learningcontext.docx
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learningcontext.docx
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learningcontext
TeacherWorkSampleTwo(TWSII)
DruryUniversitySchoolofEducationandChildDevelopment
StudentswilldeveloptwoseparateTeacherWorkSamples(TWS)asarequirementofcertificationintheSchoolofEducationandChildDevelopment.TheTeacherWorkSampleformatwilldocumentstudents’abilitytoplananddeliverqualityinstructionthathasapositiveimpactonallstudentsintheclassroom.ThefirstTWS(TWS-I)willbedevelopedduringEDUC452forelementarystudentsorEDUC304forsecondarystudents.ThesecondTWS(TWS-II)willbecompletedduringstudentteaching.
Therearesixcomponentstothisassignment.Thecomponentsinclude:
1.LearningContext(approximately2pages)
2.InstructionalPlan(approximately5-10pagesplussamplesofstudentwork)
3.AssessmentPlan(approximately2-3pagespluscopiesoftheassessment)
4.InstructionalDecisionMaking(approximately2pages)
5.AnalysisofStudentLearning(approximately2-3pagespluscharts)
6.ReflectionandSelf-Evaluation(approximately2-3pages)
Thefirstthreecomponents:
LearningContext,InstructionalPlan,andtheAssessmentPlanwillbecompletedduringtheplanningphase,beforeteaching.TheInstructionalPlansshouldbetentativelycompletedbeforeteachingbasedontheLearningContextandPre-Assessment.InstructionalPlansmayneedtoberevisedduringtheteachingphaseofthisassignmentasDrurystudentsreflectontheirstudents’learning.Afterteaching,Drurystudentswillcompletethelasttwocomponents:
AnalysisofStudentLearningandReflectionandSelf-Evaluation.DrurystudentswillberequiredtosubmitcomponentsthroughoutthesemesteronFoliotekforformativeassessment.ThecompletedTWS-IwillbepartofthefinalgradeintheEDUC304orEDUC452methodsclass.ThecompletedTWS-IIwillbetheculminatingprojectforstudentteaching.BothTWSprojectsshouldbecompleteandmustbedouble-spacedanderror-free.WorkSamplesmustbeelectronicallysubmittedonFoliotekinordertoreceiveagradeforthecourse.
OverviewofTWSIIComponents:
1.LearningContext
∙Community,district,andschoolfactors
∙Classroomfactors
∙Studentcharacteristicsandvariedapproachestolearning
∙Instructionalimplications
∙ComerPathwaysaddressedindetail
∙Implicationsforinstructionalplanandassessment
2.InstructionalPlan
∙Unitofstudyconsistingofatleastfive(5)consecutivelessonstaughttothesameclass
∙Clear,measurableobjectives
∙FollowsDruryStudentTeacherLessonPlanformat
∙AlignedtoShow-MeStandards,GradeLevelExpectations,DepthsofKnowledge
∙Varietyofinstructionalstrategiesandhigherlevelquestioning
∙Developmentallyappropriatecurriculum
∙Integratedtechnology
∙Samplesofstudentworkincluded
3.AssessmentPlan
∙Overviewofassessmentplanwithdirectionsandproceduresfortheassessment
∙PreandPosttestinstrumentsmaybeincluded
∙Multipleformsofassessment(planforformalandinformalassessments)
∙Clearcriteriaandstandardsforperformance
∙Scoringguidesattachedwhenapplicable
∙Evidenceofmodificationsmadebasedonstudentneeds
∙Questioningskillsincluded
4.InstructionalDecisionMaking
∙Resultsofpre-testanalyzedifapplicable
∙Narrativedescriptionofpatternsindata—explainlearningprogressdemonstratedbywholeclass,subgroupsofstudents,andindividualstudents
∙Includesatleasttwo
(2)specificexamplesofinstructionaldecisionmakingbasedonstudentlearningorresponses
∙Relationshipshownbetweenmodificationsandobjectives
5.AnalysisofStudentLearning
∙Analyzedatatoexplainprogresstowardlearninggoalsdemonstratedbythewholeclass,subgroupsofstudents,andindividualstudents
∙Includeschartsandsamplesofstudentworkwhenappropriate
∙Narrativeandgraphicrepresentationofstudentperformance
6.ReflectionandSelf-Evaluation
∙Theteacheranalyzestherelationshipbetweeninstructionandstudentlearninginordertoimproveteachingpractice
∙Reflectonallpreviouselements
∙Celebratesuccesses
∙Implicationsforprofessionaldevelopment
∙Providesanaccurateassessmentoflessoneffectivenessandimplicationsforfuturepractice
StandardI:
LearningContext
Standard:
Theteacherusesinformationaboutthelearning-teachingcontextandstudentindividualdifferencestosetlearninggoalsandplaninstructionandassessment.
Task:
ThefirstsectionofyourTeacherWorkSampleisthelearningcontext.Inthissection,youmustdescribethecontext(environment,circumstance,milieu)inwhichyouwillteach.Thelearningcontextincludescommunity,district,andschoolfactors;classroomfactors;studentcharacteristics;ComerPathways,andimplicationsfortheinstructionalplanandassessment.Theinformationgleanedfromthissectionwillguideyourlearningobjectives,instructionplanningandassessmentsetting.
Prompt:
Thelearningcontextmustincludethefollowingsections:
1.Community,districtandschoolfactors.Describethecharacteristicsoftheschool’slocalcommunity.Includegeographiclocation;communitypopulation;neighborhoodstabilityandcivicparticipation(supportfortheschooland/oreducationingeneral),andoverallsocio-economics.
Describethecharacteristicsoftheschoolthatmightimpactyourinstructionalplanning,deliveryandassessmentincluding:
servicesavailableforchildrenwithspecialneeds;culturalawarenesslevelsofteachersandadministration;professionaldevelopmentopportunitiesforteachersandparents;schoolandclassroomsize;gradeconfigurationsandoverallconditionofschoolbuilding.Besuretoincludeaspectsofschoolclimateincludingcollaborationbetweenallstaffmembers(teachers,paraprofessionals,counselors,custodialstaff,andadministration).
Brieflydescribedistrict-level,state-level,andfederal-levelmandatesthatwillaffectyourinstructionalplanning,delivery,andincluding:
requiredtexts,curricula,andcontentstandards.(areComer’sThreeGuidingPrinciplesevident?
)
2.ClassroomFactors.Describetheenvironmentoftheclassroominwhichyouareteaching.Includephysicalcharacteristicsandarrangements;rulesandroutines;technologyavailable;groupingpatternsandsocialdynamics;parentalandvolunteerinvolvement;classroomvisitsbytheprincipal;andschedulingissuesthatimpactteachingandlearning(studentpullouts,supportstaffintheclassroom,timingofspecialclasses,volunteersinandoutoftheclassroom).Discusstheoverallacademicperformanceandabilitylevelsofyourstudentsasmeasuredby________.
3.StudentCharacteristics.Describethestudentsintheclassroomincludingthenumberofstudentsandtheirages;genderdistribution;cultural,ethnic,social-economicandracialbackgrounds;languagediversityandEnglishproficiency;physicalandlearningdisabilities;familysupport;learningstyles;individualacademic/abilitylevels;otherspecialneeds.TheComerPathwayswillbediscussedindetailinanupcomingsub-section.
4.TeacherCharacteristics.Describetheteachersintheclassroom(self-analysisifyouaretheteacher).Includedescriptionsofeffectiveteachers(seeAttachment1)aswellasculturalcompetence;differentiationskills;understandingandaccommodationsforvariousspecialneeds.
5.Comer’sSixDevelopmentalPathways.ThePathwaysshouldbeintegratedthroughoutthevariouscontextfactorsandcharacteristics.Allpathwaysshouldbecoveredatleastonceinthissection.Thepathwaysare:
physical,cognitive,emotional,psychological,ethicalandlanguage(seeAttachment2).
6.Implicationsforinstructionalplanningandassessment.Discusshowthelearningcontextfactors/characteristicsdescribedintheabovesectionswillaffectyourinstructionandassessmentinordertomeettheneedsofalllearnersinyourclassroom.Includespecificinstructionalimplicationsforatleasttwofactors/characteristicsthatwillinfluencehowyouplantoimplementyourunitandassessyourstudentslearning.
Standard2:
InstructionalPlan
Standard:
Theteacherdesignsinstructionforspecificlearninggoals,studentcharacteristicsandneeds,anddevelopmentallyappropriateactivitieswithinthelearningcontext.
Task:
Describehowyouwilldesignyourunitinstructionrelatedtounitgoals,students’characteristicsandneeds,andthespecificlearningcontextalignedwithShow-MeStandards,GradeLevelExpectation(GLE’s)andDepthsofKnowledge(DOK).SeeAttachment3fortheDOKchart.
Prompt:
∙Resultsofpre-assessment.Afteradministeringthepre-assessment,analyzestudentperformancerelativetothelearninggoals.Depicttheresultsofthepre-assessmentinaformatthatallowsyoutofindpatternsofstudentperformancerelativetoeachearninggoal.Youmayuseatable,graph,orchart.Describethepatternyoufindthatwillguideyourinstructionormodificationofthelearninggoals.
∙Unitoverview.Provideanoverviewofyourunit.Useavisualorganizersuchasablockplanoroutlinetomakeyourunitplanclear.Includethetopicoractivityyouareplanningforeachday/period.Alsoindicatethegoalorgoals(codedfromyourLearningGoalssection)thatyouareaddressingineachactivity.Makesurethateverygoalisaddressedbyatleastoneactivityandthateveryactivityrelatestoatleastonegoal.
∙LessonPlan:
DesignaUnitofStudyincludingatleast5lessonplansthatreflectavarietyofinstructionalstrategies/techniquesandexplainwhyyouareplanningthosespecificactivities.Inyourexplanationforeachactivity,include:
∙howtheobjectiveofthelessonrelatestoyourinstructionalgoal(s)
∙howtheactivityofthelessonstemsfromyourpre-assessmentinformationandcontextualfactors
∙whatmaterial
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