The document provides an introduction to the Teacher Work Sample (TWS), which is required for students in the School of Teaching, Learning, and Leadership during their internship. The TWS involves developing an instructional unit that demonstrates skills in areas like data-driven instruction, standards-based instruction, and reflective practice. It consists of 7 components: contextual factors, learning goals, assessment plan, design for instruction, instructional decision making, analysis of student learning, and evaluation/reflection. The goal is to demonstrate skills and knowledge from education courses and pull together concepts like setting learning goals and using assessments to improve instruction.
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Investigating learning strategies in a dispositional learning analytics conte...Bart Rienties
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This presentation covers new perspectives in using books in the classroom. The utility of books are integrated with pedagogical practices such as essential questions, inquiry-based approach, authentic-based tasks, and learner-centeredness
Joe McVeigh and Jennifer Bixby share tips on writing effective learning outcomes from the 2011 TESOL conference in New Orleans. An accompanying handout can be downloaded at www.joemcveigh.org/resources
Improving student learning through assessment and feedback in the new higher education landscape by Professor Graham Gibbs presented at the Learning @ City 2012 Conference at City University London.
View the presentation video here: http://www.youtube.com/watch?v=DbzMTXRBcQk&feature=plcp
Classroom Assessment Techniques in Higher Education TeachingIsabeau Iqbal
Introduction to Classroom Assessment Techniques for teaching in higher education. Lesson plan that accompanies these slides can be found at isabeauiqbal.ca (resources section).
Investigating learning strategies in a dispositional learning analytics conte...Bart Rienties
This study aims to contribute to recent developments in empirical studies on students’ learning strategies, whereby the use of trace data is combined with self-report data to distinguish profiles of learning strategy use [3, 4, 5]. We do so in the context of an application of dispositional learning analytics in a large introductory course mathematics and statistics, based on blended learning. Building on our previous work which showed marked differences in how students used worked examples as a learning strategy [7, 11], this study compares different profiles of learning strategies with learning approaches, learning outcomes, and learning dispositions. One of our key findings is that deep learners were less dependent on worked examples as a resource for learning, and that students who only sporadically used worked examples achieved higher test scores.
This presentation covers new perspectives in using books in the classroom. The utility of books are integrated with pedagogical practices such as essential questions, inquiry-based approach, authentic-based tasks, and learner-centeredness
Joe McVeigh and Jennifer Bixby share tips on writing effective learning outcomes from the 2011 TESOL conference in New Orleans. An accompanying handout can be downloaded at www.joemcveigh.org/resources
Improving student learning through assessment and feedback in the new higher education landscape by Professor Graham Gibbs presented at the Learning @ City 2012 Conference at City University London.
View the presentation video here: http://www.youtube.com/watch?v=DbzMTXRBcQk&feature=plcp
Design For InstructionTeacher will now design the instruction LinaCovington707
Design For Instruction
Teacher will now design the instruction for the learning goals provided in previous chapter. How will you teach the learning goals you have designed
The following will be discussed At this point you have administered the pre-assessment
Remember to include charts to report the findings of the pre assessment
Page length 3 + visual organizer
Pre Assessment Results
Don’t forget to label your responses using subheadings in the TWS outline
Discuss what your pre-assessment scores revealed about your students
You could discuss but is not limited to:
Range of scores for each student showing percentages
Be specific about what learning goals you are using ( Question 10, & 12 addressed LG 2 that showed a low percentage (12%) of students that mastered
Use charts to show the results/ could show graph for each learning goal
Restate learning goals as you discuss results
Show target performance set for each learning goal
Show lowest and highest mastery of each goal
Show graph with mastery of each question for each student
Remember your sub headings are
Results of pre- assessment ( discussed on the first few pages)
Unit Overview- discuss what your unit will include (you may use your outline here of your unit. Explain your unit and alignment with goals. List topics for each day. Include activity for each day
Activities – what activities will you use for each unit. Discuss and explain/ Review page 10 of TWS to include explanation of activity
Technology – What technology will you use for this unit
MUST HAVE
Analyzed descriptions of student performance
Activities linked to learning goals
Identify patterns of student performance
Show activity you are doing each day
Use visual organizer
Describe a minimum of 3 activities using a variety of instructional strategies
Analyze student performance related to the goals
Show how you will score assessments
Show how activity relates to goals
What materials are needed for activity
Can use scoring rubrics, observation, checklist, rating scales ect.
How will you check on student progress
Instructional Decision-Making FIVE
Describe Modifications
Give 2 examples of when student learning or response caused you to modify your lesson
Describe in detail the activity that you modified and why
Explain why you thought this would improve student learning of
the goal. Explain in detail
Give a second example of when a student’s learning or response
caused you to modify the lesson. Explain in detail
Suggested page length 3-4 pages
Review page 13 TWS
Analysis of Student Learning
Teacher uses assessment data to profile student learning giving information about student achievement
Now you will analyze data
Show performance of whole class, subgroups and individual students
Conclusions will be drawn in Factor 7
Focus student achievement
Subheadings
Whole Cl ...
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. What is a Teacher Work Sample?
Required of all students in the School of Teaching,
Learning, and Leadership during Internship II
An Instructional Unit…
… i.e., a sample of the work of a teacher.
… that gives direct evidence for five of the current
hot topics in education.
3. What is a Teacher Work Sample?
An instructional unit that shows your ability to…
Analyze student data and assessments to determine learning needs
(Data-Driven Instruction)
Use local, state, and national standards to set learning goals
(Standards-Based Instruction)
Adapt instruction and assessment to accommodate for individual needs
(Differentiated Instruction)
Assess student learning before, during, and after instruction
(Ongoing Assessment)
Reflect on experiences and data to identify ways to grow and develop
(Reflective Practitioners)
4. What is a Teacher Work Sample?
Built around the things that good teachers do:
Good teachers…
Know their individual students and those students’ unique needs
Set significant, challenging, varied, and appropriate goals for them
Regularly assess students to measure their progress on those goals
Plan instruction for those specific goals using a variety of methods
Change the plan on the fly to make teaching and learning more effective
Analyze assessment data to measure student progress and achievement
Reflect on instructional experience and data to improve as teachers
5. What is a Teacher Work Sample?
Built around the things that good teachers do:
Good teachers…
Contextual Factors
Learning Goals
Assessment Plan
Design for Instruction
Instructional Decision Making
Analysis of Student Learning
Evaluation and Reflection
6. What is a Teacher Work Sample?
It pulls together concepts and skills from core
Education classes like…
EDF 2130 Child & Adolescent Development
EDF 4467 Learning Theory & Assessment
EDG 4410 Teaching Strategies and Classroom Management
TSL 4080 Teaching ESOL
EEX 4070 or EEX 4242 Teaching Exceptional Students
7. The goal of today’s presentation:
Give you an overview of the TWS
Give you a framework to help you understand how
your coursework is interconnected
Help you prepare you for your final internship
Let’s look at its seven components…
9. Who are you teaching?
Different contexts require different methods…
Give a picture of…
The community
The school
The class
The unique educational needs of individual students in the class
Include numbers, features, demographics, and any
available academic or diagnostic information
11. What will you teach them?
Learning goals for a unit are similar to lesson
objectives, but they are…
A bit bigger
A bit more global
Taught over the course of more than one lesson
Learning goals should be…
Standards based
Content based
Significant, challenging, varied, and appropriate
12. Here are some examples:
For a sixth grade unit on the perimeter and area:
The student will find the perimeters and areas of composite two-
dimensional figures, including non-rectangular (such as semicircular) parts
(MA.6.G.4.2).
MA.6.G.4.2:
Find the perimeters and areas of composite two-dimensional figures,
including non-rectangular figures (such as semicircles) using various
strategies.
13. Here are some examples:
For a third grade unit on the Caribbean:
The student will analyze thematic maps to compare the climate,
resources, and vegetation of the different areas or countries depicted
(SS.3.G.1.1).
SS.3.G.1.1:
Use thematic maps, tables, charts, graphs, and photos to analyze
geographic information.
14. Here are some examples:
For a high school physical science unit on the physics
of theme parks:
The student will construct and interpret potential energy diagrams to
describe the movement of an object in a complex system (SC.912.P.10.6).
SC.912.P.10.6:
Create and interpret potential energy diagrams, for example: chemical
reactions, orbits around a central body, motion of a pendulum.
15. Here are some examples:
For a kindergarten unit on the –ink rime:
The student will identify the onset of a given –ink word and segment
the word to repeat its onset and rime (LA.K.1.2.4).
LA.K.1.2.4:
The student will identify, blend, and segment onset and rime.
17. How will you know they’ve learned it?
Pre and post assessment measures
You can think “pretest” and “posttest” if it helps…
Before and after teaching, you must assess:
The same knowledge, skills, and understanding…
At the same level of difficulty…
Using similar assessment tools…
That give the same kind of score…
But aren’t actually the same test!
20. How will you teach them?
This component involves the things you might expect
Lesson plans
Unit plans
Learning activities
Asks you to specifically highlight…
A variety of methods and approaches
Active learning and higher-order thinking
Accommodate unique student learning needs
22. What did you change and why?
Almost nothing in life goes the way you expect
Good teachers frequently change their plans
If it isn’t working…
Change it!
Document how and why you changed it
Then tell us about two of these times in your TWS
24. How well did they learn it?
Analyze your results to determine how much your
students learned from you
The TWS requires a graph or graphs that show
individual student pre- and post- assessment results
This is relatively easy to accomplish…
25. Keep it simple…
A simple three-column
table is all you need
Enter a student identifier
and scores
Highlight your data and
choose “Insert Column
Chart”
27. A simple change…
Click in the posttest
column and choose “Sort
Smallest to Largest”
Then click in the pretest
column and choose “Sort
Smallest to Largest”
again
Then generate the graph
29. There are so many more possibilities!
You are only going to be required to graph individual
student pre- and post- assessment scores.
Your data can tell you so much more, though!
Here are some possibilities:
30. Pretest and Posttest Average for All Students
100%
90%
85.2%
80%
70%
60%
52.5%
50%
40%
30%
20%
10%
0%
Pretest Posttest
31. Pretest and Posttest Averages by Curriculum Sub-Group
100%
89.1%
90%
77.3%
80%
71.5%
70%
56.5%
60%
50%
38.7% 41.2%
40%
30%
20%
10%
0%
ESE ESOL RegEd
Average of Pretest% Average of Posttest%
34. What have you learned?
Base your reflection on your data
If you are strong in something, that data will support it
If the data shows a weakness, you must address it
Which learning goal showed the most growth?
Which learning goal showed the least growth?
Discuss why you got the results you see
Discuss how you can improve as a professional, based
on your data
36. Places to go for more information:
The Teacher Work Sample website:
http://education.ucf.edu/clinicalexp/TWS.cfm
HAPPY Hour:
http://education.ucf.edu/happyhour/workshops.cfm
37. What are your questions?
Thank you for your time and attention!