UWS Matrix

Sections	General Guidelines	ELA Methods	Foreign Languages Methods	Science Methods**	Social Studies Methods	Spa Correlations
I: Major Unit Objectives (Key Element 2.A)	• Design a unit and correlate lessons to appropriate state standards and SPA standards.[i]	• Submit all lesson plans, assignments,scoring guides/rubrics,assessments, and selected artifacts[ii]of student work as attachments to UWS.	·  Include SC and ACTFL standards. ·  Submit all lesson plans,assignments,scoring guides/rubrics,assessments,Promethean Board flipcharts/PPTs, multimedia links/files, and selectedartifacts[iii] of student work as attachments to UWS.	Include SC standards. Submit all lesson plans, scoring guides, handouts,assessments. One class needs to be a laboratory.	Include SC (2011) and NCSS standards	NCTE 2.1, 2.2, 2.5 NCSS 1-10 NSTA 1a, 1b, 1c, 2c, 3b ACTFL program standards 3.a, 3.b, 4.a, 4.b, 4.c
II: Unit Plan (Key Element 2.B) Contextual Factors (from LRP, key element 1.A)	• Identifyinstructionally relevant contextual factors[iv]; include source of data, analysis of data (correlated with instruction and assessment), and how factors impact instructional and assessment decisions.	• Consider focusing on Contextual Factors related to learning styles (administer and analyze learning styles inventory) or student demographics related to socioeconomic status or gender.	·  Use learning style inventory to collect data on students on how best to instruct the FL to students. ·  Contextual factors may also be relevant (i.e., gender, race, socioeconomic status).	Identify student demographic data most relevant to unit. Organize data by class period. Identify a community resource consistent with instructional goals.	·             Learning style inventory will be very helpful ·             Depending on the unit theme, classroom contextual factors may also have an impact (ex. Economics unit on saving withh.s. seniors with jobs)	NCTE 2.4, 2.5, 4.1-4.9 NSTA 1a, 3b, 5b, 5c, 5d, 6b, 7a, 7b, 8b, 9b ACTFL program standards 2-4
III: Unit Assessments (Key Element 3.A)[v]	• Include and displaypre- and post-assessment data[vi]; interpret the results of that data in terms of identifiable learning gains of students, and then explain how data contributed (or not) to instructional adjustments of subsequent lessons. • Identify validity and reliability of assessments and conclusions drawn from comparing pre- and post-assessments.[vii]	• Include at least onecreated response(Popham, 2003) pre- and post- assessment addressing writing instruction (for example, writing samples). • Problematize your analysis of validityand reliability as well as the implementation of scoring guides/rubrics.[viii]	· Include pre and post-assessments, rubrics (of IPAs), etc. · Include all other formative assessments as well.	Include pre and post-test based on the misconception research literature or the AAAS assessment resource.	Include pre and post assessments/ rubrics/ scoring guides/ Be sure to include other formative assessments as well	NCTE 4.10 NSTA 2c, 8a, 8b ACTFL program standards 5.a, 5.b, 5.c
IV: Analysis of Student Performance (Key Element 3.B)	• Include at least one specific example (consider including artifacts as well) and focus on an analysisof formativeassessment, your understanding ofindividual students, and identified needs tomodify instruction.	• Include artifacts that demonstrate yourformative feedbackon created response student work (for example, student essays with track changes and comments embedded).	• Include artifacts that demonstrate your formative feedback on created response student work (for example, changes made in lesson plans based on quizzes and/or tickets out the door).	Include artifacts that demonstrate your feedback and adaptations based on student data. Summarize pre- and post-test data by class period and individual student demonstrating changes due to instruction.	• Include artifacts that demonstrate your formative feedback on created response student work (for example, changes made in lesson plans based on ticket out the door).	NCTE 3.1-3.7 NSTA 8b ACTFL program standards 5.b
V: Response to Formative Analysis (Key Element 2.C)	• Identify ways in which you modified your original plans during the implementation of the unit, as well as specifying evidencefrom formative assessments used to make those modification. Identify ways in which you plan to modify future implementations of this unit, also notingevidence for those future plans.					NSTA 10b ACTFL program standards 5.b
VI: Summative Feedback (Key Element 3.C)	• Identify the relationship betweensummative assessments and assigning studentgrades. Include data tables andweights/calculationsfor determining grades.					NCTE 2.3 NSTA 10c ACTFL program standards 5.c.

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[i] SC state standards available here: http://ed.sc.gov/agency/pr/standards-and-curriculum/. Identify SPA standards required for NCATE major assessments as designated by each content area (see last column of the matrix).

[ii] Artifacts of sample student work should offer a range of examples (high, average, low) and be sure to render all student samples anonymous (black out or delete names as needed).

[iii] Artifacts of sample student work should offer a range of examples (high, average, low) and be sure to render all student samples anonymous (black out or delete names as needed).

[iv] Contextual factors may include data such as learning styles; gender, race, or socio-economic characteristics; school demographics; or community demographics. Identify the instrument or source of data gathered, and specify how the factors you chose are instructionally relevant to your UWS.

[v] Sections III-VI may be submitted as one narrative that incorporates each of the required elements identified. These sections, whether submitted separately or as one narrative, must be fully documented and cited (APA); correlate the data from your field experience with your scholarship during your methods course work and readings. See this resource for considering action research:http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf

[vi] Place pre- and post-assessment data in a table or chart to accompany your narrative.

[vii] Refer to and cite in discussion of validity and reliability: Popham, W. J. (2003). Test better, teach better: The instructional role of assessment. Alexandria, VA: ASCD.

[viii] See regarding rubrics: Wilson, M. (2007). Why I won’t be using rubrics to respond to students’ writing. English Journal, 96(4), 62-66; Wilson, M. (2006). Rethinking rubrics in writing assessment. Portsmouth, NH: Heinemann; Kohn, A. (2006). The trouble with rubrics. English Journal, 95(4), 12-15.

** NSTA

Contextual Factors – Setting for Learning	7a Know and understand the values and needs of the community and their effect on teaching and learning science.
Learning Goals	1a Know and understand major concepts and principles of teaching discipline as defined by state standards. 1b Know and understand major concepts and principles unifying science disciplines. 1c Understand and can successfully convey to students the unifying concepts of science delineated by the NSES. 2c Understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world. 3b Know and understand scientific inquiry and engage students in inquiry.
Assessment Plan	2c Understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world. 8a Align science goals, instruction and outcomes. 8b Know and use a variety of contemporary science assessment strategies to determine PK-12 student needs and levels of learning and development.
Design for Instruction	1a Understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the NSTA. 3b Engage student successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner. 5b Successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds. 5c Successfully organize and engage students in collaborative learning using different student group learning strategies. 5d Successfully use technological tools, including but not limited to computer technology, to access resources, collect and process data, and facilitate the learning of science. 6b Plan and implement internally consistent units of study that address the diverse goals of the NSES and the needs and abilities of students. 7b Involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community. 9b Know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction.
Analysis of Student Learning	8b. Know and use a variety of contemporary science assessment strategies to determine PK-12 student needs and levels of learning and development.
Reflection and Self-Analysis	10 b: Reflect constantly upon their teaching and identify ways and means through which they may grow professionally.