot problems with construction. I worked very hard to constantly scan the room
as their coil pots were growing as they added layers of coils. I made sure all students were slipping and scoring so that the projects would
hold together through the firing process. I would use many of the vocabulary words aloud as students worked when I worked with them so
that the students would retain the vocab by seeing the words in action. Clean up was much smoother today than the previous day.

Day8: Today was a long work day again with the block schedule and students needed a brain break so about half way through I had
everyone stand up and walk around the room looking at one another’s projects. Some students finished their projects today and I showed
them how to pull handles which was an advanced technique. The class worked very well today, and many are nearing completion but with
the long weekend ahead before our last day I had to take extra time to clean up some. Students had to add wet paper towels to their
projects to make sure the clay did not dry out over the 4 days before we would finish the projects.

Day9: The first half of class students finished their coil pots and I quizzed the whole class verbally as these students worked pointing out
the vocab in action and had students who were totally done sand their completed vessels to add an extra final change. Halfway through
class everyone cleaned up and got out their computers to take the post test. A couple of students who had missed several days were not
done but I decided for them to come to tutoring after school to finish and take their test. Students were instructed to complete the personal
reflection assignment if they finished the test early and to do the reflection as homework before the end of the week if they di not have the
time in class.

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)

CLAY PROCEDURES
Neatly copy down ALL of these procedures:

They will be your ticket to touch CLAY

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1. Getting your table “clay ready” means no supplies or books or ANYTHING on the table. Place backpacks under your seat and

supplies towards the edge of your table. NO COMPUTERS ALOWED OUT ON CLAY DAYS!

2. “Suit-up” means to put on an apron if needed. You can ALWAYS get an apron if you feel you need one, location is in storage

cabinet next to teacher’s desk.

WHEN CLASS IS OVER:

1. ALWAYS make sure your clay is covered well with your name taped over the plastic bag. Some days you will need to cover

them with wet paper towels and plastic, other days it will just need to be covered with plastic.

2. Projects NOT finished go in your table’s box and in your hour cabinet. Projects that ARE finished will need to be uncovered

and go on counter.

3. Put any UN-USED clay (when finished with your pot) in the large gray buckets on counter or in garbage bags sealed tight.

4. CLEAN the tables and CHECK the floor for any clay that may have fallen.

5. If your tools are very dirty then WASH THEM before placing them back by the sink.

6. Sponges are used for CLEANING your tables. You will need to wash them TWICE. 1st with soapy water…. 2nd with just

plain water. To finish wipe them down with a rag.

7. CLAY DRYING ON TOP OF COUNTER is VERY fragile…DO NOT TOUCH CLAY ON CABNETS even if it is your

own…you MIGHT BREAK IT and not even know it.

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 DO NOT THROW CLAY!! THIS WILL CAUSE YOU TO GET YOUR CLAY TAKEN AWAY AND LOSS OF PRIVILAGES

WITH CLAY FOR THE REST OF THE SEMESTER!!

These Rules are used specifically for working with clay. The class is verbally reminded of the rules through out each lesson and especially at the end of
the period when it is time to clean. Students are all required to copy down these rules and procedures before they can even touch clay at the beginning
of the unit.

C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
Students were encouraged to help one another at their tables and games were played to encourage whole class participation. I would sometimes even
have the whole class just shout out random vocabulary terms as a class when they were working as I would say the definition.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)

I used Think Pair Share a lot during this unit. I also would pair up students who were absent with students who were ahead on the project to help the
student catch up. Many natural groups were already formed in this class and I simply had to monitor the groups that the arrangement was helpful and
not a distraction.

Narrative: Analysis of Assessment

E. Pre-Assessment
Students averaged 39% on the pretest which told me they knew almost half of the material or were at least familiar
with certain ceramic vocabulary.
Overall analysis of results.

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Discuss the results in reference to
the learning objectives.
Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?
F. Formative Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Are students learning what was
intended they learn?
Discuss any adaptations based on the design worksheet. And the vocabulary was constantly reinforced during the project-based learning.
results of formative assessments.
Identify differentiation needed to
help all students meet the goals and
objectives of this unit.
G. Summative Assessment
What did the disaggregated data of
the assessment reveal?
Pittsburg State University
I was able to analyze these results on a question by question basis and the pretest only applied to the student
knowledge of vocabulary and in no way would be indicative of how well they would do with creating the project
since some students have better hand eye coordination than others.
After evaluating what students already knew I was able to address the unknown in more detail and with more
repetition to aid in retention.
Students who miss the test will be pulled to specific side of the room at the beginning of the next class in which they
are present to take the test. None of the students in this class have needs that require them to take an alternate version
of the test but all students will receive as much time as needed to complete the test their will not be a time limit.
The Formative assessment only applied to memorizing vocabulary and students averaged a 79% on this quiz.
This assessment involved a lot of repetition to reinforce the first 3 learning objectives.
Students were starting to really grasp the vocabulary and a 79 % average is not bad of course I wish every student
would have scored 100% on this portion.
Students were pushed to be more creative on their physical pots when they did not show a lot of variations in the
I think it might help to word the pre and post test in a different manner to help student retain the
information in the lecture I could phrase the definitions in multiple ways. I also think if the power point had
more pictures with examples for each word or I showed a quick video clip for each word the students would
have more of those light bulb moments when they started working with clay.
The whole class had an average of 82.11% which I think shows that the unit was very successful. The marked
improvement showed that students had doubled their knowledge from the preassessment. The summative coil Pot
rubric showed a class average of 86.78% which meant they were able to demonstrate their knowledge of better than
the vocabulary and process multiple choice test.
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Discuss the results in reference to
the learning objectives.
Did all students learn what was
intended they learn? Explain.
The results show that the students scored better on the hands-on part of the unit than on the objectives addressing
memorizing vocabulary. This tells me that perhaps some of the students struggled with the test taking in contrast to
the creation aspects of the learning objectives. I believe they all mastered the information but struggled with the
vocabulary testing. They had to know the vocabulary, or their coil pots would not have been successful.
All students learned what they were intended to learn, and I feel the data demonstrates this usually a percentage of
100% percent on an art project is rare due to the subjective nature of art, but I had a few students who even achieved
this level of creativity. SO, the objective of creating a coil pot was very successful and students who are more
artistically inclined are not necessarily inclined to memorize words and definitions as well but the way the lessons
and assessments were structured ended with an overall class average of an 82.11% which is a great result.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.

Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.

H. Visual Representation of Disaggregated Data

Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

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 IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications

Based on the analysis of all the assessment

results, identify TWO learning objectives
from the unit students were most successful.
Objective 1:
Students will create an original coiled pot
combining slab, irregular and regular coiling
techniques.
Give more than one reason for each of the successes identified.
This was successful because the rubric grading criteria showed a class average of almost an A. I was very
effective in pushing students to be more creative in their choices of combinations, by having them add more
details if they thought they were finished and by encouraging students to work together to attach the
different parts of the coil pots.

Objective 2:
Students will be able to define the following This was successful because I used many different repetitive techniques to help students remember the
vocabulary terms; Slip, Score, Slab, Coil, Pinch terms and encouraged students to use them in their conversations at their tables while working. The terms
Pots, Plastic, Leather hard, Kiln, Bone dry, were used and taught using multiple intelligences.
Ceramics, Wheel thrown, Underglaze, Glaze,
Glaze ware, Bisque ware, and Firing.

Discuss at least TWO things to do differently in the future to extend these successes to continue students’ academic growth.

I would use worksheets that phrased the definitions in different ways so that students would synthesis the information. I would also try to compare these
terms and techniques to real world experiences to aid in retention.

B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.

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 Objective 1: Students complained about having to write out these rules and sign their name it was the worst part of the
Students will understand the importance of unit, and I do not think it helped as much as I thought it would. Students still were caught throwing clay and
classroom rules and procedures for working some students turned this in late and copied it word for word instead of putting it in their own words. I also
with clay. gave a simple check mark for completion.

Objective 2:
This worksheet turned out so horribly I had to make more than half the class redo the assignment. I gave
Students will be able to create 2dimensional them full credit for completion and I also did not give them enough time to think about the designs before
designs of their coil pot. they completed the worksheet.

Discuss at least TWO things to do differently in the future to improve students’ performance.
I would demonstrate what happens when you don’t follow the rules by a funny staged video of clay being thrown and computers being trashed by clay
getting on them. I think adding humor to learning the rules would make the students understand why they had to follow them. I also think this would let
them see how ridiculous it looks when you aren’t following the rules. I would also read the instructions to the worksheet aloud to class many simply did
not bother to read them when completing the worksheet. I would also give more time for completion and show them more examples.

TABLE 4.1 Communication Log

Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
N/A

Add rows as needed

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C. Narrative Reflection on Impact of Communications (limited to 1 page)

I did not have communication with any student’s parents through the course of this unit.

D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?
Aspect 1: I could have used a document camera instead of the photo booth app A training session on how document cameras worked would have been helpful.
on the computer. The photo booth app was tricky to show students what I was
doing without my hands covering the project. My computer also had to be tilted
at an angle for the app to work.

Aspect 2: I could have made a step by step video of myself constructing a coil How to create your own instructional YouTube videos type of professional
pot which I could have paused when students had questions. This type of development could be useful. It would allow for students to access the demo
instruction on the large board would have helped students see how to construct when not in the classroom also.
the pot up close and be of a better quality. Sometimes when doing a
demonstration in class I feel rushed and my examples are not as good as they
need to be. Taping them ahead of time could show students how their work
should look with better quality of demonstration.

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 REFERENCES

“Visual Art Grade Level Expectations.” Show Me Standards, DESE MO, 20 Apr. 2007,
dese.mo.gov/sites/default/files/gle-visual-arts.pdf.

“Missouri Department of Elementary and Secondary Education.” Missouri Department of

Elementary and Secondary Education, dese.mo.gov/.

“Joplin High School Art Department.” District approved curriculum, Joplin MO.

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 APPENDIX A

(1) Preschool Enrollment

2014 2015 2016 2017

JOPLIN SCHOOLS - JOPLIN HIGH 0 0 0 0

Definition

(2) K-12 Enrollment

JOPLIN SCHOOLS - JOPLIN HIGH 2014 2015 2016 2017

Total 2,109 2,185 2,216 2,213

Asian * * * *

Black * 5.5% 5.9% 5.7%

Hispanic 6.0% 5.8% 6.8% 7.0%

Indian * * * *

White 83.4% 82.2% 79.9% 79.5%

Definition

* - Indicates the percent has been suppressed due to a potential small sample size.

(3) Proportional Attendance Rate

2014 2015 2016 2017

JOPLIN HIGH 86.5% 78.7% 79.1% 80.2%

Asian 97.2% 91.8% 90.5% 95.6%

Black 84.3% 76.1% 83.7% 75.3%

Hawaiian or Pacific Islander 96.8% 55.2% 82.3% 93.1%

Hispanic 84.0% 74.9% 81.5% 79.7%

Indian 87.4% 77.7% 78.0% 74.1%

White 86.4% 79.1% 78.1% 80.2%

Multi-Race 88.7% 76.7% 82.6% 81.9%

Female 86.8% 78.7% 78.2% 80.1%

Pittsburg State University Teacher Work Sample 26

Male 86.2% 78.6% 79.9% 80.3%

Free or Reduced Lunch 81.7% 72.2% 73.2% 73.1%

Limited English Proficient 92.6% 73.6% 92.9% 84.3%

Special Education 80.4% 71.6% 70.2% 70.7%

Definition

(4) Students Eligible for Free or Reduced-Price Lunch

JOPLIN SCHOOLS - JOPLIN HIGH 2014 2015 2016 2017

Percent 49.5% 49.3% 50.0% 49.6%

Number 1003 1038 1066 1063

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 APPENDIX B

Coil Pot Ceramics Unit Day 1

Subject: 3D Art Survey Time/Duration: 50 minutes Teacher: Ms. Rachel Whitehead

Objectives
Students will be able to define the following vocabulary terms; Slip, Score, Slab, Coil, Pinch Pots,
Plastic, Leather hard, Kiln, Bone dry, Ceramics, Wheel thrown, Underglaze, Glaze, Glaze ware,
Bisque ware, and Firing.
Students will be able to list the 5 stages of clay in order.
Students will be able to list 3 tips for keeping clay plastic.
Standards
VA1. 2. A. Create ceramics using a hand building process (e.g., pinch, coil, slab); joining techniques,
and a uniform thickness.
Anticipatory Set
Clay Wars- Students have a timed competition using playdough for practice in creating different 3-
dimensional forms and then certain students will volunteer as judges and timekeepers.
Pre-Test
Students use computers to take a Pre-test to determine what they already know in a lockdown
browser setting. This test is taken at the very beginning of class before the A-set.
Teaching: Modeling
Through use of a power point and lecture students learn about the clay vocabulary and are shown
real life examples of the vocabulary.
Questioning strategies: Students are asked if they understand each section of the PowerPoint
lecture before moving on to the next vocabulary term or ceramic concept, by a show of hands. If
students raise their hand and struggle with understanding I show different types of examples to meet
different needs of multiple intelligences. Students must remember and comprehend the information
before we can move on to the next step of the unit.
Guided Practice
Students will take notes as we move through the PowerPoint and lecture to aid in retention of the
vocabulary and concepts listed as objectives. I will guide students in what key points are important to
write down.
Independent Practice
Students fill out a vocabulary worksheet after the lecture to practice application of the vocabulary
terms and ceramic processes. Students can use their notes from the lecture and PowerPoint.
Closure
I review the important key stages of clay and remind students of what we covered in the worksheet.
We have an open discussion where students discuss what they have learned with their tables in small
groups and with myself. Students are asked to turn in their Vocabulary worksheet to the appropriate
tray after I answer any lingering questions or clarify steps in the process where students may be
confused.
Materials
Students need their laptop computers and a pen or pencil. Playdough and cell phones are used for
the A-Set.

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 Coil Pot Ceramics Unit Day 2
Subject: 3D Art Survey Time/Duration: 50 minutes Teacher: Ms. Rachel Whitehead

Objectives
We are learning to construct pottery using proper coiling techniques.
We are learning ceramics vocabulary.
We are learning how classroom rules and procedures for working with clay.
Standards
VA1. 2. A. Create ceramics using a hand building process (e.g., pinch, coil, slab); joining techniques,
and a uniform thickness.
Anticipatory Set
Students watch a time lapse video of a coil pot being made.
Teaching: Modeling
Students were shown a projected document detailing the specific classroom behaviors and
procedures they were expected to follow during the unit accompanied with a lecture. This document
was also available on Canvas, so students could follow and copy the document at their own pace.
Several types of irregular coils and examples of coil pots were shown to help students brainstorm to
complete their drawing on the worksheet for coil pot designs.
Questioning strategies: Students were verbally quizzed on the vocabulary using think pair share
strategies to prepare for a quiz which was identical to the worksheet they had filled out with notes the
day before.
Guided Practice
Students were required to copy down the clay rules and procedures in their own words as we covered
the document on the projector. Students were also asked to complete a worksheet with three possible
plans for their coil pot.

Closure
The brainstorming worksheet was collected.
I had students turn in their copy of the procedures and reminded them to put their name on the work.
All students who completed the copy of rules would receive full credit I explained and would receive
their clay, so we could begin work on the coil pot during their next class period.

Materials
Students need their laptop computers, a pen or pencil along with paper, and a worksheet provided by
the teacher.

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 APPENDIX C

My Pre-Test and Post-Test were computer driven and worth 50 points with the Post test cancelling out the
scores from the Pre-Test. The Following are screen shots from each question where students would select the
correct definition for each term as it is highlighted. Two questions were a simple multiple choice, and One
question had more than one correct answer. Green indicates the correct answer and Blue the term to define.

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Pittsburg State University Teacher Work Sample 36
 Coil Pot Grade Sheet
3D Design
Ms. Whitehead
Name: Hour:
DESIGN/CREATIVITY 100 points possible
 Must be a container. Summitive
 Must contain at least 2 irregular coils. Assessment
 Inside should be smooth with visible
coils on outside.

CRAFTSMANSHIP 100 points possible

 Be at least 6 inches tall.
 Use most of clay given.
 Proper slip and scoring.
 Neatness!

PARTICIPATION 100 points possible

 Completed project.
 Showed good effort.
 Used available work time well.

COMMENTS: 300 total points possible

The Following assessment was a formal formative assessment used to inform future
teaching and get the students to reflect on the process. This was also a computer-
generated assessment that was worth 10 points if the students simply completed the
reflection.

Please reflect on the process and outcome of your Coil Pot project. Answer the following
questions in COMPLETE SENTENCES:

1. What was your most successful part about your project?

2. What was the most challenging part for your project?

3. What is one thing you would change about your project to make it better?

4. What is one tip you have for future classes?

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Formative Assessment (formal)
Introduction to Clay: Vocabulary Worksheet and quiz
Art Survey 3D Name: _________________________________
Directions: Use the words in the word bank to fill out the questions below as we cover them in class.

SLIP SCORE SLAB COIL PINCH POTS

PLASTIC LEATHERHARD KILN BONEDRY

CERAMICS WHEEL THROWN UNDERGLAZE GLAZE

GLAZEWARE BISQUEWARE FIRING

1.______________________ objects made of clay.

2. ______________________ is a technique where clay is rolled like a rope.
3. ______________________ clay is rolled into flat sections.
4. ______________________ the process of forming a ball of clay into a bowl by pinching.
5. ______________________ the technique where a ball of clay is placed on the pottery. wheel and is shaped
by compression and motion of the wheel.
6. ______________________ clay that is watered down to a gooey consistency.
7. ______________________ scratching the clay to create an uneven surface.
8. ______________________ is a coating applied to clay that creates a glass-like consistency.
9. ______________________ is a coating applied to clay that is not glossy.
10. ______________________ term used when you bake the clay in the kiln.
11. ______________________ is the furnace in which you fire clay.
12. ______________________ clay that is easily pliable.
13. ______________________ clay that is somewhat dry but can still be assembled.
14. ______________________ clay that is completely air dry, looks chalky.
15. ______________________ clay that has been fired once in the kiln.
16. ______________________ clay has been through the final firing.

5 Stages of clay in order:

1.
2.
3.
4.
5.

What are 3 tips for keeping clay plastic?

1.
2.
3.

Pittsburg State University Teacher Work Sample 38

 Introduction to Clay: Vocabulary Worksheet and quiz
Art Survey 3D Name: __________KEY____________________
Directions: Use the words in the word bank to fill out the questions below as we cover them in class.
1,
SLIP SCORE SLAB COIL PINCH POTS

PLASTIC LEATHERHARD KILN BONEDRY

CERAMICS WHEEL THROWN UNDERGLAZE GLAZE

GLAZEWARE BISQUEWARE FIRING

_____CERAMICS____ objects made of clay.

2. _______COIL_________ is a technique where clay is rolled like a rope.
3. ______SLAB_________ clay is rolled into flat sections.
4. ___PINCH POTS___ the process of forming a ball of clay into a bowl by pinching.
5. WHEEL THROWN the technique where a ball of clay is placed on the pottery. wheel and is shaped by
compression and motion of the wheel.
6. ________SLIP________ clay that is watered down to a gooey consistency.
7. ______SCORE________ scratching the clay to create an uneven surface.
8. ______GLAZE_________ is a coating applied to clay that creates a glass-like consistency.
9. ___UNDERGLAZE____ is a coating applied to clay that is not glossy.
10. _____FIRING________ term used when you bake the clay in the kiln.
11. _______KILN_________ is the furnace in which you fire clay.
12. ____PLASTIC_______ clay that is easily pliable.
13._ LEATHERHARD__ clay that is somewhat dry but can still be assembled.
14. _____BONEDRY____ clay that is completely air dry, looks chalky.
15. __BISQUEWARE___ clay that has been fired once in the kiln.
16. ___GLAZEWARE___ clay has been through the final firing.

5 Stages of clay in order:

1. PLASTIC
2. LEATHERHARD
3. BONEDRY
4. BISQUEWARE
5. GLAZEWARE

What are 3 tips for keeping clay plastic?

1. COVERING WITH A BAG
2. ADDING WATER/SLIP
3. MIXING OLD CLAY WITH NEW CLAY

Pittsburg State University Teacher Work Sample 39

Formative Assessment (Formal) 50 points
After presentation and viewing multiple examples:
Draw at least THREE POSSIBLE PLANS for your coil pottery. Each design MUST:
- Be a round or oval container form
- Show the coil pattern
- Include some non-horizontal coils or gaps
- Show three different types of coils
- Labeled and show thought and planning

Key Examples

Formative assessment (Informal)

Pittsburg State University Teacher Work Sample 40

Students were verbally quizzed as they worked and shown examples of the vocabulary
knowledge daily. Students were asked to show thumbs up if they understood specific concepts
and randomly called on by table to give verbal definitions or vocabulary terms.

Student Assessment Graph

100%
92.50% 92.08% 92.71%
89.58%
90% 86.78%
83.21% 84.16%
82.13%
79.52%
80%

70%

60%

50%
41.58%
39% 39.53%
40%

30%

20%

10%

0%
PreTest Formative Assesment Quiz Coil Pot Summative Rubric Post Test

Whole Class Female Student Subgroup Extra-Curricular involved Subgroup

Pittsburg State University Teacher Work Sample 41