Monday, January 30, 2012
Sunday, January 29, 2012
Saturday, January 28, 2012
Unit Work Sample - Outline
Secondary Block
Unit Work Sample - Outline
Candidates are required to create, implement, and submit a Unit Work Sample (UWS) during the spring semester of their senior block as part of their coursework and certification process. The minimum requirements of the UWS are outlined in the UWS template.
Candidates may augment the minimum requirements, such as adding a resource page, guiding questions, etc. as long as the essential elements in the UWS template remain intact.
Guidelines:
· A unit should be a coherent set of lessons connected by some content or instructional thread. For the UWS, create a unit that covers about one to two weeks of instruction (discuss with your university supervisor). (ex. Civil Rights, Great Depression, WWII, etc.)
· The instructional goals (unit) and objectives (lessons) may be stated in a format of your choosing or as required by your school/district (sentences or questions, for example); these goals and objectives must be correlated with appropriate state standards.
· The UWS should focus on one set of students (one period); the contextual factors (UWS Section II) submitted should focus on that selected sample of students.
· The assessments designed for the UWS should support your instruction as well as assist you in gathering data conducive to analyzing and displaying your instructional impact on student achievement. These assessments should show a variety of formats (selected-response and constructed-response) and should be structured throughout the unit to gather both formative and summative data.
· Assessments must be accompanied by all support materials you create to guide students (syllabus, assignment descriptions, etc.) and support the evaluation of the assessment (rubrics, scoring guides, etc.)
To be included with unit submission:
Item | √ |
Lesson Plans (10-12) using proper format (FU Lesson Plan)/ | |
Unit Information | |
Alignment to SC, Content standards (Section I) | |
Sections I-VI (Especially focus on bold part of Reflections) | |
Rubrics/ Assessments included/ attached |
Key Dates:
Final Information Due - April 24 (preferably earlier)
UWS Spring 2012 Template
Unit Work Sample Template- Spring 2012
| Candidate’s Name: | District: |
| School: | Academic Year: |
| Course: | |
Unit title and/or description:
Dates of unit: from _____ to _____
Number of lessons in unit:
[please attach all lesson plans and supplemental materials with your final submission]
Modifications
Please describe any modifications you made to your lesson plans between the time you turned them in and the time you taught the lessons. (if any) If you would like, you may also attach revised lesson plans
UWS Section I: Major Unit Objectives (Key Element 2.A)
Describe the major objectives of the unit.
| Major Unit Objectives (Key Element 2.A) |
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Reflect on the unit objectives (Key Element 2.A): How did you craft these objectives so that the students understand both the objectives and their relevance?
Identify both the state standards and SPA standards addressed in this UWS:
| SC Standards | SPA Standards (ACEI, NCTM, NCSS, ACFL, NCTE, NSTA) |
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UWS Section II: Unit Plan (Key Element 2.B)
Describe your instructional plan-that is, the sequence of steps that you need to follow if your students are to achieve the unit objectives-including the key activities or strategies and resources (e.g., materials, technology).
Reflect on the instructional plan for the unit (Key Element 2.B): How does this instructional plan establish a balance between grade-level academic standards and expectations and the needs, abilities, and developmental levels of individual students?
Contextual Factors (from LRP, key element 1.A)
1.A The teacher obtains student information, analyzes this information to determine the learning needs of all students, and uses this information to guide instructional planning.
The teacher begins the long-range planning process by gaining a thorough understanding of students’ prior achievement levels, learning styles and needs, cultural and socioeconomic backgrounds, and individual interests. The teacher gathers this information from a variety of sources, including student records (e.g., permanent records, individualized education programs) and individuals such as other teachers, special-area professionals, administrators, service providers, parents, and the students themselves. From this information, the teacher identifies the factors that are likely to impact student learning. The teacher then uses this information to develop appropriate plans for meeting the diverse needs of his or her students.
Include student information for the class in which you are implementing your UWS. The student data may include the following (discuss data sources with your supervisor and make any adjustments you decide are appropriate):
• School report card (SC Department of Education)
• Standardized test scores (PACT, EOC, HSAP, SAT, ACT, AP, etc)
• Class demographics (gender, race, etc)
• Learning style, interest, or other appropriate inventory
• School information (School Improvement Report, school handbook, web-page data, etc)
• Interviews (teachers, administrators, community members, etc)
• Community tour
The teacher begins the long-range planning process by gaining a thorough understanding of students’ prior achievement levels, learning styles and needs, cultural and socioeconomic backgrounds, and individual interests. The teacher gathers this information from a variety of sources, including student records (e.g., permanent records, individualized education programs) and individuals such as other teachers, special-area professionals, administrators, service providers, parents, and the students themselves. From this information, the teacher identifies the factors that are likely to impact student learning. The teacher then uses this information to develop appropriate plans for meeting the diverse needs of his or her students.
Include student information for the class in which you are implementing your UWS. The student data may include the following (discuss data sources with your supervisor and make any adjustments you decide are appropriate):
• School report card (SC Department of Education)
• Standardized test scores (PACT, EOC, HSAP, SAT, ACT, AP, etc)
• Class demographics (gender, race, etc)
• Learning style, interest, or other appropriate inventory
• School information (School Improvement Report, school handbook, web-page data, etc)
• Interviews (teachers, administrators, community members, etc)
• Community tour
2. Reflect on how student information and contextual factors impact your unit work sample.
UWS Section III: Unit Assessments (Key Element 3.A)
List the key unit assessments.
| Key Unit Assessments (Key Element 3.A) | Type of Assessment (Check one for each assessment) Teacher-Made Commercial | |
| Pre-Assessment | | |
| Post-Assessment | | |
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| | | |
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| | | |
Reflect on the unit assessments (Key Element 3.A): How did you determine that your unit assessments are valid and reliable for all students?
UWS Section IV: Analysis of Student Performance (Key Element 3.B)
Reflect on the analysis of student performance (Key Element 3.B): How did you analyze your assessment data for formative purposes in order to (1) increase your understanding of individual students' strengths and weaknesses and (2) determine specific aspects of instruction that need to be modified?
***Include at least one specific example here of how you did this***
UWS Section V: Response to Formative Analysis (Key Element 2.C)
Reflect on the findings of the formative analysis (Key Element 2.C): Did you need to adjust your unit plan, or do you foresee the need to make adjustments to future unit plans for these students? Why or why not?
***focus on how you will teach this unit differently in the future (based on evidence from student work)***
UWS Section VI: Summative Feedback (Key Element 3.C)
Reflect on the summative feedback (Key Element 3.C): How did you determine the relationship between student performance data and the grades (or other performance indicators) that you assigned to the students?
***be sure to include spreadsheets, data tables, grade analysis, etc. for summative assessments***
Furman Education Department Lesson Plan
Rationale: why you teaching this lesson
WHY?
- What is the purpose of your lesson? (what do you hope students get out of it?)
- How does this lesson connect with other lessons in your unit?
- Why should this matter to students?
- Etc.
Standards: SC Curriculum Standards
Standards: Content (from SPA- NCSS, NCTE, ACEI, ACTFL, etc.)
Resources:
· List all resources needed to teach this lesson including books, websites, flipcharts, etc. (attach to back of lesson plan if desired)
· Discuss how you used the resources you listed above to best meet your students' needs as learners.
· Which ones are original (created by you) and which ones are from outside sources?
· Please explain how you made the resources obtained from outside sources "your own" by your careful selection, structure, and use of these resources.
· Discuss how you modified these resources to meet your students' needs and interests as learners and the demands of your state standards.
· Justify your use of the resources listed.
Lesson Procedures:
an introduction/ hook
This is what you will do to introduce the lesson in the first few minutes of the class (video clip, advanced organizer, story, etc.)
lesson details-
This is where you will describe step by step the details of what will occur during this lesson. Please specify how you will meet the needs of ALL students during instruction.
enrichment/ extension
-Beyond class time, what can students do to further their understanding of the lesson material?
Assessment plan:
Informal Assessment
Observation, Discussion, Questions, etc.
Formal Assessment
attach scoring guides, tests, worksheets, etc. used during this lesson (if no formal assessment is required, please note)
Tuesday, January 24, 2012
Monday, January 23, 2012
Saturday, January 21, 2012
Friday, January 20, 2012
Wednesday, January 18, 2012
Tuesday, January 17, 2012
Sunday, January 15, 2012
Saturday, January 14, 2012
Friday, January 13, 2012
Thursday, January 12, 2012
Choice Book Options
Pedagogy of Freedom
Paulo Freire
The Death and Life of the Great American School System
Diane Ravitch
Finnish Lessons
Pasi Sahlberg
Paulo Freire
The Death and Life of the Great American School System
Diane Ravitch
Finnish Lessons
Pasi Sahlberg
Wednesday, January 11, 2012
Monday, January 9, 2012
Thursday, January 5, 2012
Furman Education Department Lesson Plan
Furman Education Department Lesson Plan
Rationale: why you teaching this lesson
WHY?
- What is the purpose of your lesson? (what do you hope students get out of it?)
- How does this lesson connect with other lessons in your unit?
- Why should this matter to students?
- Etc.
Standards: SC Curriculum Standards
Standards: Content (from SPA- NCSS, NCTE, ACEI, ACTFL, etc.)
Resources:
· List all resources needed to teach this lesson including books, websites, flipcharts, etc. (attach to back of lesson plan if desired)
· Discuss how you used the resources you listed above to best meet your students' needs as learners.
· Which ones are original (created by you) and which ones are from outside sources?
· Please explain how you made the resources obtained from outside sources "your own" by your careful selection, structure, and use of these resources.
· Discuss how you modified these resources to meet your students' needs and interests as learners and the demands of your state standards.
· Justify your use of the resources listed.
Lesson Procedures:
an introduction/ hook
This is what you will do to introduce the lesson in the first few minutes of the class (video clip, advanced organizer, story, etc.)
lesson details-
This is where you will describe step by step the details of what will occur during this lesson. Please specify how you will meet the needs of ALL students during instruction.
enrichment/ extension
-Beyond class time, what can students do to further their understanding of the lesson material?
Assessment plan:
Informal Assessment
Observation, Discussion, Questions, etc.
Formal Assessment
attach scoring guides, tests, worksheets, etc. used during this lesson (if no formal assessment is required, please note)
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