Teacher Work Sample 6 Showcase Lesson: The pre-assessment for this lesson was a short 3 question quiz on dividing.

This quizs purpose was to not only activate the students prior knowledge, but was a guide to tell the instructor which students are on par with the curriculum and which students are not. The during-assessment is an informal teacher-observation where the instructor walks around and makes notes on each student as to whether they are grasping the material. The students who are having the most difficulty will be taken to the back table and instructed further. The post-assessment is the same 3 question quiz that shows the instructor the results of the lesson, and which students have mastered, are on their way to mastery, and those students who are struggling to grasp the concepts being taught. My showcase lessons objective was for the students will be able to divide whole numbers by estimating when using two-digit divisors with 100% accuracy. This will utilize the students prior knowledge of estimating factors to a reasonable number and then performing the dividing steps. The only new content being taught and tested is the students ability to complete the dividing steps with a twodigit divisor instead of one. Using figure 1; it is observed that 11 students mastered the material before, during, or after the instruction. It is also known that 9 students were able to achieve the score of a 2 which I considered understood, but not mastered when it comes to the material. 3 students received a 1 on their post assessment quiz which is definitely under par. There was even 1 student who was unable to grasp any form of understanding which resulted in a 0 for the post assessment score. The students who received a 2 and above on the post assessment quiz would progress onward in order to increase and/or challenge their zone of proximal development. The students who scored a 1 on the post-assessment quiz would be given further instruction with the follow-up lesson occurring the next day. The student who received a 0 will be given personalized individual instruction that day which would consist of basic estimation and basic division, in order to scaffold their abilities and understanding. After reviewing the data of the pre, and post-assessments I conclude that 11 students were able to meet the objective, with 9 almost achieving mastery, and 4 students who were under-par and in need of further instruction. Figure 1: High Medium Low #7 #10 #13 Student Pre post 1 1 2 2 3 2 4 0 5 0 6 1 7 3 8 2 9 3 10 1 11 3 12 2

2 3 3 2 1 3 3 3 3 2 3 2

Improvement 1 1 1 2 1 2 0 1 0 1 0 0 1

Teacher Work Sample 6 13 14 15 16 17 18 19 20 21 22 23 24 0 2 2 0 1 2 1 2 2 1 1 2 1.5 Figure 2: 1 2 1 0 3 3 2 2 3 2 2 3 2.25 1 0 -1 0 2 1 1 0 1 1 1 1 0.75

3.5 3 3 2.5 2 2 2 1.5 1 1 0.5 0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 0 0 00 1 1 1 1 1 1 1 1 1 2 2 2 2 22 22 2 2 2 22 2 2 2 2 Pre post 3 3 33 3 33 33 3 3 3 3

Analyzing Data to Explain Student Progress (Whole Class): As previously stated 11 students mastered the material, 9 students were on par achieving a 2 on the post-assessment and 4 students were below par receiving either a 1 or a 0. Of The 11 students gaining a 3 on the post-assessment 3 of those students had also received a 3 on the pre-assessment. This only shows that the students did not create incorrect habits or misconceptions throughout the lesson. It does not show if they learned anything or improved with their mathematical thought process. The other 8 students that gained a 3 on the post-assessment show that they learned how to correctly do each step and that they can estimate to the proper number every time. Out of the 9 students who received a 2 on the post-assessment, 6 of those students had improved from a lower score throughout the lesson. This shows that the 3 students who did not improve did not get worse, and that the students who did learned something during the lesson if not only just practice improving their abilities. The 3 students who received a 1 on the post-assessment; 2 of them got 0s on their pre-assessment which shows some level of learning during the lesson, but the third student achieved a 2 on the pre-assessment and then a 1 on the post which means they either developed some sort of incorrect habits or were guessing the on both assessments. The student who received a 0 on both assessments has still not mastered the single-digit divisor division steps and is almost always estimating to the wrong number. This student also only puts 2

Teacher Work Sample 6 forth effort when prompted during individual instruction. This shows zero learning throughout the lesson. A total of 13 students did not meet the objective as it is stated, however this being an intro lesson and the results displaying what they have, I predict that after a follow-up lesson and homework (practice) that the mastered number will rise to at least 18 of the 24 students. Low, Medium, and High Achieving Student Evaluation: The low student achieved a 0 on the pre-assessment. During the lesson they seemed both unsure and lost with the material. Not much effort was given and the body language suggested the student had given up. This student was 1 of the 4 that came back to the back table for extra instruction. This student after a total of 7 or 8 minutes had left the back table having been able to complete 2 problems in a row correctly. Unfortunately this did not show on the post-assessment because this student gained a 1. The improvement was noted, but more was expected after the student was able to perform so well after having direct instruction. I would say that student #5 was my most successful of the three I chose. Student #4 was the most successful of the class going up 2 points from pre-assessment to postassessment. Student #5 was successful once the hands-on instruction was instructionally decided upon. Once this student was brought to the back table they were able to grasp the concept of sing-digit divisors, and then a small portion of the two-digit. This student was successful in a short time because of the individualized instruction. For this student I was able to instruct them individually. This helped the student catch up to their peers in mathematics. Prior to the lesson this student was behind in understanding of division, and after the back table work the student was able to divide two-digit divisors with about 40% accuracy. This student is still under par with the material. This student has not achieved the objective. This student did not make the benchmark because little effort was put in during previous math lessons as well as this one. This student only responds when given one-one instruction. The middle student achieved a 1 on their pre-assessment. I expected a 2 from this student. During the lesson this student was engaged and taking the notes as we wrote them on the board. The student was on task and avidly working for the during-assessment. This students post-assessment was a 2. They had increased by 1 out of 2 possible improvement points or by 33%. I was a little disappointed in this because I was hoping that after this lesson this student would have mastered the material. My middle student was the average performer in the class. This student gained 1 point from the pre-assessment to the postassessment. This student knew the prior knowledge required, and then gained some knew instruction in the lesson. Close to mastery, but not quite there. This student was successful because they paid attention during the entirety of the lesson. They took their notes and did not talk out of turn. For this student I think I could have decided to bring them back to the back table, however then every student who received a 1 on the pre-assessment would have to come back and there was not enough time in the schedule for that type of instructional decision. I think in general individual one-on-one instruction will help a student retain the information being taught much more efficiently when compared to a whole class lecture, even if the lecture is active. This student is on their way to mastery, but has not yet completed the objective of 100% accuracy while using two-digit divisors. This student did not achieve the objective because they only had about 30 minutes of practice. If they were brought to the back table they would have most likely achieved mastery. This student achieved a 3 on their pre-assessment which was unsurprising. During the lesson this student was moving on past the instruction given to the class and was already on the guided practice and 3

Teacher Work Sample 6 independent practice. This student had completed the independent practice when I was performing the during-assessment. I had the student start their homework as to stay on task. This student then gained a 3 on the post-assessment. This student did as expected for the lesson and worked fervently throughout the 1 hour period. My high student was my most unchanged of the 3 students I chose to evaluate closely. This student understood the lesson prior to being taught it. This student scored a perfect on the preassessment and post-assessment which make them the least successful. This student was successful because this student is constantly working ahead and is able teach himself/herself the content without the teacher (especially in math). This student was finished with the homework when the lesson was over. For this student there were not any instructional decisions I feel could have been done to improve their learning of the material. This student understood the concept prior to the lesson. This student has mastered the material and definitely completed the lesson objective. This student was successful from the start. It is unclear whether or not the student learned anything from the lesson due to their perfect preassessment score. It is important to know and understand what types of teaching styles and activities are helping your students to learn. This can then be either duplicated if it is proven to work with your students or discarded because it is ineffective with your class or certain students. Knowing your students learning modalities is helpful in the lesson planning process because it allows the instructor to understand how each of their students learns best. This can be tested at the beginning of the year. Reflection and Self Evaluation: What I did well in each lesson was engaging the students. Part of the reason they were so engaged in my lessons was because it was a new face teaching. The other part was the variety of methods I used to engage them. I used questioning that related to their lives, videos, a story, and read aloud. During the lessons I tried to make sure at most times the students were involved or active in the teaching. Since learning is active I tried to pause often and get the students involved in the lesson. I was fair with the students because I treated them all the same and gave them all equal opportunities to answer questions and be a part of the lesson. The last thing I did well was time management. My lessons always went to the time allotted for them and the time I had estimated. I would like to add about 10-15 minutes to two of my lessons, but other than that the instructional decisions I made during the lessons to adjust the time of one activity and another in order to have the most students succeed in grasping the material kept the lessons at the allotted time length. What I need to improve on from a personal view; is to demand more discipline in the classroom. When students are not doing what they are supposed to I need to be able to notice that and quell that behavior. I also need to improve on my movement around the classroom. I did this well in my last 2 lessons, but I did not in my first 3. If I were to teach this lesson again I would like to change the amount of time I am able to use for the lesson. I used 1 hour, but I think 1 hour and 15 minutes would work much better. With the extra 15 minutes I would be able to perform the during assessment more in-depth as well as give student #5 more opportunities to grasp the two-digit divisor concept. If the time element could not be changed I would not call the students back to the back table until I was able to perform the during-assessment, because the one I was able to get was incomplete and lacking in depth. The review section of the lesson was very fruitful. It showed me which students had grasped the knowledge and which were hanging on the cusp. This allowed me to accurately predict most students post-assessment scores. One connection I pointed out to 4

Teacher Work Sample 6 the students is that the same processes for two-digit divisors are utilized in the single-digit divisor dividing they have already mastered. This connection seemed to lighten the room and relax certain students. I saw mainly positive effects of the lesson on the class. The students seemed boastful about how easily they were able to grasp the concept of dividing while using a two-digit divisor. Unfortunately this also created a negative effect for the students who had not thought it was easy and still did not understand the method. This negativity was brought back to the back table at first until the students started grasping the steps. However, student #5 never lost his/her frustration, it only increased. Professional Development Goals: My first goal for developing as a teacher is to demand more positive behavior classroom. I felt that some of the students saw me as a friend and not a teacher. This will be done by being very picky in the beginning of my time at the next school. I will be very stern and professional to the point that the students consider me an equal to their teacher. Another step I will take is when I see horsing around I will stop that behavior immediately. This will cause the students to understand I am not going to let misbehavior go unchallenged. My second goal is to perform more diversely as an instructor. By this I mean I want to be constantly moving around the room so that all students are not just aware of where I am, but are focusing on the board. This will help with my first goal during lessons and will help me create a more diverse learning environment. By diverse I mean variety of lesson ideas and/or activities. Not once did I utilize a manipulative in the classroom and I would like to create an environment where in math especially a manipulative are used almost every day. Most students in my previous class were kinesthetic learners and this would help them immensely. I am going to do this by buying unifix cubes and the hexagon, triangle, square, diamond, trapezoid, and rhombus tiles. This way regardless if my next classroom is equipped with a manipulative I will be able to let the students explore during their math lessons. This along with more movement around the room will allow me to achieve my second professional goal.