Professional Documents
Culture Documents
Jeanette Wardlow
Knowledge The teacher understands learning theory, subject matter, curriculum development,
and student development and knows how to use this knowledge in planning instruction to meet
curriculum goals.
Dispositions The teacher believes that plans must always be open to adjustment and revision
Performances As an individual and a member of a team, the teacher selects and creates
learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon
principles of effective instruction (e. g. that activate students’ prior knowledge, anticipate
preconceptions, encourage exploration and problem-solving, and build new skills on those
previously acquired).
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Wisconsin Teaching Standard #8: Teachers know how to test for student
progress. The teacher understands and uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical development of the learner.
Knowledge The teacher knows how to select, construct, and use assessment strategies and
instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
Dispositions The teacher values ongoing assessments as essential to the instructional process and
recognizes that many different assessment strategies, accurately and systematically used, are
Performances The teacher monitors his or her own teaching strategies and behavior in relation
For Wisconsin Teaching Standards (WTS) 7 and 8, I want to focus on improving Student
Learning Objectives (SLO) in my mathematics classes. I teach Algebra 1 and Geometry at Baraboo
High School. Our students are required to take three credits of mathematics in order to graduate.
Some students are able to enter straight into Geometry when they become a freshmen so there are
advanced students as well as regularly paced students in my Geometry courses. My colleagues and
I decided that we would focus our Student Learning Objective around a new topic introduced in
I chose the disposition descriptor from WTS 7 to assist me during this semester. This
descriptor emphasizes the importance of allowing for an adjustment of lessons depending on what
my students need. I utilized this by choosing to be flexible with my time and extending lessons
over multiple days when needed. I also chose to forgo a traditional review day at the end of the
chapter and review as we went instead. I also utilized the disposition descriptor from WTS 8 to
help guide me. This descriptor encourages frequent assessments of student knowledge to direct
instruction. I utilized three formal assessments to check for understanding, as well as many
informal assessments like warm ups and interactive slides to gauge student understanding.
I teach three sections of Geometry at the high school. Within these two sections, I have a
total of 51 students: 12 are freshmen, 35 are sophomores, and 4 are juniors. We have a block
schedule, so we meet as a class every other day for 90 minutes. Geometry is aligned to the
Common Core State Standards. Our state standards require our Geometry students to “define
WTS 7 and 8 page 5 of 9
trigonometric ratios and solve problems using right triangles” and also to “apply trigonometry to
general triangles.” We utilized these standards when creating the assessment for our SLO.
Students took the pre-assessment before we had discussed solving any type of equation.
Since we had not previously discussed trigonometry in this course or any other course, Artifact B
assessment show that all students are starting at the same level for this topic. All students are
starting to learn this material at the same time. The essential question that directly relates to my
learning goal is: How can I utilize assessments to monitor and encourage student achievement in
Post-assessments
improve my students’ ability to solve trigonometric problems. While implementing, I found that
Students responded very well to the different types of immediate feedback that were given.
I recently had heard about an interactive slide presentation called PearDeck. This allows students to
anonymously answer questions on their chrome book, but still allows me to see their answers in
real time. I really enjoy using this program to allow students to explore as well as to implement
quick checks for understanding. I was able to post a few different answers to questions on the
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board and as a class, we assessed each one to find the error or prove it was correct. Students were
I also incorporated whiteboards as a way to review or summarize the skills from a lesson.
This allows students to complete their work on a non-permanent surface, which increases
involvement. Students show me their whiteboard with their answer and then I can quickly let them
know if their answer is right or wrong, then students would go figure out their mistake. I was able
to circle around the room and assist students who weren’t showing me their boards. Students also
were very engaged in finding their mistake instead of just giving up.
I also started using the warm up problems to practice trig skills. I utilized review as well as
preview problems to assist in setting up the class for the lesson that day. I also used the “My
Favorite Mistake” warm up process. This allows students to anonymously give their answers to me
then, I put their work on the board. We talked about everything done correctly and then we find the
common misconception. This allowed students to work through mistakes that they had made while
also understanding the parts that were correct in the problem. The students responded well to these
warm ups and were able to refer back to them later in class.
I worked this semester to increase proficiency in the topic of trigonometry. Students were
The assessment techniques that I utilized were successful for the about half of the students.
Although this was below my goal, I do believe that this showed a significant amount of gains based
on the fact that this topic was brand new for every one of my students. Artifact B shows that the
number of students at proficient or higher increased from 0 students to 26 students, about 51%. 6
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students (12%) increased their final score to a 2, which I believe is good growth. Even though they
did not receive a proficient grade, these students still made tremendous gains. 14 students (27%)
received a 0 on their final assessment. Even though these students received a 0 as a score, many of
them had increased the number of problems they were able to correctly accomplish.
My research plan was based on the question, “How can I utilize assessments to monitor and
encourage student achievement in the subject of trigonometry?” Throughout this process I learned
that students need consistent opportunities to show what they know and what misconceptions they
have. This allows students to become more comfortable with the process as well as allows me to
My Next Steps
1. I will continue to collaborate with my colleagues and evaluate how our students are
doing. We will discuss what went well, what we can improve on and seek out more
3. I will continue to implement new assessment techniques into my courses. I will allow
each technique to be tried at least three times with similar circumstances before I decide if