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  • 1. University of Puerto Rico in Humacao and Jose Campeche Community School TWS: Teacher Work Sample MICHAEL J. SOSA CARDONA PRACTICE TEACHING – EDPE 4006 PRACTICE GROUP – 12-8 COOPERATIVE TEACHER – SONIA ALMEDA PRACTICE SUPERVISOR – DR. NILSA LUGOXXX-XX-88880 April 30, 2012 English Department
  • 2. Table of Contents:Contextual Factors…………………………..…………………………………………………….1Learning Goals…………………………………………………………………………………….4 Learning Goal #1………………………………………………………………………….4 Learning Goal #2………………………………………………………………………….4 Learning Goal #3………………………………………………………………………….5Assessment Plan………………………………………………………………………………….6 Overview………………………………………………………………………………….7 Pre and Post Assessment………………….…………………………………………………………….7Design for Instruction………….………………………………………………………………….8 Results of Pre-Assessment………..……………………………………………………….8 Unit Overview………………………………………………………………………………….9 Activities………………………...……………………………………………………….10 Technology………………………...…………………………………………………….11Instructional Decision-Making….……………………………………………………………….13 Situation………………………………………………………………………………….13 Problems………………………...……………………………………………………….14Analysis of Student Learning.………………………………………….……………………….14 Whole Class………………………………….………………………………………….13 Subgroups……………………………………………………………………………….19 Individuals……………………………………………………………………………….20Reflection and Self Evaluation………………………………………………………………….20References and Credits………………………………………………………………………….21
  • 3. Contextual Factors The Jose Campeche Community School is located in Emilio Buitrago Street in “ElPueblo” of San Lorenzo, Puerto Rico. On the west, the school has the Generoso Morales MuñozCommunity School (middle school), to the north, Jose de Diego Avenue, by the south, the sportscomplex of San Lorenzo, and by the east, the Hato Grande residence and the Las Mercedasurbanization. “El Pueblo” of San Lorenzo, where Jose Campeche is located, has middle classpeople and lower class people both. San Lorenzo has a population (as of 2010) of more than40,000. The total of students in the Jose Campeche is of 606. As the years progresses, the total ofstudents by grade decreases. 66 percent (%) of students in Jose Campeche are lower level class. San Lorenzo has only two high schools. The other one is the vocational high school.Vocational high school has very interesting programs to study, but this school is very selectivewith its students (note: this work will not emphasize on anything that is not on the guidelines;that’s why not even the name of the vocational high school was given). So, most students thathave good grades and good behavior tend to go to this school rather than on the Jose Campeche.This is why one of the things in Jose Campeche that resembles the school is the students withbehavioral problems. It is said by teachers that this is the main problem with the school. Theyallege that the school is how it is because the vocational high school has the good students andthe Jose Campeche has the “bad students” (an inappropriate term used by teachers themselves). The students in Jose Campeche do have very behavioral problems. That is not an opinion.That is a fact. In this school, the students have much absenteeism, are always late to theclassroom, cut classes by a lot, tend to challenge authority from time to time, among otherfactors. Note to make things clear: this does not mean that the Jose Campeche only has the blacksheep of the town. The Jose Campeche has something that Vocational school does not have andwould desire to have. This is the “Advance Program.” This is one of the things that sustain theschool from closing (according to some teachers). Jose Campeche teaches Advance English andAdvance Spanish. The school, although it has these brilliant programs, it lacks AdvanceMathematics. However, this is something the vocational school does not have, making the JoseCampeche have a solid advantage over its competitor. With this program, students may have achance of taking other courses in the University instead of taking Basic English and BasicSpanish. Even though this school has the Advance Programs, it has a little problem. The JoseCampeche has been in probation for five years. This is due to flunking in “LasPruebasPuertoriqueñas.” It is rumored that the school may close if the students keep flunking inthis kind of standardized test. According to a student, these kinds of standardized tests “are notimportant. You don’t need them to pass a grade. Therefore, why bother?” These were wordsfrom my case study, Anibal Miranda (see professional notebook to see the profile of this studentin particular).
  • 4. The four core values of the English Program of the UPRH (University of Puerto Rico inHumacao) are seen to an extent in the school. The Jose Campeche High School recognizes thediversity of the students to an extent. By this it means that the school knows and recognizes thateveryone is unique and learns differently. Also, that everyone is different from one another.Other than that, the school teaches in a way that is direct. The English teachers have a reallystrange method of teaching English. Even though the class is in English, the teachers tend toswitch to Spanish every time, like making translations (I really don’t want to state that this is thegrammar translation method because I could not bear with it). The teachers appear not to knowthe multiple intelligences theory developed by Howard Gardner, the language experienceapproach by Roach Van Allen, or even communicative language learning by Charles A. Curran,all which are good to teach in different ways and where the students does much of the work. Inthe end, diversity is not much emphasized like it is supposed to (in terms of learning). The Jose Campeche High School is very behavioristic and a little constructivist. Becauseof this, creativity is not pushed to the next level. I will explain deeply. The methods that theteachers use are very direct. Balanced literacy is not applied like it is supposed to be. I’ve beenscolded because of not giving time to students when they do not answer and I give them theanswer. I have seen teachers done this also and not get scold at. Teachers don’t ask manyquestions and when they do they are lower level questions. I believe constructivism is betterachieved when a teacher emphasizes on higher level thinking skills. Nonetheless, the JoseCampeche, through the Advance Programs, targets leadership. That is something to be praisedfor. Other than that, the target is minimal. With the Advance Programs, students are challengedto think critically and do tasks that normally a student is not asked for. For example, to do anddesign a play and be taken to stage. With this kind of task, students are challenged to workcooperatively, to use language correctly, and be creative. One may see the leaders of tomorrowlike this. Social transformation is achieved by the students, even though teachers do not teach tomeet this goal. I explain myself. Everything is a routine in Jose Campeche. Teachers give class,cover material that was taught in previous years, and try to ensure that students pass the classthrough poor means. Social transformation cannot be achieved through these methods. Socialtransformation must be achieved when the students understands the necessity around him, whenhe reflects and admits things need to change. Social transformation is achieved when the teacherappreciates the diversity around him and projects it in the classroom so that students alsoappreciate it; when the teacher is creative and students learn from that creativity and apply it;when a teacher assumes the position of a leader and students see that and model that behavior.The end result, a man or a woman ready to make the world a different place. This is where myTWS begins. The students I addressed were these kinds of students that need to be constantly ininteraction with one another. They are very social. Lev Vygotsky tells us and educates us in thisfiled. Social constructivism is something that must take place in the classroom, especially in the
  • 5. class of 12-8 (my practice group). The classroom only had a board, a marker, and an eraser.When the projector arrived, everything was made possible. With it, now I can projectinformation, visuals, and videos, among other things through PowerPoint Presentations (PPP forshort throughout the presentation), Prezi Presentations, Youtube, among other sources. Before it,the class was really limited, for example, to flashcards, an old method (which I do not criticize,but have to admit that there are better ways to approach the student). Why were these methodsessential for their learning? These kinds of students tend to get uninterested easily. According tothe group profile tabulations (see professional notebook to see the whole result), the studentsliked things to be really dynamic, attention getting, and social. They mentioned things likehanging out, going to the beach, travel, suspense movies and comedy, video games, texting,motocross (since they are in San Lorenzo, this is credible), among other things. Knowing this,the thematic units were designed based on these results. The students are very social but they lacked writing skills. Almeda, my cooperativeteacher, always emphasizes the second semester on writing. The students, according to Almedaand themselves, know how to work on the essay, something that was not quite true. I took this asa confirmation that the students needed to be taught and reinforced in the writing process. Toassess students, I designed three types of assessment. One was to draft an essay in the classroomto know their strengths and weaknesses. Another, to write an actual essay after the process.Thelast one, to give a test regarding the topic. In the end, I believe the students may be able to writea full essay and know the rightful parts of the same. By the end of the unit, the student should beable to: write an essay and know each detail of the same. Still, I tried to address students through different techniques. With trial and error, winningthe students, as well as ensure their learning environment, was done possible. Even thoughstudents have almost everything in the classroom (provided by the cooperative teacher), thesewere all textbooks and dictionaries, things that, for the writing process, not all of them apply.Nevertheless, learning was done possible.
  • 6. Learning GoalsLearning Goal #1The student will recognize the parts of the essay.From Webb’s DOK, it is level 1. In this level, students recognize, identify, define, and arrangethe parts of the essay.The activities that made this learning goal possible were working on vocabulary words as well asshow students examples of essays. Also, PowerPoint presentations that showed a clear synopsisof what each part of the essay was.English Content Standards and Grade Level Expectations Document (National Standards):WRITING:The student effectively communicates to a variety of audiences in all forms of writing throughthe use of the writing process, proper grammar, and ageappropriateexpressive vocabulary.W.12.1 Analyzes and assesses word choice to convey meaning; incorporates transitions, correctgrammar, syntax, and style.W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative,expository, and persuasive essays using the writing process; demonstrates a preferred style ofwriting.Learning Goal #2The student will establish the parts of the essay by writing a draft of an essay with its rightfulparts.From Webb’s DOK, it is level 2 and level 3. In these levels, the student will organize andclassify the parts of an essay as well as construct a draft of the same.The activities that made this learning goal possible were debates, PowerPoint presentations aswell as writing activities to assess student learning.
  • 7. English Content Standards and Grade Level Expectations Document (National Standards):WRITING:The student effectively communicates to a variety of audiences in all forms of writing throughthe use of the writing process, proper grammar, and ageappropriateexpressive vocabulary.W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative,expository, and persuasive essays using the writing process; demonstrates a preferred style ofwriting.W.12.3 Uses creative writing styles to produce poems and other literary forms.Learning Goal #3The student will apply concepts learned by writing a five paragraph essay with minimal or noerrors in mechanics and structure.From Webb’s DOK, it is level 3 and 4. In these levels, the student will revise, analyze, andsynthesize what was learned from the draft of an essay to apply concepts to design and create aclean essay.The activities that made this learning goal possible were PowerPoint presentations as well asgroup discussions, reviews, active participation, and debates.English Content Standards and Grade Level Expectations Document (National Standards):WRITING:The student effectively communicates to a variety of audiences in all forms of writing throughthe use of the writing process, proper grammar, and ageappropriateexpressive vocabulary.W.12.1 Analyzes and assesses word choice to convey meaning; incorporates transitions, correctgrammar, syntax, and style.W.12.2 Evaluates and applies a variety of organizational techniques to write effective narrative,expository, and persuasive essays using the writing process; demonstrates a preferred style ofwriting.W.12.3 Uses creative writing styles to produce poems and other literary forms. The learning goals are appropriate because the standards for twelfth grade are that theymust already be making essays, things that these students weren’t able to do. Today, they it hasbeen made possible.
  • 8. Assessment PlanLearning Goals Assessments Format of Assessment AdaptationsLearning Goal #1 Pre-Assessment Graphic Organizer Speaking in a higher and clear voice.The student willrecognize the parts of Formative Quiz Key words on thethe essay. Assessment board stay to maintain on the task given. Provide multiple Post-Assessment Teacher observation enlightenments to students to clarify doubts.Learning Goal #2 Pre-Assessment Pre-writing activities Speaking on higher voice and usingThe student will write gestures to emphasizea draft of an essay on the discussion.with its rightful parts. Formative Draft introduction of Assessment the essay, body, and Reinforcing by conclusion of the repeating instructions. essay separately Clarify doubts and Post-Assessment Teacher observation target uncertainties (in any case) by individual help.Learning Goal #3 Pre-Assessment Debate Repeating instructions when neededThe student will apply (although it was reallyconcepts learned by necessary in manywriting a five times).paragraph essay with Formative Examination on theminimal or no errors Assessment topic Provide time forin mechanics and doubts and questions.structure. Post-Assessment Clean five paragraph Work with other essay with rubric students to collaborate and reinforce learning.
  • 9. Narrative of Assessment Plan: The assessment plan is one that constantly monitors student’s learning and progress, indifference with traditional assessment and evaluations. In this unit, observations were donethrough a step by step process for ongoing and enduring ways to modify the unit in any case (if itwas necessary). The students lived the input hypothesis from top to bottom. When coming up with assessment plans, constructivism didn’t cross my mind. Instead, Iacted as I was taught, constructivism applied but unconsciously. Monitoring student’s learning asa pre, formative, and post assessment is not an easy job. Taking this challenge so early made mefeel like an experience teacher with tons of work to do. The pre and post assessment are linked in every way with the learning goals. The firstlearning goal consists of making students recognize what is the essay in every way and torecognize the function of the same (the parts of it and what they do). With a graphic organizer,the teacher can gather data on what the students know about the essay. With a quiz, the teachercan gather data on the progress the students made throughout the lessons. With properobservations, the teacher can monitor progress and see if the next learning goal can take placeeffectively. In the second learning goal, Students will start drafting an essay. Pre-writing activities areplanned in order to get student’s mind running to pick a subject on what to write about. Makingit a free topic will motivate students to write about something in particular. In the formativeassessment, students will start drafting an essay through a step by step process. First, they willdraft an introduction, then a body, and finally a conclusion. They will try to do it separately. Thisformative assessment will reinforce the skill for when students start writing the clean essay. Thisis because, by then, the students will have feedback and will have their errors corrected. Withproper observations, the teacher can monitor learning and see if the students are ready to take thenext challenge, the third learning goal. The third learning goal is really a challenging one. In order to apply concepts andsynthesize information learned throughout the learning goals, the students will engage in adebate of some sort. With this, the teacher can monitor growth in the students and their way ofseeing the content being taught and how do they apply it. This feedback can serve to create theformative assessment. In the formative assessment, the students will be examined. The test willbe one where the students will apply concepts learned. This test will be to prepare the stage forthe post-assessment. With the test, the teacher will determine whether the students learnedthroughout the unit or not. This step will be a really important one in this unit. For the post-assessment, the studentswill hand-in the clean essay. This clean essay will say a lot of the student. This assessment willbe compared with the first assessment ever given. The teacher will compare and contrast data
  • 10. from the first assessment with the post-assessment. The information gathered will tell if,throughout the unit, the students learned and if the unit served its purpose. The assessments are appropriate for this grade because it is a twelfth grade. In twelfthgrade, the students are supposed to even write papers after doing research. These students didn’teven know how to write well a paragraph on their own. Still, these assessment instrumentsmeasured learning because the students were taken to a next level and the teacher monitored thelearning progress so that learning took place effectively. Design for InstructionResults of Pre-Assessment To design for instruction, as a pre-assessment, students should draft an essay. I didn’tgive the students a formal pre-test with instructions and all. Instead, I gave them a blank paperwith instructions given orally. The students were supposed to draft an essay. They said theyknew the concepts, so it was time to test them. When the students received the papers, they allcomplained. The students knew the concepts but they didn’t know where to localize them,identify them in a paper, or organize them. The students gave their papers again, some blank like it was given, others with marks andthings that they had erased. This meant that the students needed to be taught the subject of theessay from top to bottom. As a conclusion, the students did not need to be reinforced in thesubject. I needed to start from scratch, from zero, from “nada.” Results of Pre-Assessment 25 20 15 10 5 0 Results of Pre-Assessment
  • 11. The blank paper led me to understand that these kids knew what the essay was and itsrightful parts but did not know how to apply them correctly. In other words, they knew what theessay was but did not know how to write one correctly and when they were asked to write one,they could not perform it. When the students gave me the paper like I gave it to them, I knew Ineeded to start from scratch. The students needed first to really recognize and understand whatthe rightful parts of the essay were.Unit Overview I prepared a writing workshop thematic unit. The student would be taken through a stepby step process. In this thematic unit, the student would start learning from the title to the lastperiod of the essay. In the exploration activity, the students would get familiarized with the partsof the essay. They would work with vocabulary words and examples of essays. In theseactivities, the learning goal being assessed is the first one. In the conceptualization of the unit, I would give students a handout with an example ofan essay. This essay would be “The Hazards Movie Going” by John Langan. Why this essay?This essay by John Langan is one of, if not, the best example of a basic essay. In this learninggoal (number two to be precise), I am targeting the students to draft an essay. To achieve this, thestudents will be exposed to an example of a basic essay that has all the parts of the same. Also, inthis phase, the students will learn more deeply what is the introduction, body, and conclusion ofthe essay and how do these function as a structure and as a whole. In the application phase, the students will work on drafting the essay by parts. Thestudents would start to work with the title, then the main idea, then the introduction, then thebody and finally the conclusion. In this phase, the student will analyze what he wrote to producea clean form of their draft with minimal or no errors given. This would be the final product.Learning goal three is seen in this phase.Day Learning Goal ActivitiesDay 1 #1 Recognize the parts of the Brainstorm ideas essayDay 2 #1 Recognize the parts of the Students will work on essay vocabulary wordsDay 3 #1 Recognize the parts of the Students will identify the essay vocabulary words in the essayDay 4 #1 Recognize the parts of the Students will identify and essay recognize the parts of the essay in the essay “The Hazards of Movie Going” by John LanganDay 5 #2 Draft an essay Students will draft the
  • 12. introduction of an essayDay 6 #2 Draft an essay Students will work on their body of the essayDay 7 #2 Draft an essay Students will work on their body of an essayDay 8 #2 Draft an essay Students will work on their conclusion of an essayDay 9 #3 Write a five paragraph Students will take a test on the essay unit being taughtDay 10 #3 Write a five paragraph Students will hand in their essay clean essay.Activities: I started teaching the students what were the introduction, body, and conclusion of anessay. In these lessons, I learned that the students really did not know what the proper uses ofthese parts. They only knew the essay possessed them. I gave the students homework where theyhad to look for 15 vocabulary words to know the proper term of each part of the essay and tolook for examples of essays. The terms I taught them were: 1. Essay 2. Thesis statement 3. Restate thesis 4. Composition 5. Write 6. Copy 7. Draft 8. Topic 9. Introductions 10. Supporting details 11. Conclusion 12. Closing statement 13. Topic sentence 14. Structure 15. Paragraph Around 25 percent of the students did not do the homework. I realized this would be aproblem for the future. This made it tougher to apply the concepts learned. Also, with anexample of an essay (The Hazards of Movie Going by John Langan), I helped the studentsidentify the parts of the essay. After giving students various opportunities, they were assessedwith a quiz. This was a matching. The students flunked the quiz. The results led me to reteach
  • 13. the concept. After re-teaching, the students aced the second quiz. This was a perfect assessmentplan. Learning goal number one was achieved powerfully. The next activity would be to draft the introduction of an essay. Before this, the studentswere given various PowerPoint presentations (PPP) as reinforcement but also to know the partsmore properly. In the first draft, the students chose a topic (it was free topic) and they made thedraft on an introduction. It was a success. The results told me that they were making grammarerrors and that they had problems with mechanics (syntax, word order). After that, they wereasked for the body and the conclusion, and it was also a success. They showed the sameproblems. The students had errors in their papers, grammar errors especially (just like in thework from before). Learning goal number two took place here. It was sad to see so many errors,but it was a draft. Errors were possible in this stage. However, there came the time when I, as ateacher, feared for the works to be handed in. Still, after giving them back their drafts with their proper recommendations of what to do,the students developed a five-paragraph essay with minimal errors and syntax problems. It was asuccess. Before this, however, the students participated in a debate, which served as anassessment instrument to evaluate and judge their learning. With the results of this debate, Icould say that the students were well prepared for their clean essay. After this, the students tooka test regarding the writing workshop. It was a cooperative work. The students had more than aweek to complete it. The results were fair. The third learning goal is seen on this phase.Technology: A constructivist class should involve technology. In the process of the learning goals, thestudents will interact with PowerPoint Presentations. These will be seen by the projector (in-focus) connected through the laptop. Also, they can interact through the internet and Prezipresentations. One can use these devices and gizmos because it gathers the attention of thestudent and the class can be more actively like this. The internet can be used to gatherinformation such as essays. With these essays, the students can have a clear idea of what a basicessay looks like.
  • 14. Design for Instruction Visual Organizer: Outline FormEssay:  Proper concepts  Essay  Thesis statement or main idea  Restate thesis  Goes on the conclusion of the essay  Composition  Write  Difference with copy  Copy  Difference with write  Draft  Topic  Introduction  Contains main idea  Supporting details  Conclusion  Restate thesis  Summary of main idea  Closing statement  Topic sentence  Structure  A body without its proper parts cannot function  Paragraph  Parts of the essay  Topic Proper topic Not too broad  Introduction Thesis statement Main ideas  Body Structure Main ideas Supporting details At least three paragraphs
  • 15.  Conclusion Closing statement Restate thesis End your essay Instructional Decision-making To start, I modified my thematic unit. I had first created a thematic unit where thestudents drafted an essay completely. After that, through the process and lessons, the studentswould then come to realize how incomplete the essay was. With all this taught, the student wouldhave learned the terms and concepts of the essay correctly and the development might have beena more solid one… I was wrong, and I assumed wrong. The learning goals were correct, but theapproach and the way, the content would be taught needed to be modified. At the beginning of the phase where I had to start teaching, I wanted students to draft anessay. According to data gathered from the cooperative teacher, the students took classes with ateacher called Diana Cruz. This teacher focused a lot on essay writing. Since the students passedher class, it was logical that they would master the subject given. Also, according to our nationalstandards, the Content Standards and Grade Level Expectations given by the DEPR (Puerto RicoDepartment of Education), the students, by the age of seventeen, twelfth grade, they aresupposed to even do research to build an essay. However, there were situations that cause to modify, not only my lesson plans, but mywhole unit. The students were not responding to the activities and the instructions given by me,the teacher. The students didn’t know how to organize ideas for an essay. The methodology wasnot the problem, but rather the approach. A more appropriate approach was needed and a moreinteractive and dynamic class was necessary. To keep mastery of the subject, I decided to integrate two curriculum materials andmodify the methodology. The curriculum materials chosen were “Writing for the Real World”and “You Can Write” textbooks. These books were property of the classroom. Also, they werenot adapted to the school. It was Almeda’s decision to incorporate these wonderful learning toolsto the classroom (note that Mrs. Almeda is –or was- my cooperative teacher). Like this, theconcepts that were not understood would then be targeted with a more wide knowledge of theaspect. Also, when deciding to teach the whole unit, I decided to change the way Icommunicated myself to them and try to have a little more control over the class. The studentshad much behavioral problems, so I needed to be a little more firm, authoritative, and confident.If not, students would get distracted with cellphones, mirrors, MP3s, among other things. I would
  • 16. also try to make sure the student’s follow me as a model, but that has always been too hard.Distraction was a demon that surrounded the classroom while I gave class. Throughout the modified unit, there were changes made, also. Even though I decided totake things pace by pace, the students didn’t master some of the content being taught, soactivities and changes to lesson plans were necessary. For example, students had to outline anessay since the middle of the unit, and that had to be changed so that they outline the essay lateron. Also, in the unit, students were really not in to activities on the board or just calling theirnames to participate. I decided to change that and apply PowerPoint Presentations and have alittle paper ball and throw it at them if I wanted them to participate. Analysis of Student LearningWhole ClassPre and Post Assessment The students started with a pre-test. The students brainstormed ideas and tried to draft anessay. The word “tried” is used effectively because nobody managed to do it. The next graphicshows the details. It seemed that learning did not take place the year before this one. Accordingto the results, everything needs to be started from scratch. These were the results gathered fromthe first pre-assessment of the learning goal number one. It is compared with the results of thepost assessment of learning goal number three.Student Results of Pre Assessment Results of Post Assessment1 0 372 0 -3 0 474 0 205 0 506 0 507 0 498 0 309 0 3910 0 1011 0 5012 0 4013 0 4614 0 1015 0 22
  • 17. 16 0 4917 0 2518 0 3019 0 4520 0 5021 0 -22 0 46 50 45 40 35 30 25 20 Pre-Assessment Given 15 Post-Assessment Given 10 5 0 The pre-assessment consisted of a graphic organizer were the students said everythingthey knew regarding the essay. In the pre-test, the students failed. The students weren’t able tocomplete it, or rather, not even start it. The students knew the theory but did not know how toapply it. Through the learning goals, the students learned the parts of the essay, learned how todraft an essay, and at the end, did an actual essay. Compared to the first assessment, the pre one,the students were able to complete it. As seen in the graphic above, most student did well on thepost assessment that on the pre-assessment. We could say that learning took place.Quiz #1 and Reposition of the Same The students started with the parts of the essay. Throughout the process, variousobservations were made. The students made progress throughout the days. The first learning goalconsisted of just knowing the concepts before going to a stage where they had to apply the
  • 18. concepts learned. After analyzing the results of the quiz given to the students, I decided toreteach the concept being taught. In the first goal, the students were supposed to recognize thepats of the essay. After analyzing the data from the first quiz, the first goal was not being met.Most students were flunking. The following data is from the first quiz given. It is compared withthe reposition of the quiz.Table #1: Quiz #1 (15 points)Student Results of Quiz #1 Results of Quiz #1Reposition1 7 -2 1 93 5 144 10 145 7 136 5 -7 13 148 6 119 11 1410 0 811 11 1312 - 1413 11 1314 - 1215 6 1216 5 1117 11 1318 13 1319 6 1020 5 1021 13 -22 - 13
  • 19. 14 12 10 8 6 Quiz #1 (15 of value) Quiz #1 Reposition (15 of value) 4 2 0 Students here are arranged by last names first. In other words, the order is the exact sameone from the roll book and register (as so it is in the other graphics). According to these results, Ineeded to reteach my lessons. My students were not learning enough and I was not reaching mygoal. I was not getting through them to help them construct their own knowledge. It seemed thatworking with an actual essay was not that simple for them. Still, looking at the results, some ofthem were doing really well. A group in specific was learning. Still, it was a small group, not bigenough to keep forward with the learning goal. So, a reposition was made in order to reteach thelesson. In the reposition, the students did excellent. Around 71% of the class passed the quiz.Learning was taking place as seen on the graphic above.Test: The EssayStudent Results of Test (52 points of value)1 372 483 484 405 406 467 488 46
  • 20. 9 4610 3711 4012 4013 3714 4015 4016 4017 4618 4819 3720 4821 4022 40 Test: The Essay (52 points of value) 50 45 40 35 30 25 20 Test: The Essay (52 points of 15 value) 10 5 0 The last representation consisted of a test. This was a test regarding material from theessay, but applied. The students did a group test, home test, where they had to outline an essay,apply theory, and answer short answer questions. Like before, the test was a success. Around81% of the students did really well on the test. Learning took place. It was the third learning goaland it was taking place effectively. Students were learning and applying what they had learned.After this, the post-assessment was given and the results told that the students learned effectivelythe concept (see graphics above for post -assessment data).
  • 21. Subgroups The subgroup chosen is made up of four boys and three girls. These students had asomewhat good performance over the English language. Also, their competence was ratherskilled. This is the reason why this particular group was chosen. The data tells that, at first, thestudents did not master well the subject being taught, but that throughout the days, the studentsstarted dominating the material. 16 14 12 10 Girls Language Performance 8 Pre-Assessment Girls Language Performance 6 Formative Assessment 4 Girls Language Performance Post-Assessment 2 0 student 1 student 5 student 12 16 14 12 10 Boys Language Performance Pre-Assessment 8 Boys Language Performance 6 Formative Assessment Boys Language Performance 4 Post-Assessment 2 0 student 7 student 9 student student 11 20
  • 22. Individuals Student 10 was a male, while student 12 was a female. Student 12 had lots ofabsenteeism, while student 10 had almost perfect attendance. Yet, student number 12 did reallywell, or rather excellent, compared to student 10. Student 10 was one that liked to talk in class alot. Student 12, on the other hand, was always responsible with her work, even though she wasalmost always absent. It is important to have an understanding of the learning of these two candidates because,inside the classroom, one can encounter many variables that affect learning. Take for examplethese two students mentioned above. One was always in the classroom. Still, his mind was likehe was not in the classroom. Compared to the next student, she was almost always absent, butshe was responsible for her work. However, there is something that impacts my senses. How was the learning comparedfrom one to another? These two passed the same experiences inside the classroom only withdifferent impacts. Their motivation for learning was really different. I never got so many chancesto modify student’s 1 behavior or the way he did things. Still seeing student 12 do her stuff mademe realize how much learning must have been happening around those who really wanted tolearn. Reflection and Self Evaluation Even though my students did really well in the three learning goals, in the first one, sinceit is a subject where they have to give their all, the process is rather difficult. Still, when mystudents arrived at the third learning goal, one could see the progress happening, and that mademe real happy. However, I have to admit that it was on the final learning goal where the studentsreally showed mastery of the subject matter, compared to the first one (the least successful one). I have to admit that I have a long way to go as a teacher. My students learned, I have toadmit it, but I believe I could have done better. Still, I believe the unit was a great success. It wasmy first unit to teach students, my first lesson plans, and my first experience officially workingwith students. Moreover, it was really important for me because my students learned and applythe concepts learned, and that is all that matters. Most teachers don’t derive their classes from the Content Standards and Grade LevelExpectations. It was until the other day that the teachers realized that this document was revised.This is something that is disquieting. Still, I was trained by the UPRH (University of Puerto Ricoin Humacao), in other words, I was the difference among those teaches that didn’t even knew thedocument was revised. Also, the things I was inculcated with made the difference. Sometimes,the quantity and magnitude of education received speaks more than a hundred year-oldexperience.