Kansas State University

Core Teaching Skills

 

 

 

 

 

Block 1

Portfolio handbook

 

 

 

“Continuing development is the mark of a true professinoal; it is an ongoing effort that is never completed” – Charlotte Danielson

Table of Contents

(T) – Indicates artifacts/evidence that are team generated

(I) – Indicates artifacts/evidence that are Individually generated

 

Portfolio Checklist                                                                                                            page 3

Overview                                                                                                                                                                                    page 4

Integrity Guidelines                                                                                                            page 5

                  KSU Conceptual Framework                                                                                                page 6

                  Helpful Hints for Developing Your Portfolio                                                            page 9

Portfolio Documentation and Commentary                                                                        page 8

Entry 1 – biographical Information                                   

Introduction                                                                                                                                                                  page 10

Part 1 – Resume (I)                                                                                                                                                page 10

Part 2 – Beliefs About Teaching and Learning (I)                                                                                          page 11

Entry 2 – contextual factors and student and learning adaptations

Introduction                                                                                                                                                                  page 12

Part 1 – Contextual Factors (I)                                                                                                                              page 13                                                                         UDL Principles                  (I)                                                                                                                              page 15

Part 2 – Classroom Observations (I)                                                                                                            page 15

Entry 3 – Lesson Plan

Introduction                                                                                                                                                                  page 18

Sample Goals and Objectives                                                                                                                              page 20

Part 1 – Middle School Planning Documents                                                                                          page 21

• Content Standards, Lesson Goals and Objectives,

Essential Questions and Guarded Vocabulary (T)

Part 2 – Instructional Design (T)                                                                                                                              page 22

• Lesson Plan (using Core format) (T)

Part 4 – Assessment Procedures (T)                                                                                                            page 25

Entry 4 – Analysis of Classroom Learning Environment

Introduction                                                                                                                                                                  page 28

                                    Analysis of Classroom Learning narrative responses (I)                                                                        page 29

Entry 5 – Formal Observations and Feedback

Introduction                                                                                                                                                                  page 30

Part 1 – Middle School Documents                                                                                                            page 30

• Observation Forms (T and I)
• Middle School Lesson Reflection (I)
• Middle School Reflection Rubric (I)

Part 2 – Block 1 Professional Progress Form – self-evaluation (I)                                                      page 32

                                                        Block 1 Individual Assessment Form – Instructor Evaluation                                    page 34

Glossary of Terms                                                                                                            page 35                                         

EDSEC 376 Portfolio Final Scoring Sheet                                                                        page 40

Portfolio Checklist

 

Entry 1

         _____                  Professional Resume (Entry 1.1)

         _____                  Beliefs Paper (Entry 1.2)

Entry 2

         _____                  MS Classroom Data Collection Form (Entry 2.1)

                           (i.e. Contextual Factors AND UDL/MTSS reflective pieces)

         _____                  MS Classroom Observation #1 (Entry 2.2)

         _____                  MS Classroom Observation #2 (Entry 2.2)

Entry 3

         _____                  MS Lesson Standards, Goal and Objective Cover Page (Entry 3.1)

_____                  MS Final Lesson Plan and all previous drafts (Entry 3.2) and handouts

_____                  MS Lesson Assessment Data and Reflection (Entry 3.4)

Entry 4

         _____                  Analysis of Classroom Learning Environment Responses (4.1)

Entry 5

                  Entry 5.1

_____                      Evaluation Forms – team rubrics and individual score rubrics

_____                  Middle School Lesson Reflection

_____                  Middle School Reflection Rubric (provided by instructor)

                  Entry 5.2

_____                  Block 1 Professional Progress Form – self-evaluation

_____                  Block 1 Individual Assessment Form – Instructor Evaluation

(provided by instructor)

Portfolio Overview

 

The professional portfolio is a reflection of your understanding, implementation, and reflection of the field experience.  It lays the foundation for what you will be expected to do for the Block 2 and 3 portfolio requirements.  Your Block 1 portfolio will include several major entries: (1) Biographical and Philosophical Information, (2) Contextual Factors and Student Learning Adaptations, (3) Instructional Plan, (4) Classroom Learning Environment, and (5) Formal Observations and Reflections. Many of the tasks required of you in Block 1 will be scored with customized rubrics as well as be scored as part of your portfolio.  Some material will be included from each of the Block 1 classes you are enrolled in.

 

Block 1 Portfolio:

You will provide an overview of your developing philosophy in Entry 1 when you explain your beliefs about teaching and learning and provide a draft copy of your resume. You will use Entry 2 to ensure your teaching will be meaningful and appropriate for the middle school classroom context and your students’ characteristics (background, individual learning needs, interests, and approaches to learning).  The heart of the portfolio is Entry 3, the design of the middle school lesson plan. This lesson is to be designed for the age level and content area your team has been assigned to.  It must reflect current pedagogically sound strategies and content.  You will include all materials related to the middle school lesson in this section, with the exception of the reflection paper. For Entry 4, you will include evidence that you create a learning environment to support student interactions, self-motivation, and active engagement in learning.  For Entry 5 you will include at least three instructional lesson plans, feedback from formal observations of lessons as they are taught, and your post-planning decisions (reflections on your teaching).  Your middle school reflection paper will also be housed in this section.

 

The entries are designed to assess the knowledge and skills identified in the four categories of the KSU Conceptual Framework (Planning and Preparation, The Classroom Environment, Instruction, and Professional Responsibilities). The entries will provide evidence of your ability to: analyze your classroom context and make instructional decisions based on that analysis; design challenging, useful classroom assessments; analyze student achievement and use the results to enhance future teaching and learning;  impact student learning; creat a positive learning environment; collaborate with different members of your learning community, and analyze and reflect on your experiences to improve your teaching and continue to grow professionally.

Portfolio Preparation

Your portfolio is due during finals week at the time scheduled for Core Teaching Skills.  It is due at the beginning of the scheduled time for the final.  When directed, file the portfolio alphabetically on the provided book cart and place your videotape, clearly labeled with your name and team number, in the box provided.

 

The portfolio is to be submitted in a 1” three-ring gray, purple, or white view-style binder with labeled tabs for each entry (1, 2, 3, 4, 5).  The divider sheets should have the Entry # and Title listed on it, as well.  Please be sure that your entries with typed responses are placed in the binder in the order listed above.  Use your nametag to insert into the spine with the bottom to the left.  Provide a title page in the insert area on the front of the binder.  The following information should be centered on your title page:

Name

Your Content Area

Lesson Title

Cooperating Teacher’s Name, Content Area and School

Semester and Year

Your name also must be on the spine of the videotape, along with team number, AND in its cardboard container. In addition, use the graded work that has been returned to you–not clean copies.  This portfolio is a developmental one; this means that the assessors need to see the work as it was graded. You may retrieve your portfolio and video at the beginning of the next semester.

 

The portfolio must reflect the highest regard of professionalism.  It should be clearly labeled as addressed above, with titles provided where required.  Do not sleeve the pages of your portfolio.  You may, however, sleeve evidence added to your portfolio (e.g. MS score rubrics, student work).  Organization and neatness are assumed expectations.  All entry responses should be typed. It should not contain significant artistic embellishment, yet may have simple printed graphics.

 

Integrity Guidelines

 

 

Academic integrity means engaging in scholarly activity that is conducted honestly and responsibly.  It includes a commitment not to be involved in falsification, misrepresentation or deception in the preparation of the Block 1 portfolio.  The submitted Block 1 portfolio must be your own work and in your own words.  You are expected to act with personal and professional integrity at all times.

 

Some Examples of Violation of Academic Integrity:

 

• Plagiarism means copying work (such as words, phrases, sentences, paragraphs or ideas) from someone else’s writing and putting them into the Block 1 portfolio as if they were your own.

 

• Submitting a Block 1 portfolio or parts of a student teaching portfolio that was prepared by a person other than you.

 

• Putting yourself in a situation that allows others to copy your Block 1 portfolio and submit it as their own.

 

• Submitting a Block 1 portfolio that was prepared in a setting other than your Core Teaching field experience  setting.

 

• Fabricating context, numerical, or other data.

 

• Extensive collaboration with others in preparing the Block 1 portfolio.  (e.g. Having someone prepare your lesson plans or write sections of your Block 1 portfolio are unacceptable.)

 

 

KSU Conceptual Framework

for the

Preparation of the Professional Educator

The KSU College of Education Teacher Education Program is designed around a Conceptual Framework that includes professional standards aligned with the Kansas State Department of Education (KSDE) Teaching Standards. The Conceptual Framework for Kansas State University’s professional education program serves as a guide for fulfilling our mission of preparing educators to be knowledgeable, ethical, caring decision makers. Furthermore, it emphasizes the need to recognize the contributions of diversity, technology, assessment, theory, and research to professional practice. While Professional Studies is described below, a complete Conceptual Framework document may be found at www.coe.ksu.edu.

 

Professional Studies – Standards and Dispositions by Category

Introduction Courses and field experiences for professional studies are designed to address 13 standards and eight dispositions that are organized into four categories. The student intern portfolio has been designed to assess students’ performance in relation to these standards and dispositions. All portfolio entries should address these standards and dispositions.

 

Category 1

Perspectives and Preparation

Disposition 1: The educator demonstrates a belief that all students can learn, has high expectations for all students, and persists in helping all students achieve success.

Disposition 2: The educator demonstrates a belief in the inherent dignity of all people, respects the customs and beliefs of diverse groups, and provides equitable opportunities for all students to learn.

 

Foundations of Education

Standard 1: The educator is a reflective practitioner who uses an understanding of the historical, philosophical, and social foundations of education to guide his or her educational practices. (KSDE #13; INTASC #9)

Standard 2: The educator understands the role of technology in society and demonstrates skills using instructional tools and technology to gather, analyze, and present information, enhance instructional practices, facilitate professional productivity and communication, and help all students use instructional technology effectively. (KSDE #12)

 

Students and Learning

Standard 3: The educator demonstrates an understanding of how individuals learn and develop intellectually, socially, and personally and provides learning opportunities that support this development. (KSDE #2; INTASC #2)

Standard 4: The educator demonstrates the ability to provide different approaches to learning and creates instruc­tional opportunities that are equitable, that is based on developmental levels, and is adapted to diverse learners, including those with exceptionalities. (KSDE #3; INTASC #3)

 

Content and Pedagogy

Standard 5: The educator demonstrates the ability to use the central concepts, tools of inquiry, and structures of each discipline he or she teaches and creates opportunities that make these aspects of subject matter meaningful for students. (KSDE #1; INTASC #1)

Standard 6: The educator demonstrates the ability to integrate across and within content fields to enrich the curricu­lum, develop reading and thinking skills, and facili­tate all students’ abilities to understand relationships between subject areas. (KSDE #11)

 

 

Planning

Standard 7: The educator plans effective integrated and coherent instruction based upon the knowledge of all students, home, community, subject matter, curriculum stan­dards, and current methods of teaching reading. (KSDE #7; INTASC #7)

Standard 8: The educator understands and uses formal and infor­mal assessment strategies to evaluate and ensure the continual intellectual, social, and personal development of all learners. (KSDE #8; INTASC #8)

 

 

Category 2

Learning Environment

Disposition 3: The educator takes responsibility to establish an environ­ment of respect and rapport and a culture for learning to enhance social interactions, student motivation and responsibility, and active engagement in learning.

 

Standard 9: The educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interac­tion, active engagement in learning, and self-motiva­tion. (KSDE #5; INTASC #5)

 

Category 3

Instruction

Disposition 4: The educator is flexible and responsive in seeking out and using a variety of strategies to meet the cognitive, physical, emotional, and social needs of all students.

 

Standard 10: The educator understands and uses a variety of appropriate instructional strategies to encourage and develop various kinds of students’ learning including critical thinking, problem solving, and reading. (KSDE #4, INTASC #4)

Standard 11: The educator uses a variety of effective verbal and non-verbal communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. (KSDE #6; INTASC #6)

 

Category 4

Professionalism

Disposition 5: The educator seeks to keep abreast of new ideas and understandings in teaching and learning.

Disposition 6: The educator demonstrates collaboration and coopera­tion with students, families, community, and educational personnel to support student learning and contribute to school and district improvement efforts.

Disposition 7: The educator reflects on his/her professional strengths and weaknesses and develops goals and plans to improve professional practice.

Disposition 8: The educator accepts responsibility as a professional to maintain ethical standards.

 

Standard 12: The educator is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community), actively seeks opportunities to grow professionally, and participates in the school improvement process, Kansas QPA. (KSDE #9; INTASC #9)

Standard 13: The educator fosters collegial relationships with school personnel, parents, and agencies in the larger commu­nity to support students’ learning and well-being. (KSDE #10; INTASC #10)

Portfolio Documentation and Commentary

What is Evidence?

Evidence, as the term is used in teacher assessment, is the factual recording of events.  It may include observed, written, or pictorial documentation of teacher and student actions and behaviors.  It may include lesson plans, reflections, student work samples, observations, written communication, pictures, video tapes and other artifacts prepared by the teacher, students or others. Evidence is selected based on the professional judgment of the observer and/or the teacher.  Evidence is a “captured moment“ of what is seen and heard.

 

What is an Artifact?

An artifact is any piece of evidence used for demonstration purposes.  Most items will come from the everyday plans, materials, and student work completed in the classroom.  Additional items will come from others (e.g., observation notes, evaluations, notes to/from parents.)

 

Caution: Video tapes, student work samples, and classroom photos may be used for your reflection and self assessment at any time, but may only be shared publicly if the student is not identified or if permission has been granted by the parent/guardian (for students under 18) or by the student (over 18).  Therefore, remove all names from student work samples and refer to students by first names only in any reflection statements.  Never include any confidential information regarding students or their families in your portfolio. Photos and videotapes of students may be shared publicly in your portfolio only if permission has been granted.  Ask your cooperating teacher or Clinical Instructor if the school has permission to publicly use pictures and/or videotapes of students. Guidelines for confidentiality are clearly defined in the Family Educational Rights and Privacy Act (FERPA) of 1974.  Confidentiality must be maintained in both written and oral presentation of samples.

 

What is Analysis and Reflection?

Analysis and reflection are critical elements of a portfolio and should be included in each entry. Analysis involves interpretation and examination of why the evidence or artifacts described are the way they are.  Reflection is a particular analysis—it suggests self-analysis or retrospective consideration of one’s teaching practice and its outcomes. Reflection requires educators to think about what they are doing, why they are doing it, what the outcomes are, and how the information can be used for continuous improvement.

 

Consider this:

q Is the focus of your writing on the “why” (which is analytical and reflection and not the “what,” which is descriptive)?

q Does your response provide an explanation and interpretation of what happened, why it happened that way, and your understanding of what should come next or how you would change the lesson if you could do it again?

 

Your documentation and reflective summaries must paint a picture of your teaching. Each entry should be guided by the standards and dispositions to be met, the questions and prompts listed in the entry explanation and on each entry form, and by the assessment criteria provided with each entry rubric. Reflections should explain, interpret and support the evidence you present. A successful portfolio will have strong documentation and a convincing commentary.

 

Helpful Hints for Developing Your Portfolio

 

 

These hints are to assist you in developing a “polished”, professional, portfolio:

 

• Keep copies of all things related to your Middle School field experience.  See the Portfolio Checklist found at the beginning of this document for additional assistance.

 

• Know what is expected. Read each entry carefully! Study the standards to be met, the entry explanation, the questions and prompts provided, and the assessment criteria as described in each entry rubric. Ask questions of your cooperating teacher, clinical instructor or faculty supervisor for clarification.

 

• Make copies of student work as you teach the lesson. Remove student names from all student work.

 

• Save artifacts as evidence to support the standards related to each entry (for example student work to support the Assessment entry). You may decide not to use every artifact you collect, but it will be difficult or impossible to collect or recreate these artifacts at a later time. Label each artifact.

 

• When writing a reflection, be sensitive to ethnicity, gender and children with special needs.

 

• Be honest. Accent your strengths and acknowledge areas for improvement.

 

• Review the rubric levels of performance after you have developed your evidence.  Ask yourself, “Have I demonstrated the essential criteria?”

 

• Word-process everything. That makes changes easier.  Keep a back up copy of all materials on a flash drive or external hard drive.

 

• After the lesson, make copies of the assessment rubrics completed for your team.  Some items will need to be photocopied so that each member has the necessary documentation to put in their binders, such as student work samples, the lesson plan, handouts for the lesson.  Please note the integrity guidelines on page 3.  If you have any questions about what can copied, you should ask the instructor for Core Teaching.

 

• Have a 3-ring binder, a crate, or a shelf where you keep everything from your teaching and planning. Organize as you go.  Don’t wait until the last minute to try to develop a system of organization.

 

 

 

 

 

 

 

Entry 1

Philosophical and Biographical  Information

 

Conceptual Framework:

Standard 1:                        The educator is a reflective practitioner who uses an understanding of the

historical, philosophical, and social foundations of education to guide his or her educational practices.

Disposition 1:              The educator demonstrates a belief that all students can learn, has high expectations for all students, and persists in helping all students achieve success.

Disposition 2:            The educator demonstrates a belief in the inherent dignity of all people, respects the customs and beliefs of diverse groups, and provides equitable opportunities for all students to learn.

 

Entry Explanation:             Your portfolio should begin with biographical information designed to introduce you as a knowledgeable, ethical, caring decision maker.  Your biographical data should provide evidence of your understanding of educational foundations and essential dispositions through your resume and your beliefs paper.

Part 1 – Resume: 

The first document in your portfolio should be your professional resume. Your resume should be a concise and logically organized narrative that will demonstrate you are a highly qualified educator. Your resume provides a summary of your educational experiences and background. It allows you to showcase your achievements for your evaluators and potential employers. In addition, it gives you an opportunity to present why you would be the perfect person for a given position. Principals and superintendents receive many resumes and will spend an average of 25 seconds scanning each one to determine if a person deserves further consideration. Your resume should stand out and say to a potential employer that you are a person worth pursuing—and that you deserve an interview.

List your Block 1 teaching placement. Include any work you might have done beyond teaching, lesson planning, and assisting the teacher. Did you assist in tutoring, have contact with parents, work with students on special projects or activities, assist the teacher with computer records, or help coordinate field trips? Perhaps you helped with a career day, the school newspaper, or were actively involved with one of the sports teams. Include these items along with the more typical student teaching activities to let the reader know you are knowledgeable, capable, flexible and willing to take on a variety of tasks in the school.

Remember to edit and proofread carefully and repeatedly! Nothing says more to an evaluator and potential employer than typographical errors and poor grammar. Your resume is an example of your writing ability, and if it has errors, you are sending a poor message to evaluators and employers.

Career and Employment Services (100 Holtz Hall) can assist you in writing your resume. By accessing their website, you will find resume writing tips, suggestions for resume headers, a list of action verbs to incorporate, as well as sample resume types.  http://www.k-state.edu/hr/emp_resumewrite.html and http://www.sal.ksu.edu/offices/careerservices/rsamples.htm.

Rubric for Entry 1, Resume

Rating à Indicator â	0 Performance Not Demonstrated	10 Performance Partially Demonstrated	20 Performance is Demonstrated
Quality of Resume	Teacher does not include resume, or includes a resume, but few categories are used or there are numerous errors.	Teacher includes resume that is complete, but lacks quality presentation, an essential category, or has typos.	Teacher completes a professional-looking resume that is attractive, includes all essential categories, and is virtually without errors.

Total Rubric Score: /20

 

William Cordes

101 Tunstall cir.

Manhattan, KS 66506                                                                                                                                          (706) 836-3217

william.cordes@us.army.mil

http://www.williamcordes.info

EDUCATION

 

Kansas State University, Manhattan, KS                                                             Anticipated Graduation:

Bachelor of Science in Education, Secondary                                                            December 2012

Teaching Field: Social Studies

GPA 3.58/4.0

 

CLASSROOM EXPERIENCE

 

Eisenhower Middle School, Manhattan, KS                                                            Fall 2011

Student Teacher, Seventh Grade

• Plan effective instruction for seventh grade students
• Establish a healthy learning environment through cooperative group work
• Address state standards in comparison with my lesson plan
• Organize seating chart to improve class cohesion
• Conduct meaningful lessons improving students overall understanding of

the concepts covered in class

• Execute prompt delivery of instructional content in accordance with

state standards

• Reserve time to reflect on group dynamics, participation and

techniques of my colleagues

 

Manhattan High School West Campus, Manhattan, KS                                    Spring 2010

Early Field Experience, Ninth Through Twelfth Grades

• Assisted Individualized Education Plan students in group

projects as well as individual assignments

• Observed an Individualized Education Plan assignment for an individual student
• Constructed a vibrant bulletin board for the upcoming month’s activities
• Acquired copies and urgent mail for Cooperating Teacher
• Tutored students in subjects outside of my content area and aided my

cooperating teacher in reassigning seating arrangements

 

RELATED EXPERIENCE

 

Santa Fe Trails Bicycle and Coffee Shop, Leavenworth, KS                        Summer 2008-Present

Bicycle Mechanic/Barista

• Created a positive work environment through customer service

and coworker cooperation including teamwork

• Exhibited motivation and maturity when conversing with customers as

well as fellow employees and employer

• Conducted myself in a professional manner while completing tasks within a

shortened timeline

• Exhibited positive interpersonal tact when communicating with customers

concerning their bicycles and drink orders

 

 

 

Part 2 – Beliefs About Teaching and Learning:

For most of you this is usually your first philosophy of teaching paper.  In Block One, we call it a beliefs paper because this is the first step in developing the Philosophy of Teaching section of your student teaching portfolio.  That philosophy piece will be a synthesis of your educational perspectives and preparation through all of your professional preparation. It will combine your knowledge, beliefs, and values about teaching and learning in your content area into a personal rationale and vision for your teaching.  Your philosophy of teaching will based on your understanding of the historical, philosophical, and social foundations of education and how this knowledge guides your educational practices. Your beliefs should develop more depth as you are exposed to additional knowledge and you experience new challenges in teaching and learning.

 

For your beliefs paper, please consider the following: What does it mean to learn? How do students learn best? What knowledge and skills are most important for my students to learn or what do I want my students to know and be able to do at the end of their time with me and why?  What are the essential characteristics of effective teaching?  How does this guide how I plan to teach?

 

This is a checklist item only.  You will receive a more concise score for this assignment in EDCEP 315.

 

 

William Cordes

EDCEP 315

30 August 2011

 

Beliefs about Teaching and Learning

I am the individual who always comes early, stays late, and always leaves something better than I found it. My name is William Cordes; my friends all call me Will. This semester marks the beginning of my senior year, as well as the beginning of my block one instruction. I am a Secondary Education student with my emphasis in Social Studies. I love to experience, learn and soon teach Social Studies.

I graduated from Evans High School in Evans, Georgia where I rowed varsity and was captain of my rugby team. I am a military dependant, meaning my father was active duty Army causing my family to move around frequently. I have lived in five different states prior to attending Kansas State University in 2008. I am currently the Battalion Commander of the Army ROTC program here at KSU, and have become heavily involved in ROTC extracurricular activities on-campus. When I am not studying, working out or leading fellow ROTC cadets I like to hang out with my friends, read, and play guitar. I am one of K-State’s biggest fans, and have had experience working alongside Willie Wildcat, and the KSU Cheerleading team.

I am highly motivated, eager to learn, and an efficient team player. I strive to educate students in order to provide them with a solid Social Studies foundation. It is my mission to positively impact students’ lives and make learning Social Studies exhilarating.

[Strengths and Struggles]

My strengths originate from my military background and training. These strengths include but are not limited to: high motivation, efficient time management, good operation under short deadlines and moments of high stress. Also I exhibit good leadership when interacting with a team, and I work to accomplish assigned tasks within the time allotted. I can also communicate and relate to others on interpersonal level. These strengths allow me to get along great with others and work towards a common goal.

My struggles stem from my unavailability during the week. Being the Battalion Commander of the KSU Army ROTC program I am constantly working to set the tone for the Wildcat Battalion and fulfill my duties as Battalion Commander. I am doing all of this while experiencing block one and two instruction. This struggle will affect my group when determining times and locations to meet in order to prepare and coordinate for instruction and class.

[Immediate and Long-term Goals]   An immediate goal I have is to complete all block one courses with a grade point average above 3.5. I also will strive to leave a positive lasting impression on the students that we instruct during block one. I also seek to uncover my teaching style in the classroom and how that relates to the teaching styles of my fellow group members.

A long-term goal I have is to complete my teaching degree, commission as an officer in the United States Army, and begin my active duty military career. While an active duty officer I will strive to maintain my licensure, and upon retiring instruct the youth of today full-time on, or around a military installation. When teaching full time it is also my goal to insure my students realize that their education is their future and can only be aided by sports experiences, if education remains the center of their focus.

 

 

 

  

Total Checklist Score:_______/10

 

 

   Total Score for Entry 1:_______/30

 

Entry 2

Contextual Factors and Student and Learning Adaptations

 

Conceptual Framework:

Category 1B, Perspectives and Preparation – Students and Learning, Standards 1 and 2:

• The educator demonstrates an understanding of how individuals learn and develop intellectually, socially, and personally and provides learning opportunities that support this development.

• The educator demonstrates the ability to provide different approaches to learning and creates instructional opportunities that are equitable, that are based on developmental levels, and are adapted to diverse learners, including those with exceptionalities.

(Aligned with KPA Criterion 1 and Danielson’s FFT Domain 1, Planning and Preparation)

 

Entry Explanation:

 

In this entry you will use your understanding of students to identify important contextual factors and student characteristics that impact learning in your middle school classroom. You will use your knowledge of learning to determine how this contextual information should impact your teaching.  Use the questions and prompts listed on the attached Contextual Factors and Learning Adaptations form to identify the school and student factors that influence the teaching and learning process and the specific strategies, adaptations, and modifications you will use to enhance the learning of all of your students.

Contextual factors may be identified through classroom observations and interactions with students. Environmental considerations may include such factors as type of community (e.g., urban, suburban, rural), family considerations (e.g., large number of military families, deployed parents, highly transient families), school configurations (e.g., 6-8, 7-8), and the physical classroom.

Examine the information you have gathered in your observations; in your team, compile the numbers for each classroom and talk about what this information tells you about your students’ backgrounds, interests, developmental levels, approaches to learning, and special educational needs.   Consider the needs of your students as a group as well as individually.  Then based on your knowledge of cognitive, physical, emotional, and social development, individually answer what specific teaching strategies, modifications and/or accommodations your would use in your teaching.  Be sure to think about these points as you develop your middle school lesson plan.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Entry 2.1 Data and Narrative Descriptions

Entry 2.1:  Contextual Information
Checklist Items:
%  free & reduced	___/1_
Gender	___/1_
Languages	___/1_
Special needs	___/2_
Developmental characteristics	___/3_
Appropriate modifications	___/1_
Observation reports	___/1_
Total Checklist Score (10 points possible)	__/10_

Rubric for Entry 2.1 (Contextual Factors and Student and Learning Adaptations)

 

 

 

 

 

Entry 2.1

Contextual Factors and Student and Learning Adaptations

 

Record numbers for your middle school and for each class (up to five) of your cooperating teacher.

 

School Socioeconomic Profile (i.e., % free and reduced lunches)                    __________22%___________

	Class 1	Class 2	Class 3	Class 4	Class 5
Grade Level	7	7	7	7	7
Number of students	28	17	25	25	13

 

Contextual Factors: (List the number of students identified in each class you teach)	Class 1	Class 2	Class 3	Class 4	Class 5
Gender: Number of Females Number of Males	14 14	6 11	12 13	13 12	6 7
Ethnic/Cultural Background: Caucasian/White African American/ Black Hispanic/Latino Asian/Pacific Islander Native American Indian/Alaska Mixed	20 3 2 0 0 2	11 4 1 1 0 0	18 3 2 1 0 1	16 6 1 0 0 2	4 7 1 0 0 1
Language Proficiency: English Language Learners (ELL)	0	0	0	0	0
Students with Special Needs: Learning Disability Emotional or Behavioral Disability Attention Deficit Disorder (ADD) Mental Retardation Speech and Language Disorder Autism Spectrum Disorders Gifted and Talented Blind or Visually Impaired (VI) Deaf or Hearing Impaired (HI) Physical Impairment (PI) Other Health Impaired:	0 0 0 0 0 0 2 0 0 0 0	2 0 0 0 0 2 1 0 0 0 0	0 0 0 0 0 0 2 0 0 0 0	7 0 0 0 1 2 0 0 0 0 0	4 0 2 0 0 1 0 0 0 0 0

Contextual Factors and Student and Learning Adaptations

(Continued)

 

Entry 2.1 (cont.) - For Each MTSS Tier – Indicate below specific strategies in the Lesson/Unit that were used to support student learning.  Provide an explanation/rationale for choosing each strategy and how it supports student learning.

 

 

 

Student  1 – Kayla: In order to get Kayla on track, we had to constantly be right next to her, giving her the attention that she sought from the rest of her peers. She was one of the few students that every team member knew her name by the end. By providing her constant attention she finally settled down.

 

Student 2 – Mateo: At one point we just had to give Mateo his space. When we would approach his group we would simply guide the questions to the other students and not him. By focusing engagement around him it allowed for him to slowly become more comfortable with the idea of the activity and with us as the teachers. He finally reached the point where he was able to answer questions that were not necessarily directed towards him and talked with his group when it came time for discussion.

 

 

 

 

It finally took one member of the team standing next to them at all times, blocking the two groups from yelling at each other to calm the groups down.. Previously to this hour we had allowed for students to pick multiple items out of the “Special” category. Due to the constant side chatter, however, we decided to attempt to limit the amount of discussion by limiting the number of choices available to them.

 

 

 

 

 

 

 

 

 

 

 

 

Provided individual handouts of the charts and budget graphs that were going to be used. We also vocalized most instructions, essentail questions and guarded vocabulary. We spread ourselves out as much as possible to allow for direct instruction. Bar graph was color coordinated to allow for ease of use. Students were placed into cooperative groups based on ability and temperment. We also modeled the way to succesfully construct the T-Chart.
Entry 2.1 (cont.) -

 

 

 

 

 

 

 

 

 

 

Entry 2 – Part 1

Contextual Information

  

Total Checklist Score:_______/23

 

 

Entry 2 – Part 2

Classroom Observations

  

Total Checklist Score:_______/2

 

 

Total Score for Entry 2: ________/25

 

 

 

 

 

 

 

Entry 3 – Instructional Plan

 

Entry Explanation:

The heart of the Block 1 portfolio is the design, implementation, assessment of, and reflection on middle school instructional plan. This third entry is divided into (1) Learning Goals and Objectives, (2) Instructional Design, and (3) Assessment Procedures.   Use the forms to guide your planning and preparation.

 

Entry 3.1

Learning Goals and Objectives

Conceptual Framework:

Standard 7:      The educator plans effective, integrated, and coherent instruction based

upon the knowledge of all students, home, community, and subject matter, curriculum standards, and current methods of teaching reading.

Disposition 1:              The educator demonstrates a belief that all students can learn, has high expectations for all students, and persists in helping all students achieve success.

(Aligned with Danielson’s FFT Domain 1, Planning and Preparation)

 

Entry Explanation:

For Part 1 of Entry 3, list and describe the content standards, QPA improvement goal, learning goals, and objectives that will be addressed in your middle school lesson plan.  Provide a mix of lower-level and higher-level cognitive objectives.

 

Keep the following questions in mind when planning:

What standard(s) is/are most relevant for your lesson plan? Can you identify the central concepts and skills (the big, important ideas) related to these standards? Based on these central concepts and skills, what are the significant objectives for student learning?  That is, what is most important for students to learn and be able to do?  Are the objectives appropriate for students’ developmental level and your school and classroom context?  Do the objectives focus on higher-level thinking and problem solving? Are they clearly stated, measurable, and described in terms of student performance rather than activities?  Remember “Less is More”.

When planning a lesson, your team will be more successful helping students understand a central concept and/or skill represented by fewer significant goals and objectives rather than superficially covering a broad range of less significant topics and too many goals and objectives.

 

 

Entry 3, Part 1:  Learning Goals and Objectives
Checklist Items:
Objectives are clearly stated and measurable	___/1_
Objectives focus on what the students will be able to do with clearly identified cognitive level	___/1_
Appropriate for formative assessment (NOT worksheets)	___/1_
Goals are clearly stated and broad in nature	___/1_
Essential Questions and Guarded Vocabulary are identified.	___/1_
Total Checklist Score (5 points possible)	___/5_

 

 

 

     

Rubric for Entry 3, Part 1 (Learning Goal and Objective(s)): 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Total Rubric Score: ______/10

 

Total Score for Entry 3, Part 1: _____/15

 

Examples of Standards, Goals, and Objectives for Entry 3, Part 1

 

EXAMPLES OF STANDARDS (www.ksde.org)

 

SOCIAL STUDIES:                         Geography                                                            SIXTH GRADE

The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.

Benchmark 1:  Geographic Tools and Location:  The student uses maps, graphic representations, tools, and

technologies to locate, use, and present information about people, places, and environments.

 

SOCIAL STUDIES:                        Economics                                                            SEVENTH GRADE

Economics Standard:  The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.

Benchmark 1:  The student understands how limited resources require choices.

 

COMMUNICATION ARTS:              Reading                                                            EIGHTH GRADE           

Standard 1:  Reading  – The student reads and comprehends text across the curriculum.

Benchmark 3:  The student expands vocabulary.

 

MATHEMATICS                                                                                                EIGHTH GRADE

Standard 3: Geometry – The student uses geometric concepts and procedures in a variety of situations.

Benchmark 4: Geometry from an Algebraic Perspective – The student uses an algebraic perspective to examine the geometry of two-dimensional figures in a variety of situations.

 

MODERN LANGUAGES                                                                                    BEGINNING STAGE

Standard 1 – The student communicates competently in languages other than English.

Benchmark 1.1

Conversational/Interpersonal Communication. The student engages in conversations, provides and obtains information, expresses feelings and emotions, and exchanges opinions.

 

SCIENCE                                                                                                            GRADES 8-12           

Standard 7: History And Nature Of Science – The student will develop understanding of science as a human endeavor, the nature of scientific knowledge, and historical perspectives.

Benchmark 3:  The student will understand science from historical perspectives.

 

SOME SAMPLE SCHOOL QPA/NCA TARGETED IMPROVEMENT GOALS

• Improve problem-solving skills.
• Improve writing scores.
• Improve reading scores.
• Improve school climate.
• Decrease violence.

 

LEARNING GOALS AND OBJECTIVES SAMPLES       

Remember:  What will students know and be able to do at the end of this lesson?

Goals

Students will understand the physical world.

Students will learn how to read maps.

Students will know how to devise city plots.

 

Objectives

·       Having studied maps, the students will identify physical features using longitude and latitude with at least 70% accuracy on a map quiz on 05/04/10.

• Given a map with six distinct geographic features, the student will evaluate the best location for building a new city, justifying their reasoning with a score of at least 3 out of 5 on a rubric on 05/05/10.

 

 

 

 

Entry 3.2

Instructional Design

 

Conceptual Framework:

Standard 2:              The educator understands the role of technology in society and demonstrates

skills using instructional tools and technology to gather, analyze, and present information, enhance instructional practices, facilitate professi0nal productivity and communication, and help all students use instructional technology effectively.

Standard 5:             The educator demonstrates the ability to use the central concept, tools of

inquiry, and structures of each discipline he or she teaches and creates opportunities that make these aspects of subject matter meaningful for students.

Standard 7:              The educator plans effective integrated, and coherent instruction based upon the

knowledge of all students, home, community, subject matter, curriculum standards, and methods of teaching reading.

Disposition 2:             The educator demonstrates a belief in the inherent dignity of all people, respects

the customs and beliefs of diverse groups, and provides equitable opportunities for all students to learn.

Disposition 4:             The educator is flexible and responsive in seeking out and using a variety of

strategies to meet the cognitive, physical, emotional, and social needs of all students.

 (Aligned with Danielson’s FFT Domain 1, Planning and Preparation)

 

Entry Explanation:

Based on your knowledge of students, the subject matter to be taught, home, school, and community resources, and instructional technology, design a middle school lesson.  You may type directly on the following planning forms or create your own format to display your lesson design.  Consider the questions and prompts below as you plan your instructional unit.

 

1. Learning Strategies: Include multiple learning strategies and levels of learning to address multiple student needs and learning styles.  Progressively sequence these activities.

 

2. Meeting the Needs of All Students: Use contextual factors and pre-assessment/diagnostic information to plan to meet the needs of all you students.  Think about specific modifications and adaptations to address the specific identified contextual needs of individuals, small groups, and your entire class.  Plan to use multiple modalities, cooperative learning, hands-on activities, realia, guarded vocabulary, provision of alternate materials, and always the provision of visual and auditory support.

 

3. Active Inquiry, Learner Centeredness, and Meaningful Student Engagement: Select important concepts and skills to be taught.  Be sure these concepts and skills are relevant and meaningful to your students.  Identify key activities and discussion questions to actively engage students in learning.  Be sure to include opportunities to actively engage students in questioning concepts, developing learning strategies, seeking resources, and conducting independent investigations.

Entry 3, Part 2: Instructional Design
Checklist Items:
Names, Team #, Title, Date	___/1_
Standards, goal, and objectives	___/1_
Essential Questions & guarded vocabulary	___/1_
Progressively sequenced (set, introduction, development, and culmination)	___/1_
Scripted	___/1_
Appropriate for student level; adaptations, students construct their own learning (see question boxes on page 21)	___/4_
Total Checklist Score (9 points possible)	___/9__

Rubric for Entry 3, Part 2 (Instructional Design): 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Total Rubric Score: ______/6

 

Total Score for Entry 3, Part 2: _____/15

 

 

 

Entry 3.2

Instructional Plan

Instructional Design Learning Strategies

 

ATTACH THESE LESSON PLAN COMPONENTS BEHIND ENTRY 3.4 IN THIS ORDER:

 

Final Draft of Lesson Plan

Handouts, Overhead Transparencies and other support materials

2^nd Draft of Lesson Plan

1^st Draft of Lesson Plan

 

 

THEN ANSWER THE FOLLOWING QUESTIONS:

 

Planning, Adaptations, and Modifications to Meet the Needs of All Students:

Explain why the instructional strategies you planned for the lesson would be appropriate for students at the level you are teaching.  How could you adapt or modify activities for students with special needs?

 

 

Activity-based, Student Centered, and Meaningful Student Learning:

Explain why this lesson is relevant and meaningful to students.  Describe how students would be engaged in questioning concepts, developing their own learning strategies, seeking resources, and conducting independent investigations.

 

You may respond in the boxes provided below or attach a response to the questions. 

Why are the instructional strategies appropriate for students at the level you are teaching? How could you adapt or modify activities for students with special needs?

The instructional strategies that Team 5 employed at the level are appropriate because 7th grade students was student centered learning with hands on activities and they are more engaged when the learning is centered on them and they are active while learning. We can and did adapt this lesson for students with special needs. When we were notified that the last class period was predominantly students with special needs we made certain adaptations to the lesson in order to accommodate those students. The adaptations that we made for the students with special needs includes shortening the number of categories, providing a graph and area they can budget their income in comparison with their expenses. We also provided very focused teacher to student ratio including a decent amount of guiding the students with special needs in the assignment.

Why is the lesson relevant and meaningful to students?  How will students be engaged from a constructivist theory perspective?

The students are going to be making huge life decisions here in a short period of time. Some of the decisions will involve purchasing items that may require financing and in order to do so the students need the basic skills of budgeting their money given an overall amount of money. The lesson was designed to allow students the ability to make decisions based on the information they possessed with the added input of their peers, and the guidance of the teachers in the room. Through this lesson the students are fully engaged from a constructivist theory perspective by their decisions and further through their total experiences budgeting and purchasing items with an overall income. These students will be able to make more informed and better all around life decisions with the ability to budget and compare items. The students gained that skill in this lesson. The students were questioned in both divergent and convergent questioning methods in order to check the learning and retention of the content being covered due to its overarching importance. The questions served as a formative assessment allowing the teachers a quick snapshot of the students grasp of the information being covered.

 

 

 

 

 

Entry 3.3

Demonstration of Integration Skills

Although integration of multiple content areas is essential in today’s learning environment, the middle school lesson field experience recognizes that teaching one lesson in the middle of a comprehensive unit designed by the cooperating teacher may not facilitate the integration of content represented by the Block 1 team of students.  However, integration is thoroughly addressed during the unit planning task assigned in Core Teaching.

Entry 3.4

Assessment Procedures

 

Conceptual Framework:

Standard 8:             The educator understands and uses formal and informal assessment strategies to

evaluate and ensure the continual intellectual, social, and personal development of all learners.

Disposition 1:             The educator demonstrates a belief that all students can learn, has high expectations for

all students, and persists in helping all student achieve success.

(Aligned with Danielson’s FFT Domain 1, Planning and Preparation)

 

Entry Explanation:

For Part 4 of Entry 3, you will describe your instructional assessment plan and student achievement of instructional goals and objectives based on the following prompts. Copies of instruments will be included in the portfolio.

 

By design, the portfolio document requires collection of data from diagnostic, formative, and summative assessments.  Since the field experience for Block 1 is for one day of instruction, all three forms of data cannot be planned and implemented.  The focus for this field experience is on formative assessment.  For this entry, you will need to prepare at least one formative assessment (formal or informal) for the middle school lesson.  Each learning objective should be assessed. You also will need to determine the minimal level of acceptable student performance for the assessment instrument. The assessment criteria must be measurable.  Example formats include multiple choice, short answer, essay, performance assessment, observations, rubrics, and checklists.

 

This assessment measures the level of student learning and will determine the success of your lesson design. Collect assessment data on your class to determine if the instruction met the criteria that was determined prior to instruction.  Describe how you would use this information to re-direct, re-teach, and otherwise adjust your plan for instruction.

 

Attach a copy of

• Lesson formative assessment (include a typed copy of any verbal instructions that may accompany the assessment)

• Assessment data. (form provided)

• Application of data in revising instructional plan (form provided.)

Entry 3, Part 4:  Assessment Procedures
Checklist Items:
Formative assessment tool	___/1_
Assessment Data	___/1_
Response to assessment results (see boxes on page 21)	___/2_
Total Checklist Score (4 points possible)	___/4_

 

 

 

Total Rubric Score: ______/6

 

Total Score for Entry 3, Part 4: _____/10

 

 

 

Entry 3, Part 4

Presentation and Analysis of Assessment Data

Report on the percent of students that achieved each objective

over the course of the day.

 

 

 

After analyzing the results above, answer the following questions:

 

 

Final Draft Lesson Plan

 

Names: Ms. Wheeler, Ms. Carney, Mr. Huggard, and Mr. Cordes

Team #: 5                                                                                                              Date: 11-03-11

Cooperating Teacher: Mrs. Altevogt                                                       School: Eisenhower Middle School

Subject/level: Math/7^th Grade

Lesson Title: Education Drive

 

Standard, Benchmark, Indicator	Standard 1:  Analyze proportional relationships and use them to solve real-world and mathematical problems.   Indicator 2:  Recognize and represent proportional relationships between quantities.
Lesson Goal	The Students will analyze proportional salary relationships to education.
Lesson Objective	1. Create a budget within the means of the yearly income given. 2. Produce a line graph that exhibits the relationship between salary and education level. 3. Produce a t-chart of the advantages and disadvantages to furthering your education.
Essential Question(s) and new & guarded vocabulary	Essential Questions: How does having a higher degree of education improve your annual salary? What are some benefits/draw-backs of forgoing a college degree? What degree do you desire to have and why?   Guarded Vocabulary: Corresponds, annual income, budget, the different types of degrees (associates, bachelors, masters, and doctorate degree).
Assessment and Criteria	Assessment: Construction of a t-chart with the advantages and disadvantages of furthering one’s education. (Exit Ticket)   Criteria: Students create an accurate t-chart with two to three advantages and disadvantages.  Lists are in depth and relate back to the class discussion and the essential questions.
Set up	There will be six groups per class.  Each group will vary in size depending on class size.  The tables will be moved into six groups where the students can interact with their teammates.
Materials / visuals / equipment / sources	Materials, Visuals, Equipment: White board, dry erase markers, eraser, masking tape for placing the items purchased on the graph, zip lock bags with the different pictures of items the students will choose from, pictures of items placed in the bags, and bar graph on poster board displaying the relationship between income and education level.   Sources: http://www.infoplease.com/ipa/A0883617.html http://soc101.wordpress.com/2009/02/10/education-pays-income-by-education-level-2009-update/
Greeting	Teachers will be spread out, two in the front of the classroom helping students find their name tags that are at their desks. Teacher has given lists of students with learning disabilities/which students would not work well together. The other two at the door welcoming the students as the come in.

 

Minutes	Activity
5 Min. A K	Introduction: Huggard: Hello class my name is Mr. Huggard and my focus is English.  We are from KSU and we will be teaching your class today.  These are my team mates:   Cordes: I am Mr. Cordes and my focus is Social Studies.   Wheeler: I am Ms. Wheeler and my focus is Math.   Carney: I am Ms. Carney and my focus is Social Studies.   Cordes: Today we will be looking at how one’s educational level compares to their yearly income. Now Ms. Carney will go over what our goals are for today.
2 Min V A                         3 Min V A T	Lesson Goals/Objectives & Anticipatory Set Roles for Goals: Carney-CP/C, Cordes-VS, Wheeler TK, Huggard CM   Carney: The goals (aka objectives) for today are: 1. Create a budget within the means of the yearly income given. 2. Produce a line graph that exhibits the relationship between salary and education level. 3. Produce a t-chart of the advantages and disadvantages to furthering your education.   [Cordes: Puts up poster that has objectives for students to see. Poster helps those students that may need structure in order to have the most successful learning environment.]   Roles for Anticipatory Set: Wheeler-CP/C Carney-TK Cordes & Huggard-CM   Wheeler: Will everyone please take out a piece of paper.  I want you to all think about your future… Where you would like to live, what kind of house you would like to have, what kind of car you would like to drive, and other material accessories.   Students: Get out said piece of paper and make a list of items while   Wheeler: Please hold on to those papers. Now, Ms. Carney will introduce us to our next activity.
5 Min A	Explanation of the Education Drive activity and distribution of the materials. Roles for Explanation: Carney-CP/C, Wheeler-TK/VS, Huggard & Cordes- CM   [Cordes & Huggard: Hand out bags. Wheeler: Hands out packets.]   Carney: Now my fellow teammates will be handing out bags and packets to each group.  Please wait to open the bags until we finish explaining the directions.  In each bag you will receive a certain salary and this will be the amount of money your group will earn in one year.  The other bags contain items that you can purchase with this income.  In your packet that Ms. Wheeler is handing out we have a list of vocabulary words you can refer to, a budget sheet to help your team keep track of their money, a list of all the things you can buy and how much they cost and then a T-Chart, which we will use at the end of the activity. You will need to keep track of the money your group spends on the budget sheet but also on a spare piece of paper on your own so you can all check your work. You will have the opportunity in your groups to make choices as to what you will buy. Make sure you mark things up in the packet because we will be collecting it at the end.     [Wheeler:  Flips over “Objectives” poster to reveal rules written out on the opposite side. This helps those students who may not hear well or have trouble concentrating by having the rules readily available at all time.]   Carney: Now, everyone look at the first page of their packet at the packet where the vocabulary words are. Mr. Cordes is going to talk to you all about these words!   Roles for Vocabulary Words: Cordes-CP/C, Huggard-TK, Wheeler & Carney: CM   Cordes: Alright folks, let’s take a look at these vocab words. [Cordes leads Students through the vocabulary words.] Alright, so now Mr. Huggard is going to get us started on our activity.
2 Min V A K T                             7 Min V A K T                                                                                     7 Min V A K T                                                                             3 Min A                             5 Min V A K T	Educated Drive Activity: Annual Income Roles for Activity Pt. 1: Huggard-CP/C, Wheeler-TK/VS, Cordes & Carney-CM   [Cordes & Carney: Continually walking around making sure everyone is on task and to help any students that need it.]   Huggard: Inside your bag you will each find a brightly colored card with your teams given annual income on it. Please take this out at this time.  Now if everyone will raise their hands and share with us what salary you received.   Students: Get out bright paper and see which of the salaries they have been given. They raise their hands and are called on one by one to share their incomes.   Educated Drive Activity: Pt 1 Huggard: Fantastic! So let’s spend some money, shall we? First find the bag containing the different housing choices and open it up. Look through your options and find the sheet in the packet that tells you how much each option is going to be worth. I would like you as a team to decide which type of home you would like to purchase. After you have made the decision, pull out the card with the picture of your new housing and subtract this total on your own piece of paper as well as on the budget sheet in the packet.   Students: Open their bags and find four different options (mansion, condo, house, apartment) with correlating prices. They discuss the different options and then make a decision on what they would like to purchase and subtract the price from their total.   Wheeler: If you have chosen your house please raise your hand and choose one person from your group to come to the board and tack your housing choice on the graph next to your income.   Students: Elect one person from the group to bring the large cards with their choice up to their salary and post it to the chart.   Huggard: Now let’s look at the next bag, the bag containing cars.  Please discuss with your group which car you would like to purchase.  You may purchase more than one car if you think your life style will require this purchase.   Students: Go once again into their bags and go over their options (Hummer, Prius, Mini Cooper, Used Camry). They discuss and make a choice.   Wheeler: When you have chosen please raise your hands again and then send one person up to the board to tape your choices.   Students: Delegate one student to go to the board and tape up their choice.   Huggard: Alright students, now Mr. Cordes is going to lead you through the next two bags.   Educated Drive Activity: Pt 2 Roles for Activity Pt. 2: Cordes-CP/C, Wheeler-TK/VS, Huggard & Carney-CM   [Huggard & Carney: Continually walking around making sure everyone is on task and to help any students that need it.]   Cordes: The next bag we will be looking at is the number of children you would like to have in the future.  You will find in your packet the average cost of a child per year.  So please choose if you would like to have children and if so how many. You can choose up to three or, if your team chooses to do so, you don’t have to have any kids at all.   Students: Discuss and go over their options (0,1,2,3) and then make a group decision.   Wheeler: Please raise your hands once again when you have decided and then send your choices up to the board.   Students: Delegate one student to go to the board and tape up their choice.   Cordes: The last bag we will discuss contains extra accessories, such as:  Flat Screen TV, Hot tub, 4-Wheeler, and Pets.  Please choose whatever items out of this list that you would like if you would like to purchase any of them at all. Keep in mind, you can choose more than one item.   Students: Make final purchasing decisions.   Wheeler: Let’s raise our hands when you have made a final decision and then place your last items on the board.  Also, you would all please write the leftover money, if you have any, on the board next to your items.   Students: Post their choice and what money is left over in their yearly budget on graph.   Educated Drive Activity: Discussion/Wrap Up Roles for Activity Wrap Up: Huggard-CP/C, Wheeler-TK, Cordes & Carney-CM   Huggard: Now looking at the board I see some of you have some leftover money.  Why do you all think you have some money leftover?   Students: React: Didn’t want to spend that much money. Knew there would be other things to consider.   Huggard: Did you all think there would be other things you would have to budget for? If so, what did you think to budget for? (Food, utilities, etc.) Remember, there is a definition of budget on the first page of your packets.   Comparison Bar Graph Roles for Bar Graph Presentation: Carney-CP/C Wheeler-TK/VS, Huggard & Cordes-CM   Carney: On the board we have created a graph to show you the degree you would have to get to earn the salary you received.  An important point I would like to make is that these numbers are averages of how much each one of the levels of education make, they are not exact for every person, so please keep that in mind.  Look inside of your packet and turn to the last page. This is your copy of the graph that is on the poster board. This graph is to also help those students that may have a hard time looking up at the board or need to have the graph concrete in their hand. Find where on the graph your teams point should go. Now I will call each group up one at a time and I would like you to place your point on the graph that corresponds to your salary and the level of education you must receive.  What level of education do you need to have to make the salary you received?   Students: Students examine the graph in the packet and the blank one posted on the board. Delegate one person from the group to go up and place point where it should go on the graph.   [Huggard and Cordes: Make sure everyone is still on task. Wheeler: Stands at the front and gives the students the sticky tack to plot the points. After everyone has plotted, Wheeler draws a line through the points on the board.]   Wheeler: Does anyone see the correlation here?   Students: React: Yes! The more education you have the more money you can hope to make!   Wheeler: As I hope most of you already know, money does not equal happiness, happiness comes from doing what you love. Some of our groups today didn’t spend that much of their money, but they still could afford to purchase some very nice things. You don’t have to be rich to live a quality lifestyle. So always remember that as long as you’re happy that is all that matters.
2 Min A	Essential Question Discussion Roles for E.Q.D.: Cordes-CP/C, Wheeler-TK, Huggard & Carney-CM   Cordes: I’ve got a few questions I want us all to talk about now that we have finished the activity. How does having a higher degree of education improve your annual salary?   Students: Talk about the direct proportional relationship between years in school and money you can make.   Cordes: What are some benefits/draw-backs of not getting a college degree? Students: Discuss the fact that not everyone can afford to go to school or the fact that the longer you are in school the more debt you will obtain. Flip side, if you go to school longer you will have the potential to make more money.   Cordes: What degree do you desire to have and why?   Students: Share what goals they have for college or what they are interested in doing.
5 Min V A T	Content Closure and Creation of T-Chart Roles for Content Closure: Huggard-CP/C, Cordes-VS, Carney-TK, Wheeler-CM   [Carney & Wheeler: Hands out T-Chart handout to each student. Cordes: Draws T-Chart on board.]   Huggard: Alright, now Ms. Carney and Ms. Wheeler are going around and handing out some t-chart graphic organizers. Graphic organizers help those students with visual impairments. Also, there is plenty of space to write, so any students with physical disabilities that affect their writing have lots of room. Now, what we are going to have you do are just write down some of the advantages and disadvantages of furthering your education are. Before we get started though let’s just get a couple of ideas as a group that Mr. Cordes will write on the board.   Students: Throw out a few ideas that had been brought up during the E.Q. portion of the lesson.   [Cordes: Writes down a couple of the suggestions on the sample T-Chart This gives the students yet another visual to look at in case they are having trouble looking at the paper.]   Huggard: Go ahead and work on this for the remaining time period. If you get done early please start to put some of the items back in their bags so the next class can jump right into this activity. Hand your T-Charts to Ms. Carney on your way out. Thank you all and have a great day!   [Carney: Stands at front door and collects T-Charts as students leave room.]

 

Accommodations	Bar Graph Handout as well as chart placed on the board. Charts on board are color/text coordinated. Cooperative learning groups have been pre determined with teacher to make a better environment. Objctives/Directions written on the board as well as verbally stated.
Assignment for next class period	N/A
Lesson evaluation questions	T-Chart listing advantages and disadvantages to furthering one’s education used as the student’s exit ticket.

 

 

Handouts

Clip art for the groups to post on the chart on the

White board to represent the items they purchased.

Houses

-       Mansion = $67,000

 

 

 

 

 

-       Condo = $43,000

 

 

 

 

 

-       2-4 Bedroom House = $17,000

 

 

 

 

 

-       Apartment = $7,200

 

 

 

 

 

Cars

-       Hummer = $12,600

 

 

 

 

-       Mini Cooper = $6,200

 

 

 

 

 

-       Prius = $5,200

 

 

 

 

 

-       Used Camry = $3,600

 

 

 

 

 

Children

-       No Children = $0

-       1 Child = $10,000

-       2 Children = $18,000

-       3 Children = $28,000

 

 

 

Extra Items

-       Flat Screen TV = $370

 

 

 

 

 

 

-       4-Wheeler = $600

 

 

 

 

 

-       Hot Tub = $2,600

 

 

 

 

 

-       Pets = $700

 

 

 

 

 

T-Chart

Write 3-4 advantages and disadvantages of furthering your education.

 

            Advantages                             Disadvantages

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessment Proof

 

 

 

 

 

 

 

Budget

 

 

Total Income         ____________

-

Cost of House       ____________

-

Cost of Car            ____________

-

Cost of Children    ____________

-

Cost of Extra Items____________

=

Leftover Money     ____________

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessment Proof

 

 

 

 

 

 

 

 

 

 

 

 

 

Revised Draft Lesson Plan

Names: Lexi Wheeler, Caitlin Carney, Christopher Huggard, and William Cordes

Team #: 5                                                                                                              Date: 11-03-11

Cooperating Teacher: Mrs. Altevogt                                                       School: Eisenhower Middle School

Subject/level: Math/7^th Grade

Lesson Title: Education Drive

 

Standard, Benchmark, Indicator	Standard 1:  Analyze proportional relationships and use them to solve real-world and mathematical problems.   Indicator 2:  Recognize and represent proportional relationships between quantities.
Lesson Goal	The Students will analyze proportional salary relationships.
Lesson Objective	1. Create a budget within the means of the yearly income given. 2. Produce a line graph that exhibits the relationship between salary and education level. 3. Produce a t-chart of the advantages and disadvantages to furthering your education.
Essential Question(s) and new & guarded vocabulary	Essential Questions: How does having a higher degree of education improve your annual salary? What are some benefits/draw-backs of forgoing a college degree? What degree do you desire to have and why?   Guarded Vocabulary: Forgo, corresponds, annual income, budget, the different types of degrees (associates, bachelors, masters, and doctorate degree).
Assessment and Criteria	Assessment: Construction of a t-chart with the advantages and disadvantages of furthering one’s education. (Exit Ticket)   Criteria: Students create an accurate t-chart with two to three advantages and disadvantages.  Lists are in depth and relate back to the class discussion and the essential questions.
Set up	There will be six groups per class.  Each group will vary in size depending on class size.  The tables will be moved into six groups where the students can interact with their teammates.
Materials / visuals / equipment / sources	Materials, Visuals, Equipment: White board, dry erase markers, eraser, masking tape for placing the items purchased on the graph, zip lock bags with the different pictures of items the students will choose from, pictures of items placed in the bags, and bar graph on poster board displaying the relationship between income and education level.   Sources: http://www.infoplease.com/ipa/A0883617.html http://soc101.wordpress.com/2009/02/10/education-pays-income-by-education-level-2009-update/

 

Minutes	Activity
0-5 A K	Introduction and seating arrangement.
5-10 V A T	Anticipatory set (list of material goals)
10-15 A	Explanation of the Education Drive activity and distribution of the materials.
15-35 V A K T	Begin Educated Drive activity, T-P-S about the choices (each category allow 5 minutes for discussion and placements of selections)
35-42 A	Essential Question discussion
42-45 V A T	Content Closure and creation of t-chart which serves as an exit ticket for the students.

 

Accommodations	Bar Graph Handout as well as chart placed on the board. Charts on board and handouts are color/text coordinated. Different group sizes for each class period. Directions written on the board as well as verbally stated.
Assignment for next class period	N/A
Lesson evaluation questions	T-Chart listing advantages and disadvantages to furthering one’s education used as the student’s exit ticket.

 

Lesson Plan Script

 

Chris: Hello class my name is Mr. Huggard and my focus is English.  We are from KSU and we will be teaching your class today.  These are my team mates:

 

Will: I am Mr. Cordes and my focus is Social Studies.

 

Lexi: I am Ms. Wheeler and my focus is Math.

 

Caitlin: I am Ms. Carney and my focus is Social Studies.

 

Will: Today we will be looking at how one’s educational level compares to their yearly salary.

 

Caitlin: The goals (aka objectives) for today are: (Write objectives on white board)

 

Lexi: Will everyone please take out a piece of paper.  I want you to all think about your future… Where you would like to live, what kind of house you would like to have, what kind of car you would like to drive, and other material accessories.  (Anticipatory Set)

 

Caitlin: Now Mr. Huggard and Mr. Cordes will be handing out bags to you.  Please wait to open the bags until we finish explaining the directions.  In each bag you will receive a certain salary and this will be the amount of money you will earn in one year.  The other bags contain items that you can purchase with this income.  You will need to keep track of the money you spend, so as we go please subtract the amount of your purchases from your yearly income.  You will be allowed to pick some of these items and now Mr. Huggard will help you get started with this activity.

 

(Lexi:  Write instructions on the board as they are being explained.)

 

Chris: Inside your bag you will each find a orange card with your given income on it, please take this out at this time.  Now if everyone will raise their hands and share with us what salary you received.

 

Chris: First we are going to look at the bag containing the different housing choices, I would like each of you to decide which type of home you would like to purchase.

 

Lexi: If you have chosen your house please raise your hand and choose one person from your group to come to the board and tape your housing choice on the graph next to your income.

 

Chris: Now let’s look at the next bag, the bag containing cars.  Please discuss with your group which car you would like to purchase.  You may purchase more than one car if you think your life style will require this purchase.

 

Lexi: When you have chosen please raise your hands again and then send one person up to the board to tape your choices.

 

Will: The next bag we will be looking at is the number of children you would like to have in the future.  You will find on the back of your card the average cost of a child per year.  So please choose if you would like to have children and if so how many.

 

Lexi: Please raise your hands once again when you have decided and then send your choices up to the board.

Will: The last bag we will discuss contains extra accessories, such as:  Flat Screen TV, Hot tub, 4-Wheeler, and Pets.  Please choose whatever items out of this list that you would like if you would like to purchase any of them at all.

 

Lexi: Let’s raise our hands when you have made a final decision and then place your last items on the board.  Now if you would all please right the leftover money, if you have any, on the board next to your items.

 

Chris: Now looking at the board I see some of you have some leftover money.  Why do you all think you have some money leftover? (Budgeting is the targeted answer.)  What did you budget for? (Food, utilities, etc.)

 

Caitlin: On the board we have created a graph to show you the degree you would have to get to earn the salary you received.  An important point I would like to make is that these numbers are averages of how much each one of the levels of education make, they are not exact for every person, so please keep that in mind.  Now I will call each group up one at a time and I would like you to place your point on the graph that corresponds to your salary and the level of education you must receive.  (After the group places there point)  What level of education do you need to have to make the salary you received?  (When every group has gone connect points and show how in most cases the higher the level of education you receive the greater the income.)

 

Lexi: As I hope most of you already know money does not equal happiness, happiness comes from doing what you love.  So always remember that as long as you’re happy that is all that matters.

 

Will: How does having a higher degree of education improve your annual salary?  What are some benefits/draw-backs of forgoing a college degree?  What degree do you desire to have and why? (Essential Questions)

 

Chris: Now please take out a piece of paper and on this paper draw a t-chart listing the advantages and disadvantages of furthering your education.

 

First Lesson Draft

 

Names: Lexi Wheeler, Caitlin Carney, Christopher Huggard, and William Cordes

Team #: 5                                                                                                              Date: 11-03-11

Cooperating Teacher: Mrs. Altevogt                                                       School: Eisenhower Middle School

Subject/level: Math/7^th Grade

Lesson Title: Education Drive

 

Standard, Benchmark, Indicator	Standard 1:  Analyze proportional relationships and use them to solve real-world and mathematical problems.   Indicator 2:  Recognize and represent proportional relationships between quantities.
Lesson Goal	The Students will analyze proportional salary relationships.
Lesson Objective	1. Create a budget within the means of the yearly income given. 2. Produce a line graph that exhibits the relationship between salary and education level. 3. Produce a t-chart of the advantages and disadvantages to furthering your education.
Essential Question(s) and new & guarded vocabulary	Essential Questions: How does having a higher degree of education improve your annual salary? What are some benefits/draw-backs of forgoing a college degree? What degree do you desire to have and why?   Guarded Vocabulary: Forgo, corresponds, annual income, budget, the different types of degrees (associates, bachelors, masters, and doctorate degree).
Assessment and Criteria	Assessment: Construction of a t-chart with the advantages and disadvantages of furthering one’s education. (Exit Ticket)   Criteria: Students create an accurate t-chart with two to three advantages and disadvantages.  Lists are in depth and relate back to the class discussion and the essential questions.
Set up	There will be six groups per class.  Each group will vary in size depending on class size.  The tables will be moved into six groups where the students can interact with their teammates.
Materials / visuals / equipment / sources	Materials, Visuals, Equipment: White board, dry erase markers, eraser, masking tape for placing the items purchased on the graph, zip lock bags with the different pictures of items the students will choose from, pictures of items placed in the bags, and bar graph on poster board displaying the relationship between income and education level.   Sources: http://www.infoplease.com/ipa/A0883617.html http://soc101.wordpress.com/2009/02/10/education-pays-income-by-education-level-2009-update/

 

Minutes	Activity
0-5 A K	Introduction and seating arrangement.
5-10 V A T	Anticipatory set (list of material goals)
10-15 A	Explanation of the Education Drive activity and distribution of the materials.
15-35 V A K T	Begin Educated Drive activity, T-P-S about the choices (each category allow 5 minutes for discussion and placements of selections)
35-42 A	Essential Question discussion
42-45 V A T	Content Closure and creation of t-chart which serves as an exit ticket for the students.

 

Accommodations	Bar Graph Handout as well as chart placed on the board. Charts on board and handouts are color/text coordinated. Different group sizes for each class period. Directions written on the board as well as verbally stated.
Assignment for next class period	N/A
Lesson evaluation questions	T-Chart listing advantages and disadvantages to furthering one’s education used as the student’s exit ticket.

 

 

Lesson Plan Script

 

Chris: Hello class my name is Mr. Huggard and my focus is English.  We are from KSU and we will be teaching your class today.  These are my team mates:

 

Will: I am Mr. Cordes and my focus is Social Studies.

 

Lexi: I am Ms. Wheeler and my focus is Math.

 

Caitlin: I am Ms. Carney and my focus is Social Studies.

 

Will: Today we will be looking at how one’s educational level compares to their yearly salary.

 

Caitlin: The goals (aka objectives) for today are: (Write objectives on white board)

 

Lexi: Will everyone please take out a piece of paper.  I want you to all think about your future… Where you would like to live, what kind of house you would like to have, what kind of car you would like to drive, and other material accessories.  (Anticipatory Set)

 

Caitlin: Now Mr. Huggard and Mr. Cordes will be handing out bags to you.  Please wait to open the bags until we finish explaining the directions.  In each bag you will receive a certain salary and this will be the amount of money you will earn in one year.  The other bags contain items that you can purchase with this income.  You will need to keep track of the money you spend, so as we go please subtract the amount of your purchases from your yearly income.  You will be allowed to pick some of these items and now Mr. Huggard will help you get started with this activity.

 

(Lexi:  Write instructions on the board as they are being explained.)

 

Chris: Inside your bag you will each find a orange card with your given income on it, please take this out at this time.  Now if everyone will raise their hands and share with us what salary you received.

 

Chris: First we are going to look at the bag containing the different housing choices, I would like each of you to decide which type of home you would like to purchase.

 

Lexi: If you have chosen your house please raise your hand and choose one person from your group to come to the board and tape your housing choice on the graph next to your income.

 

Chris: Now let’s look at the next bag, the bag containing cars.  Please discuss with your group which car you would like to purchase.  You may purchase more than one car if you think your life style will require this purchase.

 

Lexi: When you have chosen please raise your hands again and then send one person up to the board to tape your choices.

 

Will: The next bag we will be looking at is the number of children you would like to have in the future.  You will find on the back of your card the average cost of a child per year.  So please choose if you would like to have children and if so how many.

 

Lexi: Please raise your hands once again when you have decided and then send your choices up to the board.

Will: The last bag we will discuss contains extra accessories, such as:  Flat Screen TV, Hot tub, 4-Wheeler, and Pets.  Please choose whatever items out of this list that you would like if you would like to purchase any of them at all.

 

Lexi: Let’s raise our hands when you have made a final decision and then place your last items on the board.  Now if you would all please right the leftover money, if you have any, on the board next to your items.

 

Chris: Now looking at the board I see some of you have some leftover money.  Why do you all think you have some money leftover? (Budgeting is the targeted answer.)  What did you budget for? (Food, utilities, etc.)

 

Caitlin: On the board we have created a graph to show you the degree you would have to get to earn the salary you received.  An important point I would like to make is that these numbers are averages of how much each one of the levels of education make, they are not exact for every person, so please keep that in mind.  Now I will call each group up one at a time and I would like you to place your point on the graph that corresponds to your salary and the level of education you must receive.  (After the group places there point)  What level of education do you need to have to make the salary you received?  (When every group has gone connect points and show how in most cases the higher the level of education you receive the greater the income.)

 

Lexi: As I hope most of you already know money does not equal happiness, happiness comes from doing what you love.  So always remember that as long as you’re happy that is all that matters.

 

Will: How does having a higher degree of education improve your annual salary?  What are some benefits/draw-backs of forgoing a college degree?  What degree do you desire to have and why? (Essential Questions)

 

Chris: Now please take out a piece of paper and on this paper draw a t-chart listing the advantages and disadvantages of furthering your education.

 

 

Entry 4

Analysis of Classroom Learning Environment

 

Conceptual Framework:

 

Standard 9:             The educator uses an understanding of individual and group motivation and behavior to

create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

 

Disposition 3:             The educator takes responsibility to establish an environ­ment of respect and rapport and a culture for learning to enhance social interactions, student motivation and responsibility, and active engagement in learning.

(Aligned with KPA Criterion 5 and Danielson’s FFT Domain 2, The Classroom Environment)

 

 

Entry Explanation:

A learning environment that encourages positive student interactions, self-motivation, and active engagement in learning is built and maintained by: (1) creating an environment of respect and rapport, (2) establishing a culture for learning, (3) managing classroom procedures, (4) encouraging appropriate student behavior, and (5) organizing physical environment. For entry 4 you will analyze your classroom learning environment based on two of these five components (1 and 4).  As part of this analysis, determine how these two components can be used to build and /or maintain a positive learning environment. Include specific examples from the lesson that you taught as part of each description. Use the specific prompts and questions listed on the attached form to help you with this analysis.

 

Entry 4:  Analysis of Classroom Learning Environment (see boxes on page 23)
Checklist Items:	NO             YES
Environment of Respect and Rapport	0                  5
Encouraging Appropriate Behavior	0                  5
Total Checklist Score (10 points possible)	___/10_

Name:   ____William Cordes_____ School:  _____Eisenhower Middle School____

 

Review your experiences with the middle school field experience. Reflect on your role in impacting the classroom environment.

 

Establishing an Environment of Respect and Rapport

Describe how you established and maintained an atmosphere of trust, openness and mutual respect in your classroom.  Cite examples of your part in positive student social interactions and in positive student verbal and non-verbal communication skills. I began a positive atmosphere of trust, openness and mutual respect through greeting the students as they entered the classroom each class period. I would welcome them to the class and inquire as to how their day has been going. This relationship of trust, openness and mutual respect continued throughout the lesson. I instructed the whole class on two specific sections of the lesson and continued to check up on the individual groups during the lesson. This simple act communicated that I cared about what they were learning and wanted them to really take an active part in the lesson. I also commented positively groups selections for various items during the lesson. One instance I inquired a group selection of a mansion and “Sarah” responded, “We bought a 2-bedroom house first, but now we see we have more money so we want to get the mansion.” I praised “Sarah” and the group collectively for using all of their information to come to a decision. My facial expressions convey much of my positive student interactions. Numerous times throughout the lesson I communicated happy and surprised facial expressions based on student actions during the lesson.

Encouraging Appropriate Student Behavior

Describe your classroom management approach.  Specifically, how do you: Establish and/or maintain expectation of conduct, and Monitor and respond to behavior that does not meet these expectations As an active member of Team 5 I exhibited and maintained an expectation of positive conduct and classroom behavior. Through my actions I encouraged students to display positive classroom behavior. When exhibiting classroom management skills I maintained mutual respect of the students when acknowledging those who were actively participating, and correcting those students who were being disruptive to their fellow classmates. One such example involved “Manuel” and I. “Manuel” was talking and disrupting his fellow classmates while Miss Wheeler was bringing the class back on topic after individual group discussions on what cars they wanted to purchase given their various incomes. I simply used proximity and paused at his desk while touching his desk, making eye contact and asking him to please lower his voice and rejoin our classroom discussion. “Manuel” immediately complied and took an active part in the discussion. Most of my interaction with “Manuel” was conveyed through facial gestures and eye contact. This communicated mutual respect because he stopped his current actions and gave his classmates and Miss Wheeler mutual respect. When other students witnessed my action they respected me for allowing everyone an equal and fair opportunity to learn and excel. This and many situations similar to this opened the communication channels among the students and team teachers, strengthening rapport within the classroom. During the team-teach those team members that were not teaching were stationed around the classroom observing and quietly correcting misbehavior while teacher at the moment continued teaching. Like with the “Manuel” situation proximity, facial gestures and quiet reminders to misbehaving students were my methods of responding to misbehavior.

Entry 5

Formal Observations and Feedback

 

Conceptual Framework:

Standard 10:            The educator understands and uses a variety of appropriate instructional

strategies to encourage and develop various kinds of students’ learning including critical thinking, problem solving, and reading.

Standard 11:            The educator uses a variety of effective verbal and non-verbal communication

techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Disposition 1:             The educator demonstrates a belief that all students can learn, has high

expectations for students, and persists in helping all students achieve success.

Disposition 3:            The educator takes responsibility to establish an environment of respect and

rapport and in a culture for learning to enhance social interactions, student motivation and responsibility, and active engagement in learning.

Disposition 4:            The educator is flexible and responsive in seeking out and using a variety of

strategies to meet the cognitive, physical, emotional, and social needs of all students.

(Aligned with Danielson’s FFT Domain 3, Instruction)

Entry Explanation:

Formal observations/assessments of your instruction are another major component of your portfolio.  The major focus of this entry is to provide evidence of instruction; however, formal observations also provide evidence of competence in all four categories of the KSU Conceptual Framework.  The teaching process, as captured through formal observations, documents your abilities to integrate Perspectives and Preparation (Category 1), Learning Environment (Category 2), Instruction (Category 3) and Professionalism (Category 4).  Therefore, even though the two standards listed for this entry focuses on instruction, the observation form and the rubric for the entry include all four categories of the KSU Conceptual Framework.  Your instructors, cooperating teacher, and clinical instructors will observe you.  Include the items listed below that were generated as a result of your middle school lesson practice and actual instruction.  In addition, the portfolio requires your Middle School Lesson Reflection, and Block 1 Professional Progress Forms (one as a self assessment and one that the instructors complete.)

Entry 5, Part 1

Attach the following items:

Entry 5:  Formal Observations and Feedback
Checklist Items:
Three MS observation forms (pink)	__/2__
Two MS Individual observation feedback forms (salmon)	__/2__
Two MS practice observation form (pink)	__/2__
MS Reflection Paper	__/2__
MS Reflection Paper rubric	__/2__
Professional Progress Form – Self-Evaluation (provided on page 27)	__/5__
Total Checklist Score (15 points possible)	__/15_

 

 

Entry 5.1

Reflections on Middle School Lesson Plan and Lesson Delivery

 

Name:                  William Cordes                                    School:   Eisenhower Middle School                  Date of Lesson: 15NOV2011

Team:                  5                                                                        Title of Lesson:                  Educated Drive

Review your team video, making notes as you go and also review the documents in your team notebook, e.g., observations, first ideas, first lesson plan, and final plan. This is not a team assignment – individually answer the following questions about the planning and delivery of your middle school lesson.  Type answers directly on this form and allow the pages to expand as needed. You will receive both a score in your portfolio (as a checklist item) and a separate score (as a part of your middle school field experience) for this assignment.

 

 

Entry 5, Part 2

Block One Professional Progress Form–Core Teaching Skills

Teacher Candidate: __William Cordes_____                  Semester:  ___Fall 2011________

Review all your work from this semester (including your plans, videotapes, and reflection papers), and consider each component listed below.  In one color underline your knowledge/performance in Microteach 1, or at the beginning of Block 1 at the onset of this semester.  Then in a different color, underline the behaviors you routinely demonstrate in your planning, teaching, and reflection now, at the close of Block One.  (Please add a key to the form to indicate which color is which.)   Usually you will find that you will underline behaviors in multiple cells in a row, because the cells are not mutually exclusive and you may demonstrate different behaviors during the same lesson. Then give yourself a numerical score from 1 to 7 in the left column for each row.  Please know that most Block 1 students began in the unsatisfactory column in many of the pedagogical rows at the beginning of the semester.  When you are licensed as a new teacher, KSU must document that you are (minimally) at the basic level.

KEY

Information from Microteach 1

Information from present (end of block 1)

 

COMPONENT

UNSATISFACTORY 1

BASIC 2           3           4

PROFICIENT 5              6             7

DOMAIN 1            Planning and Preparation

1a: Demonstrating Knowledge of Content and Pedagogy   ___5___/7	Teacher displays little understanding of content and pedagogy.	Teacher’s content and pedagogical knowledge represents basic understanding, but does not extend to connections with other disciplines or to possible student misconceptions.	Teacher demonstrates solid understanding of the content and its prerequisite relationships and connections with other disciplines.  Teacher’s instructional practices reflect current pedagogical knowledge.
1b: Demonstrating Knowledge of Students   ___4___/7	Teacher makes little or no attempt to acquire knowledge of students’ backgrounds, skills, or interests, and does not use such information in planning.	Teacher demonstrates partial knowledge of students’ backgrounds, skills, and interests, and attempts to use this knowledge in planning for the class as a whole.	Teacher demonstrates thorough knowledge of students’ backgrounds, skills, and interests, and uses this knowledge to plan for groups of students.
1c: Setting Instructional Outcomes   ___6___/7	Teachers’ goals & objectives represent trivial learning, are unsuitable for students, or are stated only as instructional activities, and they do not permit viable methods of assessment.	Teacher’s goals & objectives are moderate of moderate value or suitability for students in the class, consisting of a combination of goals and activities, some of which permit viable methods of assessment.	Teacher’s goals & objectives represent valuable learning and are suitable for most students in the class; they reflect opportunities for integration and permit viable methods of assessment.
1e: Designing Coherent Instruction   ___5___/7	The various elements of the instructional design do not support the stated instructional goals and engage students in meaningful learning, and the lesson or unit has no defined structure.	Some of the elements of the instructional design support the stated instructional goals and engage students in meaningful learning, while other do not.  Teacher’s lesson or unit has a recognizable structure.	Most of the elements of the instructional design support the stated instructional goals and engage students in meaningful learning, and the lesson or unit has a clearly defined structure.