SETON HALL UNIVERSITY
COLLEGE OF EDUCATION & 1
HUMAN SERVICES
Seton Hall University
College of Education & Human Services
Teacher Work Sample
Michael Seeback
CEAS Program
Spring 2013
Forest Street School
651 Forest Street
Township of Orange, New Jersey, 07050
Seton Hall University
Spring 2013
Table of Contents
Part I: Contextual Factors……………………………………………………...Pages 3-32
Subpart A: Community, District and School Factors…………….…....Pages 3-10
Subpart B: Classroom Factors………………………….……………...Pages 11-14
Subpart C: Learning Environment…………………………………….Pages 14-18
Subpart D: Student Characteristics……………………………………Pages 18-23
Subpart E: Instructional Implications…………………………………Pages 23-32
Part II: Goals and Objectives………………………………………………….Pages 33-34
Part III: Design of Instruction……………………………………………...…Pages 35-68
Subpart I: Pre-Assessment Design, Narrative and Table……………..Pages 35-47
Subpart II: Unit and Assessment Planning Table…………………….Pages 48-51
Subpart III: Design of Instruction Narrative……………………….…Pages 51-53
Subpart IV: Assessment Materials……………………………………Pages 53-68
Part IV: Evaluation and Analysis of Student Learning……………………….Pages 68-84
Subpart I: Posttest and Narrative……………………………………...Pages 68-73
Subpart II: Narrative and Graphic Representation……………………Pages 73-84
Part V: Reflection and Self-Evaluation………………………………………Pages 84-91
2
Seton Hall University
Spring 2013
TWS Part I: Contextual Factors
Part A: Community, District, and School Factors
For the TWS I am completing an evaluation for Contextual Factors based on
Forest Street School, a hybrid elementary-middle school located in Orange, New Jersey.
Throughout this narrative and enclosed below are background information on the school,
district, and city itself. The school itself is rather unique, in both terms of housed grades
and instruction. All facts and data are compiled from reliable sources and are cited below
each of the parts of the unit.
Forest Street School is located within the Township of Orange, Essex County,
New Jersey, at 651 Forest Street, within a residential neighborhood. Forest is one of ten
schools in the district and one of the seven blended elementary and early secondary
schools in the district that serves grades PK through 7th. The school itself is physically
divided so as to separate the elementary school students and the secondary students from
themselves. This is done so by housing the elementary school students, grades PK-4th, in
one part of the building and the early secondary students, grades 5th through 7th, in a
separate part.
In total the school has 386 students currently enrolled full-time, which equates to
6 hours and 30 minutes of instruction daily. Table 1.1 below provides the breakdown of
students in each grade, PK through 7th, for Forest Street School for the 2010-2011 school
year. As you can see the school is comprised of a fairly well distributed number of
students per grade level, with an average of 38.6 students per grade. The school also
divides the grade levels into a minimum of two classes, which are based on individual
student performances in language arts, literacy and mathematics.
Table 1.1: Total enrollment by grade
Grade
Students Enrolled
PK
27.0
Kindergarten
55.0
1st Grade
35.0
nd
2 Grade
40.0
3rd Grade
41.0
th
4 Grade
45.0
th
5 Grade
41.0
6th Grade
40.0
th
7 Grade
46.0
Special Education
16.0
Total Enrolled
386.0
* education.state.nj.us/reportcard
The socioeconomic profile of the school district is based on the results of the 2010
US Census for the Township of Orange, New Jersey. The table below, Table 1.2, outlines
the socioeconomic profile of the town by median incomes. In addition 15.4% of families
living in the Township of Orange are below the poverty line, and some 18.8% of the
gross population are below the poverty line. Table 1.3 below contains the demographics
in terms of age for the township. The highest percentage of residents are between the age
3
Seton Hall University
Spring 2013
of 25 and 44 years old, with the median age of 32 years old. The average household size
is 2.73 people per residence and the average family size is 3.38 members per family.
Table 1.2 Per Capita Income
Median Income Per Total Income
Household
$35,759
Family
$40,852
Males
$33,442
Females
$29,520
*US Census Bureau – 2010 QuickFacts
Table 1.3 Age Demographics
Age Bracket
Percentage of population
Under 18
27.7%
18-24 years old 10.0%
25-44 years old 32.2%
45-64 years old 19.3%
65 and older
10.8%
*US Census Bureau – 2010 QuickFacts
As a whole the Township of Orange as a very minor amount of diversity, based
on the 2010 US Census. Outlined in Table 1.4 are the race and ethnicity statistics for the
Township, based on the US Census 2010. Orange has one of the highest percentage of
African American residents in the United States and the fourth highest percentage of
African American residents in New Jersey.
Table 1.4 – Race/Ethnicity Orange
Race/Ethnicity
Percentage per Population
African American
71.83%
Hispanic/Latino
21.67%
Caucasian
12.80%
Other
9.95%
More then 2
3.32%
Asian
1.51%
Native American
0.57%
Pacific Islander
0.02%
*US Census Bureau – 2010 QuickFacts
Total Number
21,645
6531
3857
2999
999
455
173
6
According to the New Jersey state report card for Forest Street School’s middle
school grades, those in grades 5th, 6th and 7th, performance indicators students are found
to vary great in comparison to State benchmarks, but do appear in line with the district
benchmarks. Upon the initial review you will notice that the highest percentage of
students appear to be found in the range of proficient for mathematics, while the highest
percentage of students in Language Arts appears to be partially proficient. The imperial
data collected from the New Jersey report card can be found in the tables below, Table
4
Seton Hall University
Spring 2013
1.5 (A-F). The performance indicators are the result of students’ assessments on the
Number Tested Partially Proficient Proficient
School
41
63.4%
36.6%
District
348
63.8%
35.9%
State
101,836
38.8%
55.0%
NJASK exams administered by the state.
Table 1.5A – NJASK5 2010-2011 Grade 5 Language Arts and Literacy
Table 1.5B – NJASK5 2010-2011 Grade 5 Mathematics
Number Tested Partially
Proficient
Proficient
School
41
31.7%
53.7%
District
354
36.8%
45.3%
State
102,146
19.2%
41.2%
Table 1.5C – NJASK6 2010-2011 Grade 6 Language Arts and Literacy
Number Tested Partially
Proficient
Proficient
School
42
61.9%
38.1%
District
357
57.3%
47.9%
State
102,611
33%
59.7%
Table 1.5D – NJASK6 2010-2011 Grade 6 Mathematics
Number Tested Partially
Proficient
Proficient
School
43
46.5%
51.2%
District
364
39.0%
53.0%
State
102,913
22.4%
49.9%
Table 1.5E NJASK7 2010-2011 Grade 7 Language Arts and Literacy
Number Tested Partially
Proficient
Proficient
School
38
68.4%
31.6%
District
327
64.5%
33.6%
State
102,681
36.3%
51.3%
Table 1.5F NJASK7 2010-2011 Grade 7 Mathematics
Number Tested Partially
Proficient
School
38
78.9%
District
327
59.3%
State
102,752
34.0%
Advanced
0.0%
0.3%
6.2%
Advanced
14.6%
17.9%
39.6%
Advanced
0.0%
0.8%
7.3%
Advanced
2.3%
8.0%
23.6%
Advanced
0.0%
1.8%
12.4%
Proficient
Advanced
18.7%
34.9%
41.6%
2.6%
5.8%
24.4%
5
Seton Hall University
Spring 2013
Forest Street School’s Report Card Narrative and the Orange School District website
contains the initiatives set forth by both the district and the school in 2011 and onward.
The initiatives include the following: Improve Student Learning, Communications and
Community Relations, and Financial Management and Facilities. The details of these
initiatives are compiled below:
1. Improve Student Learning: To improve academic achievement for all students by
ensuring the delivery of high quality instruction in all areas through the implementation
of the Common Core State and New Jersey Core Curriculum Content Standards.
Strategies to include:
• To recruit and retain high quality staff.
• To improve demonstrated mastery of fundamental skills in LAL, mathematics,
science, social studies and other areas that will:
◦ Continue administering quarterly benchmark assessments to inform
instruction and individualized student plans through data analysis by
district/school data teams to achieve a minimal of 10% growth in student
scores by the end of the year.
◦ Strive for 100% graduation by increasing the number of students who pass
the HSPA by 15% in Math and 10% in Language Arts and ensuring that
all other students graduating by AHSA meet proficiency.
◦ Restructure the Orange Preparatory Academy teacher schedules to
incorporate common planning time by content area.
◦ Provide additional afterschool programs, specifically at the middle and
high school levels, to include club activities and tutoring programs.
◦ Develop a plan to support the students in the sub-categories, such as
special education and ELL. Monitor the development of inclusion
practices district-wide that promote achievement goals in literacy and
mathematics.
• Expand the utilization of technology in the teaching-learning environment.
• Increase information sharing opportunities for principals and teachers through
peer visitations and wikis.
• Align curriculum and programs with state standards and national common core
standards through curriculum mapping and lesson planning.
• Develop and monitor a formalized “focus-walks and instructional rounds”
schedule to provide immediate feedback to teachers.
• Monitor the needs of staff in the delivery of instruction for the district through
professional development programs designed to assist with raising student
achievement.
• Increase the number of participants in district competitions and the number of
competitions.
6
Seton Hall University
Spring 2013
2. Communication / Community Relations: We will continue to improve communication
within the district to members of the board of education, staff, parents, employees and the
community, as well as outreaching to legislators to advocate for our needs.
Strategies to include:
• Commence the process to develop a Strategic Plan and utilize tools such as the
school district report card and an annual year-end summary report of
achievement to enhance community relations and communications.
• Continue to include achievement highlights of each school regularly in district
newsletters.
• Strengthen and enhance the home-school connection, including full utilization of
school/district websites and Genesis, allowing parents to better monitor student
progress, assignments, and grades.
• Utilize the District’s access to the local cable station to broadcast the
Superintendent’s Roundtable, Student Homework Assistance, Student TV shows,
as well as District activities and messages.
• Maintain collaborative relations with legislative leaders and continue efforts to
pressure the State Department of Education and SDA to build and expand new
school facilities.
3. Financial Management and Facilities: We will continue to ensure that the budget
provides for the achievement of all students in the district while maintaining fiscal
responsibility and that we maintain safe, healthy and clean facilities that reflect high
standards for learning and foster District pride.
Strategies to include:
• Ensure the budget adequately supports the district’s mission, vision and goals.
• Review monthly budget reports and make appropriate adjustments, as needed.
• Continue to seek grants and partnerships that are aligned to improving student
learning.
• Develop and sustain a strategy to continually maintain, improve, and enhance
District Facilities.
*Orange School District website: http://www.orange.k12.nj.us
The mission and vision statements of the school are conveniently located on the
school’s website and can be found and are clearly visible throughout the school,
including receiving a daily mention in the school creed and statement recitement each
morning. These statements are located below:
Mission Statement:
Through the full collaboration of school staff, parents, and the community, we will
prepare our students for the 21st century. We will cultivate their confidence so that they
will exceed their own expectations, and every child will be an achiever.
Vision Statement:
To ensure that Forest Street School produces lifelong learners and leaders, we must
educate the mind, motivate the body, cultivate the spirit, and teach with the heart.
7
Seton Hall University
Spring 2013
Shared Beliefs:
• All children can and will learn through collaboration, enthusiasm, and motivation
• Learning never ends
• Teachers should be flexible and able to accommodate all learning styles and
intelligence
• Each child has special abilities. It's our job as educators to figure out what those
abilities are and make sure they are brought to light.
*Forest Street School website: http://www.orange.k12.nj.us
Parental involvement in Forest Street School and throughout the district is clear.
The school and district have implemented several strategies and methods to get the
parents involved in the school, beyond the limits of parent-teacher conferences and
regular communication home. These initiatives and strategies are found within Forest
Street School’s Report Card Narrative and are listed below along with descriptions and
outlines of the programs.
Parental Participation:
Home to School Connection - Parent workshops and biweekly/quarterly newsletters
keep parents up-to-date with current issues, effective strategies for homework, testing,
and technology tools. Our goal is to ensure that all stakeholders have a positive impact
on student achievement. We encourage parental participation through volunteer services
and an open-door policy. In addition, our Shadow Day Program provides parents with
an opportunity to observe sound instructional practices and allows parents to familiarize
themselves with their child’s school day. Back to School Kick-Off- This event is the first event of the school year. Parents donate
and prepare hamburgers, hotdogs, buns, chips and juice for the staff and students to
welcome all back to the new school year. It is held from three o’clock until five o’clock.
Forest Street School Multi-Cultural Events- There is two events that take place during
the course of the year that celebrates the various cultures that exist within Forest Street
School. The first event takes place during the Thanksgiving season. Parents are asked to
donate cultural dishes for our Pre-kindergarten, Kindergarten, and first grade students
to sample. The second event invites parents and students to create a cultural booth, which
represents their country of origin with a display of their cultural flag, artifacts and foods.
The purpose of these events is to expose, encourage and develop cultural differences.
Shadow Day- On Shadow Day the parents are invited to report to school with their child
and serve as their shadow for the day. This event provides the parents with an
opportunity to see what their child’s day consists of and what strategies can be utilized at
home to assist with the academic program. Career Day- Parents are invited to participate in a panel discussion where they are
allotted time for a five minute presentation that speaks to the description of their
occupation, the vital role they play and the necessary education required to fulfill their
8
Seton Hall University
Spring 2013
duties. Students are provided with an opportunity to visit the presenter’s assigned table to
further discuss their occupation and personal goals. Starry Story Night- Our parents and community members have worked collaboratively
with the staff on this promoting literacy and reading event. During this evening the
students and parents are invited to return to the building in their pajamas for a night of
story telling and reading. Staff and parent volunteers are assigned a room, which is
decorated to represent a scene from the book being read. The reader is in costume and
the students are required to be active participants.
*Forest Street School Report Card Narrative:
http://education.state.nj.us/rc/rc11/narrative/13/3880/13-3880-080.html
The teacher-student ratio within Forest Street School is 13.8:1 for the 2010-2011
school year. This ratio of 13.8:1 is marginally greater then the state average of 11.1:1 for
all schools in New Jersey.
Forest Street School’s approach to instruction and inclusive instruction is clearly
outlined and well known by teachers. Strides are made daily to ensure all instruction is
diverse and inclusive and similarly assessment inclusion is also ensured daily as well via
accommodations to assessments. The schools instructional statement can be found within
the school’s Report Card Narrative and has been included below:
“We offer a program of instruction that focuses on critical thinking, problem solving and
developing students’ creativity that strives for excellence, while addressing the needs of a
diverse student population. Instruction includes alternative methods of curriculum
delivery, such as cooperative learning, flexible grouping, technology integration,
activities that include the multiple intelligences, while expanding a repertoire of
instructional strategies and classroom routines that make connections to real life
situations to promote academic achievement. Students are encouraged and required to be
active participants in their instructional program.”
*Forest Street School Report Card Narrative:
http://education.state.nj.us/rc/rc11/narrative/13/3880/13-3880-080.html
At Forest Street School and throughout the district of Orange Schools there is no
shortage of special programs. The school offers both after school programs for those who
wish to continue their education beyond 3:00pm as well as an exemplary program for
those gifted students who require additional instruction. These programs, as well as
descriptions and narratives, can be found on the school’s Report Card Narrative and have
been compiled below.
Exemplary Programs: Caught in the Act - This program recognizes the kind acts of students and staff members
who go above and beyond the call of duty to assist others. 9
Seton Hall University
Spring 2013
Gifted and Talented Program - This is a district-based program that provides
challenging project-based activities to address the needs of the exceptionally able
students in the general education classroom setting. 25 Book Challenge - Students are encouraged to independently read at least 25 books
during each school year. Incentives are provided to motivate students to meet the
challenge. In addition, each classroom library has a minimum of 300 titles to ensure that
students have access to a variety of reading materials. Student Government- This program provides an opportunity for elected students to serve
as student leaders to represent the student body. There is an official campaign that takes
place, which involves the entire student body as every class elects class representatives.
The candidates present a speech and then elections are conducted. In addition to being
the voices of the student body, the student government also conducts community service
projects throughout the school year.
After School Programs: Art and Music Clubs - Students engage in extra-curricular activities that are based on
the New Jersey Core Curriculum Standards and teach across the curriculum. Teachers
create lessons that integrate culture, literacy and other subject areas while exposing
students to valuable, enriching experiences. Debating and Mock Trial Club – The purpose of this program is to introduce and expose
the students to the legal/court domain, the fundamentals of debating and the process of a
mock trial. Photograph and Yearbook Club- Our Middle School export photography through
various aspects and technologies. Perception and creativity has remained our focus to
increase their knowledge base, interest and skill set. The culminating activity/project will
be the creation of our annual yearbook. After-School Academic Academy - In this academy students infer, analyze and evaluate
text in an environment that focuses on guided comprehension and basic skills activities
using a myriad of manipulatives to support struggling learners.
Science Enrichment - In this academy students examine and investigate science concepts
through literary and hands on activities. All activities teach across the curriculum;
integrating science, math and language arts literacy. The purpose of the program is to
provide students with a solid foundation in how to analyze, synthesize and evaluate
expository text. Theater Studies- Students in the second and seventh grade are exposed to an in school
residency that teaches various forms of theater studies. The residency provides activities
that elicit higher order thinking while meeting the New Jersey Core Curriculum Content
Standards in the areas of Visual and Performing Arts, Language Arts Literacy and Social
Studies.
10
Seton Hall University
Spring 2013
Part B: Classroom Factors
Physical Features:
The classroom is set up and designed in such a way that promotes group
engagement and interaction between the students. There are seven table with four chairs
to a table, which allows for students to have both the needed room to feel comfortable
and focus as well as the proximity to peers to promote interaction and collaboration.
Along with the tables, the room is equipped with four desktop computers all limited to
the “technology center” of the classroom, wherein students can access them at almost any
time. The room is also outfitted with a small, but sufficient library, that is stocked with
science related books that cover the spectrum of sciences learned in middle school –
including earth science, life science, general science content, and even a select few
content specific books. This is located in the far left corner of the room, next to the
windows and includes a small, yet seemingly comfortable chair for students to sit in and
read quietly to themselves, should the opportunity arise.
Classroom design – physical structures
A science center also has a place in the classroom, which is the near left corner of
the room, and it is outfitted with many necessary lab and class tools and instruments –
including a scale, lab kits, weather measurement tools, rulers, weights, and some of the
safety equipment (e.g. gloves, goggles, gowns). The science center also houses several
folder sections for students, specifically for their science portfolios and their class work
11
Seton Hall University
Spring 2013
folders – which have found their way into the middle of the center for organizational
needs and for the close proximity to the teacher.
Science classroom – Forest Street School
The room is also riddled with science related decor, which consists primarily of
the students latest projects and posters – my cooperating teacher makes it a point to
display all student work in the classroom and the exception work on the bulletin board,
something I think works well as a motivator and as way to show appreciation for student
work. The work displayed in the classroom is hung from strings that are placed in front of
the windows and in some of the corners and hung on the back wall and window wall. The
class, like all others in the district, is also complete with a “word wall” inside, which
consists of the latest words, phrases, definitions and the like that we are learning and
those we have learned so far. The “word wall” also has several visual displays as well,
such as that of a microscope and the six simple machines. Outside you will find the
bulletin board, complete with the top students works and some spectacularly drawn
science-related images – this month a beaker with smoke emerging, a syringe, and a
graduated cylinder. The bulletin boards are somewhat of an interesting item in the school,
as the teachers compete against each other to see who can make the most creative and
detailed one. In addition the inside also has some interesting charts, diagrams and other
visual displays that outline some of the processes, steps, and functions we will be
learning about – such as the life cycle of frogs, the formation of hurricanes, cell division,
and even some instructional guides.
Overall the general décor of the classroom and the bulletin board are both
engaging and inviting to students and simultaneously it establishes the room as a science
12
Seton Hall University
Spring 2013
classroom. Between the student work that fills the walls and the visual displays of
scientific focuses, the classroom promotes science education from the outside to the
entrance and all throughout. And all the while the décor and general visual atmosphere
are inviting to students, as they can see their own work displayed in the classroom and on
the fascinating bulletin board outside.
The Word Wall – Displays learned science words for 5-6-7 grades
The remaining portions of the classroom serve as storage space, as this is the
primary science room for the building. Some items stored include our FOSS kits
(approximately 15), bookshelves of past and current textbooks, and some of the tools we
use for our current lessons and units. The room also has space for students to store their
belongings – backpacks, coats, and so forth – as well as a small space for the teacher’s
desk in the back of the room.
The technology available for the students is limited to two categories, that which
is housed physically in the classroom and equipment that is shared throughout the school.
The classroom itself holds four desktop computers, an Epson SMART board type
projector, and a laptop for the teacher, a printer for students to use limitedly and an iPad
for the teacher primarily. The desktop computers are in place for students to either do
limited amounts of work or for them to use as extension activities once they have
completed a test, quiz, or the daily assignments. The SMART board is somewhat dated
and does not serve the full functions of others I have seen in different schools, but still
serves well for the basic and rudimentary needs of technological integration. The board is
used daily to project the days notes or tasks, however it does not have all the capacities
you would expect from SMART board technology. The laptop used by the teacher serves
for either working with the SMART board to display notes and as the primary connection
for the teacher as her work computer. The students are not permitted to use the computers
though as a rule of the classroom. The printer is a dated, standard printer that simply
serves to print documents and work for the students – though they are only permitted to
print a limited number of items each week as to conserve the ink. The iPad is used in one
of two capacities, either for the teacher to take attendance or for the students to use to
complete science education apps, which is only done as an extension activity if the
student has completed work ahead of time.
The school does of several other pieces of equipment that is shared throughout the
building, including 30 laptops in the computer and technology room, four laptop mobile
13
Seton Hall University
Spring 2013
carts (approximately 65 for the entire school to share), and several printers for student
and teacher usage. The computer and technology room is used for either the tech class or
can be reserved by a teacher (if a block period is available) to take the class in to use
them, which is somewhat limited. The laptop carts are reserved on a schedule basis and
you must make appropriate preparations on Mondays to ensure you will have the
equipment as they are often booked quickly. The laptops are fairly new Dell models with
basic web browsing and document writing capabilities and all of them have a list of
blocked sites (Facebook, twitter, and YouTube) that are not available for students. The
printers in the tech room are often quite crowded throughout the day as teachers will print
from their computers to these printers and often items and documents get mixed together
as several will be printing at the same time.
Space in our classroom is exceptionally well managed, as we have to house most
of the science materials and student materials in an average sized classroom. The tables
(which serve as desks for students) are spread across the room and evenly distributed so
that students and teachers can easily walk through the room with little to no interference.
Every item in the classroom, as a rule, must have a purpose and must be used regularly to
ensure that only the necessities are there. The space is comfortable and maneuverable so
that individual spaces are respected and understood, but close enough so that engagement
and collaboration are plausible. The spacing is also optimal so that the teacher can make
regular eye contact with each student and the students’ view of the board are
unobstructed.
Part C: Learning Environment
The classroom is organized primarily by the seven tables throughout the
classroom that serve as students’ workspaces. Here they will perform their daily tasks
(note taking, challenges, or labs) and can work either individually or collaboratively. As
the science classroom our room serves as both a standard classroom and as a laboratory
as well – wherein students can perform their labs (dissections, acid tests, or cell
observations). The students’ seats are assigned and are changed at the beginning of each
unit, which allows the teacher to reinvigorate the environment and create a different
feeling for each unit. The students are grouped at their tables strategically, so that
students can focus on their work and avoid being distracted by their group members. This
is done so by first getting to know the student and their own behaviors and their
relationships to other students.
The scheduling for the middle school is done so in 80-minute block periods that
alternate between A and B block days. Each instructional day students have 80 minutes
of math and 80 minutes of language arts. On alternative days students will have either 80
minutes of science or 80 minutes of social studies depending on their class schedule. The
day begins with homeroom from 8:25 – 8:50 am, where students will prepare for the days
classes and have their morning routine (pledge allegiance and school creed recitement).
The schedule is broken down so that block 1 is from 8:53 – 10:13am, block 2 is 10:16 –
11:36 am and block 3 is 11:39 – 12:59pm. At 1pm students will break for lunch until
1:30pm. After lunch students will have two 40-minute special periods (either gym,
language, art, tech, or music) depending on their scheduled day. At 2:53pm students will
return to homeroom until 3pm at which time they are dismissed.
14
Seton Hall University
Spring 2013
Rules and behavior management are determined by the teachers of each class and
I have found that no two teachers will have identical sets for their classes. Below is the
rules and behavior management policies for our class, as outlined in the syllabus by the
cooperating teacher. These rules and management policies are based on school policy and
are collaboratively created by the staff each year.
Classroom Rules and Conduct
A. Rules of Conduct
1.
Be responsible for your own learning.
2.
Do not disturb the learning of others.
3.
Be respectful to everyone.
4.
All school rules and lab rules must be followed.
5.
Be ready to learn.
Failure to follow these rules of conduct will result in consequences stated below.
B. Disruption
There will be zero tolerance for inappropriate disruption in the classroom. Verbal and
physical disruption delays the flow of the classroom lessons; and as a result, it destroys
the learning of others. The severity of each individual disruption will be taken on a caseby-case basis and handled accordingly with consequences below.
Consequences
All rules that are broken will be subjected to classroom, as well as, school
consequences. Each student will be given three warnings. They are as followed:
1.
Verbal warning
2.
Name on board
3.
Check near name
If student receives three warnings, the teacher will ask to see student at the end of class;
in which they will decide on one or more consequences listed below.
A. Lunch Detention- This will be given for minor, yet continuous, infractions in the
classroom. Students will spend lunch inside with teacher. A parent or guardian may be
notified.
B. After-school Detention- This will be given for major and continuous infractions in
the classroom. Students will spend 1-½ hours with teacher afterschool, where they can
reflect on their actions. A parent will be notified so the terms of the detention can be
cleared.
C. In-School Suspension- This will be given for major and continuous infractions in
the classroom as well. A parent will be notified by either the teacher or school
administrator.
Source:
http://www.orange.k12.nj.us/15542031521950980/assignments/browse.asp?C=60415&A
=400&DomainID=3490&AssignmentID=2140&AssignmentCategoryID=0&Month=0&
Year=0
Student interaction is promoted and well monitored in the classroom because of
the physical features of the classroom. The students work at tables with at most three
15
Seton Hall University
Spring 2013
other students – which provides them with enough space to work individually, but allows
them to be close enough in proximity to work with each other. In addition to the physical
proximity and interaction, students are also regularly assigned group work or small-group
work, such as for projects or even for homework assignments. The most intricate part
though, is that students are able to make the distinction regularly, by which they can
choose to work individually or with a group on any project or larger scale assignment.
Most students – approximately 80% of those I have seen thus far – will choose to work in
a small group, and generally only 2-3 students will opt to work alone.
The most exceptional examples of fair treatment of students that I have been privy
to witnessing include two district policies. First, all work that is to be graded requires a
rubric with a detailed point system breakdown. The rubric may be the same one for
similar assignments but regardless it must be provided to the students for each
assignment and it must be used as the only means of grading by the teacher. This is done
to ensure that teachers are equally grading students only on the work they submit, not
based on mitigating factors such as behavior and to demonstrate that every student is
assessed equally.
The second example of fair treatment of students is that on the report card there
are three different spots for the teacher of each subject to assess the student – grade,
effort, and behavior. The grade is just your final average for that marking period, based
on your class work, participation, tests, quizzes, projects and homework. Your effort is
based on the student’s performance in the class and whether or not there is evidence that
shows that the student is putting forth the effort. The scale on which they are assessed is
based on three parameters: Outstanding – Satisfactory – Needs Improvement. The last
point of assessment is the line for behavior. Each teacher in the middle school will assess
the students’ behavior for their class. Students are essentially assessed on how well they
behave in class, both individually and in groups. Each day students behavior is noted with
the denotation of one of the following: Outstanding – Satisfactory – Needs Improvement.
At the end of the marking period the teacher will review them and make the final
determination as to what the students actual behavior was like.
In my experiences thus far I have found that equitable participation and the idea
of learning for all actually come together in the classroom. Participation, as stated from
the school’s policy above, is based on 15% of the students’ grade, which serves as an
excellent motivator for them to become involved in the classroom. However, in order to
keep the student involved in the class and participating you will need to do more then
motivate them with a grade percentage, rather you need to attach them to the lesson or the
discussion and then allow them to continue onward. What often occurs in my class is that
we will have challenges at the beginning of the class. These challenges can be writing
pieces, problem solving practices or even physical challenges and the purpose of each is
to provide students with a connection or attachment to the lesson. Therein they are now
participating in class and will be learning through this participation. It is here where the
student is actively participating (asking and answering questions) that the student is
engaged in learning for all. What this means is that the student is completing the majority
of the “talk moves” that they should be doing – so that now they are acting as the primary
communication tools.
One of the challenges that I feel I have faced most often in my experiences in the
classroom are student’s struggles with self-motivation. Most of the students that I am
16
Seton Hall University
Spring 2013
working with are very motivated to do well and succeed, and they truly do care about
their grades and their work. However, there certainly are a few students, just as there
would be in any other classroom, which are not at all intrinsically motivated from within.
I believe this is a struggle for myself personally because I want them to care and be
motivated to do well. A few things that are done to promote self-motivation include
advocacy programs and general classroom discussions and private talks to help boost
self-esteem and belief in ones self. In the advocacy programs students get the opportunity
to speak freely, without consequences, and are able to open up about their hopes and
desires. It is here during these sessions that we can promote self-motivation. Such as
when a student says “I want to be a lawyer” and we can say “well the most important part
of being a lawyer is being able to write exceptionally well – and right now you need to
start practicing that skill so that when you do become a lawyer they will want to give you
that job and big office”. Something as small and as open-ended as this serves a great
purpose for the student, because now the student is motivated to improve on one part of
their work and simultaneously they now know that we fully believe in their ability.
Self-esteem is, according researchers Jonathan Brown and Margaret Marshall
“something that everybody wants, yet no one is entirely sure what it is, what it does, or
where it can be found” (Brown and Marshall pp. 2). Defining self-esteem, in the context
of creating a universally accepted definition of the term, is something that these authors
have concluded has not yet been accomplished. We can often find ourselves talking about
the need for student self-esteem or having the confidence in ourselves, but really we do
not have a face for this colorful, abstract phrase. I like to believe that self-esteem is the
individual belief in ones own abilities and self, which I feel encompasses a broad, if not
vague, view of such an important ideal. In my research of the meaning of self-esteem I
have found one clear and evident truth, the idea of this term is quite vague, but everyone
apparently has their own belief, so for now I will utilize my own implemented definition.
Building self-esteem in the classroom begins by devising and creating lessons that
have implicit, if not at time subtle, undertones that excite and motivate students
(http://faculty.washington.edu/jdb/448/448articles/kernis.pdf). I believe the easiest and
most efficient way to build self-esteem is to pay someone a compliment, one that may not
be elaborate or long, just something as simple as “excellent job” or “good work”. When
grading student papers the policy is to never write directly on the paper, as to avoid
tarnishing the students’ work, so instead teachers will attach post-it notes to the papers
with comments and feedback. As a general rule my cooperating teacher creates these
responses with a simplistic formula, begin each sentence with a compliment or a good
notation and then provide a critical point of feedback. Using this model we can
communicate to the student, even if they failed to meet the requirements, which we are
proud of them and their work as to not discourage them or impede on their self-esteem. In
providing these short blasts of praise we are telling the students in very clear words that
we are happy with them because they tried.
When I speak to the students I have found that many of them have great
confidence in themselves in many tasks and they also communicate this in the way they
approach assignments. However, I have found that this self-confidence, i.e. self-esteem,
can get deflated easily by the slightest negative remark. This is due in part to what I have
observed when providing corrective feedback or constructed criticism and the student
response is “oh well I don’t get it – I give up” and subsequent actions, putting materials
17
Seton Hall University
Spring 2013
away or just shutting down. This extreme reaction has lead me to conclude that while
students may create this personification that that they have great confidence in
themselves, in reality their self-esteem is quite low. As a result I find that many teachers,
myself included, are careful of their critical remarks and often show affection (i.e. a smile
or an approving nod) while they speak to students. This action, a combination of verbal
communication and non-verbal body language, communicates to the student that we may
not approve of their actions or products we do care. By and large this approach works
well, students understand that you care and feel obligated to continue to work because
they know you believe in them, wherein self-esteem has grown.
Part D: Student Characteristics
The age and gender of the students in each grade is listed in the table below
Table 1.6 Age and Genders of Middle School Students – Forest Street School 2012-13
Grade
Age Range
Median Age
Total Students
Total Males Total Female
th
5 Grade
10-13 years old 10.5 years old 37 students
20 Males
17 Females
6th Grade
11-13 years old 12 years old
38 students
20 Males
18 Females
th
7 Grade
12-15 years old 13 years old
37 students
15 Males
22 Females
The race and ethnicity of students in the school as a whole directly reflects those
of the composition of the city itself. This school serves predominately African-American
students, along with percentages of Hispanic/Latino students and Haitian/French Creole
students. The city itself, according to the US Census bureau, has one of the highest per
capita percentages of African-Americans in the state of New Jersey and the United States
itself. This is clearly evident in the school make-up and as stated previously a
commensurate reflection of the community at large. According to the NJ Report Card for
Forest Street School, the race and ethnicity subdivision is as follows: 78% Black, 21%
Hispanic, 0.3% Asian, and 0.3% White.
(http://www.state.nj.us/education/pr/2013/13/133880080.pdf)
According to the NJ Report Card for Forest Street School, the number of special
needs students, those with IEP or 504 or ESL, equates to a total of 51 students in the
school with a classified learning disability or 14% of the school itself and 24 students
with limited English proficiency or 6.7% of the school at large. As much of this is
privileged and confidential information, I can only state that I have direct instructional
contact with approximately 10-16 students with classified learning disabilities and 5-8
students with limited English language proficiency. In order to provided the need
accommodations and modifications, teachers create separate assessments for these
students and they are provided with sufficient support (i.e. resource instruction,
paraprofessional aides, and such).
Achievement is measured, in general, by the NJ Report Card according to several
factors including: Academic Achievement (several subdivisions), College and Career
Readiness, and Student growth. Below is the introductory narrative for Forest Street
School’s Achievement in the 2011-2012 school year, as well as the narratives pertaining
to Academic Achievement, College and Career Readiness, and Student Growth:
This school's academic performance significantly lags in comparison to schools across
18
Seton Hall University
Spring 2013
the state. Additionally, its academic performance is about average when compared to
its peers. This school's college and career readiness lags in comparison to schools across
the state. Additionally, its college and career readiness lags in comparison to its peers.
This school's student growth performance lags in comparison to schools across the state.
Additionally, its student growth performance is about average when compared to its
peers.
Performance Areas
Academic Achievement
College and Career
Readiness
Student Growth
Peer Rank (Percentile)
Statewide Rank (Percentile)
47
34
19
23
44
39
Percentage of Targets
Met
63%
0%
50%
Very High Performance is defined as being equal to or above the 80.0th percentile.
High Performance is defined as being between the 60.0th and 79.9th percentiles.
Average Performance is defined as being between the 40.0th and 59.9th percentiles.
Lagging Performance is defined as being between the 20.0th and 39.9th percentiles.
Significantly Lagging Performance is defined as being equal to or below the 19.9th
percentile.
Peer Schools are schools that have similar grade levels and students with similar
demographic characteristics, such as the percentage of students qualifying for
Free/Reduced Lunch, Limited English Proficiency programs or Special Education
programs.
Academic Achievement
This school outperforms 19% of schools statewide as noted by its statewide
percentile ranking and 47% of schools educating students with similar demographic
characteristics as noted in its peer school percentile ranking in the performance area of
Academic Achievement. Additionally, this school is meeting 63% of its performance
targets in the area of Academic Achievement.
Academic Achievement measures the content knowledge students have in
language arts literacy and math. For elementary and middle schools, this includes
measures of the school's proficiency rate on both the Language Arts Literacy and Math
sections of the New Jersey Assessment of Skills and Knowledge (NJ ASK). A
proficiency rate is calculated by summing the count of students who scored either
proficient or advanced proficient on the assessment and dividing by the count of valid test
scores.
Academic Achievement measures the content knowledge students have in
language arts literacy and math. In elementary and middle school, this includes the
outcomes of the New Jersey Assessment of Skills and Knowledge (NJASK). The first
column - School wide Performance - in the table below includes measures of the total
school wide proficiency rate in both language arts literacy and math across multiple
administrations of the assessment . The second column - Peer School Percentile Rank indicates where the school’s proficiency rate compares to its group of peer schools. For
19
Seton Hall University
Spring 2013
example, a school that has a peer school percentile rank of 65 has a proficiency rate that
is higher than 65% of its peer schools. The third column - Statewide Percentile Rank indicates where the school’s proficiency rate compares to schools across the state. For
example, a school that has a statewide percentile rank of 30 has a proficiency rate that is
higher than 30% of all schools with HSPA scores statewide. The last column - Percent of
Targets Met - presents the percentage of progress targets met as defined by the NJDOE’s
NCLB waiver.
The Summary row presents the averages of the peer school percentile ranks, the
average of statewide percentile ranks and the percentage of statewide targets met.
Academic Achievement
Indicators
NJASK Language Arts
Proficiency and Above
NJACK Mathematics
Proficiency and Above
Summary – Academic
Achievement
School wide
Performance
Peer Rank
(Percentile)
State Rank
(Percentile)
Percentage of Targets Met
45%
52
20
100%
52%
42
17
25%
N/A
47
19
63%
College and Career Readiness
This school outperforms 23% of schools statewide as noted by its statewide
percentile ranking and 34% of schools educating students with similar demographic
characteristics as noted in its peer school percentile ranking in the performance area of
College and Career Readiness. Additionally, this school is meeting 0% of its performance
targets in the area of College and Career Readiness.
College and Career readiness measures the degree to which students are
demonstrating behaviors that are indicative of future attendance and/or success in college
and careers. For all elementary and middle schools, this includes a measurement of how
many students are chronically absent. For schools with middle school grades, it also
includes a measurement of how many students take Algebra I in either seventh or eighth
grade.
Student Growth
This school outperforms 39% of schools statewide as noted by its statewide
percentile ranking and 44% of schools educating students with similar demographic
characteristics as noted in its peer school percentile ranking in the performance area of
Student Growth. Additionally, this school is meeting 50% percentage of its performance
targets in the area of Student Growth.
Student Growth measures the performance of students from one year to the next
on the New Jersey Assessment of Skills and Knowledge (NJ ASK) in Language Arts
Literacy and Math when compared to students with a similar history of performance on
NJ-ASK.
* Archived http://www.state.nj.us/education/pr/2013/13/133880080.pdf
The student developmental levels for the school, according to observations appear
20
Seton Hall University
Spring 2013
to be on point and of the norm expected at these grades and ages. The developmental
levels, those pertaining to physiological, psychological, and socio-economic, do not
appear to deviate, when compared to other observations/interactions with a similar pool
of students (by means of age). The students’ psychological levels appear to be what
would be expected of middle school students, specifically cognitive abilities and
application of learned skills. The students are intelligent and mindful, yet still possess the
hallmark traits of young adolescents. Similarly their physiological developmental levels
appear to average for middle school students. They are growing and active young people,
who regularly engage in 40 minutes of physical education each week and 30 minutes of
active recess each day. Their development in this category is characteristic of what is to
be expected of young and developing adolescents. Their socio-economic development, as
it pertains to an urban area setting, appears to be appropriate. Students have an excellent
understanding of their world and their surroundings, yet exhibit little to insufficient
understanding of the world beyond the 2.2 square miles that is Orange. They fully believe
that the rest of the world is a mirror image of their own surroundings and as such do not
always exhibit the desired behavior, i.e. inappropriate remarks or behavior
uncharacteristic of other students in similar age ranges. Ultimately and conclusively they
are developmentally appropriate for their age, grade, and genders the majority of the
time.
The culture of the school, much like the demographics that comprise it, is quite
mixed and dependent upon several factors. The school itself is very must culturally
characteristic of any typical elementary or middle school, yet the culture of the students
varies, as it does in most schools. The NJ report card listed the school as 78% black –
which can be subdivided into African-American, Caribbean, and Haitian. Some of these
students who are classified in this Black division are first generation Americans, whose
parents or they themselves immigrated to America. They bring with them a culture all of
their own, yet have seamlessly integrated into the culture of the school. In addition the
primary make-up of the ESL students is Hispanic, wherein they, like the students
classified as black, are first generation Americans, again bringing their own culture. But
again they have seamlessly integrated into the culture of the school at large. Culture is a
very powerful word and phrase, culture is what defines people, even much so then terms
like creed, race, or ethnicity. Culture is the environment, both explicit and implicit,
recognizable and subtle, of a group of people. While students may bring with them their
own culture to school, the school at large possess its own unique identity that sets it apart
from all other schools, even those in similar settings or the same district. Culture is not
something that can be put into words or even quantified as culture is a discreet tone that
exists amongst a group of people, connected in the same environment.
The language distribution for the school – the primary language spoken in and used at
home or outside of the school, according to the NJ Report Card, can be found in the table
below:
2011-2012
English
Percent
67.6%
21
Seton Hall University
Spring 2013
Spanish
Haitian Creole
Creoles – French
French
Amharic
Other
19.4%
7.3%
2.0%
1.1%
0.9%
1.7%
Student interest and talents are similar to what would be expected of average
middle school students, including music, sports and entertainment in general. They are
not at all unlike similar age students in comparison and enjoy peer friendship and
participating in athletic activities. These interest can be used in a variety of ways to the
teachers advantage, as many of them can be incorporated into lessons or used as
examples or even foster connections. For instance an assignment I provided to the middle
school science classes entailed identifying and researching futuristic technology in
science fiction. Knowing what the students enjoy and where their talents and interests lie
can make an astounding difference in making and fostering connections. Typically the
male students engage in discussions of sports, action movies and wrestling, while very
much so typically the females engage in discussions of celebrities, styles and clothing.
While there is some overlap, for instance a number of the female students are very well
versed in sports and often I see them out performing the males. Similarly the males will
engage in discussions of popular sneakers or fashion with male peers and female peers. I
have found that very little has actually changed since my years at this grade/age level and
the typical discussions are still occurring every day.
Learning styles is one area of student characteristics, similar to interests and
talents that is difficult to quantify as the means of measurement cannot be reliable.
Nevertheless I have compiled some notes about the manner and methods students
implement in learning, whether known or not. Specifically I have found that the majority
of the students are visual and physical learners, wherein they thrive in laboratory
activities and experiments that call for physicality and do very well when they can see
physical and visual representations. Other students, the minority for all intense purposes,
are auditory learners, who thrive in lectures and less physical measures and means. These
students succeed in listening and applying in contrast to actual physical workings. This
contrast can at times present challenges for a teacher, but nonetheless need to be
recognized and implemented. Which is why I find that science courses provided the
needed balance for this contrast, wherein aspects can be physical and visual while also
auditory and lecture based. This allows for students’ needs to be met seamlessly while
still facilitating and providing a well balanced and diverse science class. Such an
extraordinary capability should be noted by the teacher and fully used to the best of the
students’ advantages.
Skill levels, like some many other objective indicators and traits, are not
quantifiable, yet again observational notes can supplement in such times of need. The
students are very well inclined problem solvers, however they often struggle with orderly
routine or methodology of problem solving. They are very capable of defining and
pointing out problems and when they are provided with the steps can easily problem
solve, but there exists evidence of a clear gap between identification and application of
methodology. In addition students are possess an exceptional skill set in peer and self22
Seton Hall University
Spring 2013
editing, wherein they can read their own work or another students work and point out
flaws and short comings, yet again they fail to understand why or the reason behind the
error. I have surmised from this that students in the middle school possess astounding
analytical skills, but falter when pressed for methodology or reasoning. Here this
knowledge would be crucial for a teacher and should be carefully noted and implemented
in the lesson planning process.
Part E: Instructional Implications
The most successful teacher is the teacher who knows the students in his or her
classroom, often referred to by Seton Hall College of Education and Human Services as
the Socially Conscious teacher. This teacher understands his or her students’ needs,
understands and knows who the students are as individuals, and creates and devises
lessons and assessments that reach and connect with these students. Researching and
noting all of these contextual factors, at the onset at least, may seem like a daunting and
meaningless task, however when you read through the narrative you can see the outline
of a school and begin to understand what the school is as an entity. The value in the
contextual factors far surpasses any grade that I or my colleagues would receive for
composing the work, but instead serves as means of detailing and creating an
instructional guide for our students. At the onset this work sample seems to lack the value
of other work we may have, but in reality we are creating a work of art, a master cheat
sheet if you will, that provides us with the insight needed to connect with our students
and be the promised socially conscious teachers.
When someone applies the contextual factors of a school and the community at
large the implications for instruction can be limitless and you as the teacher have this
magnificent gift, which allows you to create meaningful and appropriate lessons,
activities and assessments. With this tool you are able to identify the student body at large
and begin to understand their developmental needs and their academic needs. With this
you can then understand how to meet these identified needs and what you will need to do.
Make no mistake the information enclosed in the text above provides a teacher with an
elaborate and constructed road map, by which he or she can use to become a great,
socially conscious teacher. This text provides insight into students’ lives both inside and
outside the classroom, including the characteristics and traits of the community, the
demographics of the area, and the ultimately the abilities and interests of the students.
In the previous paragraph specific notation of student interests was made, which
may lead you to think of academic interests. However, on the contrary I am referring
directly to their interests as a whole, such as sports, movies, fashion, as so forth. By
knowing this information you can make your lessons, assessments and activities relevant
to the students by making a connection to their interests or even implementing them into
the instruction. This small connection can provide the student with the motivation to
work to their potential or to perhaps even greater lengths. Ultimately knowing your
student gives you a window of insight into how you can best reach them instructionally.
As stated previously I knew from my work during the TWS project that a number
of my students had a great affinity to science-fiction films and books. So with this
information I constructed a general science project, wherein the students had to research
and identify specific pieces of advanced technology in the media forums and determine if
any advancements where actually being made in the real-world. They had to record their
23
Seton Hall University
Spring 2013
findings and discuss their methodology, all the while creating a scientific, inquiry based
research project. Below is the project I assigned for the students specifically:
Figure 1.1 Forest Street School Science Vacation Project
Date Received: February 14/15
Date Due: February 25/26
Sci-fi in Real-Life?
Does the technology we see in Science Fiction books and movies actually exist?
For this project you will be determining how real or authentic the advanced technology in Sci-fi
books and movies actually is. After you have selected the book or movie you will write a 2 page
paper (including images/diagrams of the object) about whether or not this technology exist
(research it) and if not how far away are we from actually having it.
Directions:
1. Find a book or movie that displays advanced technology.
2. Identify specifically what this technology is.
3. Research if this technology actually exists
a. If it does where/how is it used?
b. If not how close are we to actually having something similar.
4. Write a 2 page paper (typed or very neatly written) including:
a. Identify the book or movie
b. Identify the technology or equipment you are writing about – include the name
and a description of it and what it does in the book/movie, including diagrams
and images of object.
c. Explain if it actually exists – if so where/how is it used?
d. If it does not exist explain if there are any advancements being made toward it.
e. Would this technology benefit mankind or how does it benefit (if it already
exists)
Possible books or movies:
 Jurassic Park
 Iron Man (1 or 2)
 Inception
 Dark Knight (Batman)
 I am Robot
 Star Wars
 Back to the Future
 Star Trek
 Any book or movie that has futuristic technology is acceptable
Beyond recognizing and utilizing student interest to foster connections, provide
relevance and create a sense of motivation, knowing your students, especially those with
special needs can have lasting effects. As stated in Part D my school has 51 students with
classified learning disabilities and 24 students who are classified as ESL, and I have
direct instructional contact with approximately 20 of these students. So knowing my
students based on what was provided in the contextual factors I can now prepare and
24
Seton Hall University
Spring 2013
begin to research different methods of assessments that meet the accommodation and
modification needs of the students. With this knowledge a teacher can be better prepared
to teach and can create the needed instructional assessments and lessons for the students.
This affords the teacher an excellent opportunity to research new and emerging thoughts,
practices and approaches with respect to the student’s specific learning needs or the ESL
student’s language comprehension. This also ensures that the teacher does not go into the
classroom “blind” or is not caught off guard, but rather is detailed and prepared to
continue onward with the lessons. I have had the pleasure of learning how to create and
modify tests and projects to meet the accommodation needs of students below are two
samples – one of the test given to students with learning disabilities and the other to the
students without. These where created in conjunction with my cooperating teacher:
Figure 1.2 5th Grade Simple Machine Unit Test
Name _______________________________
Date _________________
5th Grade Simple Machine Test
1) List the six types of Simple Machine and provide an example of each.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2) Why do we use simple machines? How do they impact our lives? Ultimately what do we get
from using them? Describe one way in which simple machines impact your life.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3) Draw and label the four parts of a lever system.
25
Seton Hall University
Spring 2013
4) Describe the relationship between the position of the load in relation to the fulcrum. What
happens to the effort if the load is closer to the fulcrum? What happens to the effort if the load is
farther away from the fulcrum?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5) Compare and contrast the lever system and the pulley system. How are they similar? How do
they differ? What do we get as a result of using either?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
26
Seton Hall University
Spring 2013
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6) Define each of the following using a scientific definition, Single Fixed Pulley, Single Movable
Pulley and Two-Pulley System.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7) Draw and label the three types of pulley systems we studied.
27
Seton Hall University
Spring 2013
8) What are the specific advantages that we receive from using pulley systems? List and define
the two advantages and the pulley system from which we receive them.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9) How is the two-pulley system an improvement over the single pulley systems? Use vocabulary
and concepts from the unit to support your work.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
28
Seton Hall University
Spring 2013
______________________________________________________________________________
______________________________________________________________________________
10) Explain how you use one simple machine in your every day life. Provide a scenario about
how you use it and what advantage(s) you get from it.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Figure 1.3 5th Grade Simple Machine Unit Test - Modified
Name _______________________________
Date _________________
5th Grade Simple Machine Test
1) List the six types of Simple Machine and provide an example of each.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
29
Seton Hall University
Spring 2013
______________________________________________________________________________
2) Why do we use simple machines? How do they impact our lives? Ultimately what do we get
from using them? Describe one way in which simple machines impact your life.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3) Draw and label the four parts of a lever system.
4) Compare and contrast the lever system and the pulley system. How are they similar? How do
they differ? What do we get as a result of using either?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
30
Seton Hall University
Spring 2013
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5) Define each of the following using a scientific definition, Single Fixed Pulley, Single Movable
Pulley and Two-Pulley System.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6) Draw and label the three types of pulley systems we studied.
31
Seton Hall University
Spring 2013
A teacher who knows his or her students, meaning they know their background,
their abilities, their developmental levels, their interests, and so forth is a teacher who
will go somewhere in this profession. But a teacher who knows all of this about his or her
students and applies it to the classroom is a professional who will go the farthest in their
career. The mantra of knowing your students may seem a little overrated, but let us think
about this. If you are the teacher and you know that student A is struggling in math and
also is a passionate baker, you could come up with a lesson wherein you used
measurements and time to correlate to baking a treat. Here in this one simple sentence
you have combined a student weakness with an outward interest and created an
exceptional motivational factor. Similarly if you know your ESL student is struggling
with reading comprehension but has superb verbal and speaking skills, you could decide
to give the student the next assessment orally, so that you can see if this helps him or her.
Being a teacher means you do a little bit of everything, we all know this, understand this
and most importantly appreciate this, but in every sense of the word, we where called to
this profession to educate our youth. And for most of us here the connection to educating
young people and interacting with them is why we became teachers. So would it not
make sense that we get to know these young people better then just the student who sits
in the middle of the class and does good sometimes. Should we not know them on all
levels and use this knowledge to create and define the instructional guides we use to
connect with them. In the business world we have a saying that I believe connects well
here, knowledge and information is the competitive advantage. Knowing everything
about your industry is your advantage and as such why not apply this concept here, so we
can say that knowing students is the best advantage to becoming a great teacher.
32
Seton Hall University
Spring 2013
TWS Part II: Goals and Objectives
Goals and Objectives
Grade: 6th Grade
Subject: Science
Unit Topic: Paleontology and Geology
Goal Statement:
 To recognize the connection that exists between paleontology and geology.
 To understand that the Earth has changed significantly through time
 To demonstrate scientific aptitude in lab exercise
 To recognize that the Earth’s outermost crust is comprised of numerous
components.
 To investigate how the impact of the mass extinction of the dinosaurs
impacted the Earth’s crust.
New Jersey Core Curriculum Standards:
Content Area Science
5.4 Earth Systems Science: All students will understand that Earth
Standard
operates as a set of complex, dynamic and interconnected systems, and
is a part of the all-encompassing system of the universe.
B. History of Earth: From the time that Earth formed from a nebula 4.6
Strand
billion years ago, it has been evolving as a result of geologic, biological,
physical, and chemical processes.
By the end of grade Content Statement
CPI#
CPI
6
Successive layers of
5.4.6.B.1
Interpret a
sedimentary rock
representation of a
and the fossils
rock layer sequence
contained in them
to establish oldest
tell the factual story
and youngest layers,
of the age, history,
geologic events, and
changing life forms,
changing life forms.
and geology of
Earth.
6
Earth’s current
5.4.6.B.2
Examine Earth’s
structure has been
surface features and
influenced by both
identify those
sporadic and
created on a scale of
gradual events.
human life or on a
Changes caused by
geologic time scale
earthquakes and
volcanic eruptions
can be observed on
a human time scale,
but many geological
processes, such as
33
Seton Hall University
Spring 2013
8
8
mountain building
and the shifting of
continents, are
observed on a
geologic time scale.
Today’s planet is
very different than
early Earth.
Evidence for onecelled forms of life
(bacteria) extends
back more than 3.5
billion years.
Fossils provide
evidence of how life
and environmental
conditions have
changed. The
principle of
Uniformitarianism
makes possible the
interpretation of
Earth’s history. The
same Earth
processes that
occurred in the past
occur today
5.4.8.B.1
5.4.8.B.2
Correlate the
evolution of
organisms and the
environmental
conditions on Earth
as they changed
throughout geologic
time.
Evaluate the
appropriateness of
increasing the
human population in
a region based on
the region’s history
of catastrophic
events, such as
volcanic eruptions,
earthquakes, and
floods.
Objectives:
Students will: (audience)
 Draw a geologic time scale of the different eras and periods of earth
(behavior) on a time line (condition).
 Write a 2-page paper on the Virtual Museum Tour of the Smithsonian Natural
History Museum (behavior) using the RACES Model (condition).
 Devise a Venn diagram to formulate a connection between paleontology and
geology (behavior) with the notes and observations they collected in the unit
(condition).
 Complete a summative project of the unit (behavior) based on findings from
the geological time scale and the virtual museum tour (condition).
 Write a hypothesis of what they believe the Earth may have looked like 500
million years ago (behavior) using the scientific method (condition).
 Write a 1 page paper (behavior) on why and how the Earth has changed over
the course of time (condition).
34
Seton Hall University
Spring 2013
TWS Part III: Design of Instruction
Subpart I: Pre-Assessment Design, Narrative and Table
The pre-assessment I designed for this unit is a Text Graffiti assessment method
for my classes to complete prior to beginning this unit. While discussing the unit with my
cooperating teacher we found that some points and aspects of the unit may have already
been taught in earlier grades – so using the Text Graffiti assessment appears to be the
optimal choice. We recently completed a professional development about using Text
Graffiti as a pre-assessment, particularly when the unit or lesson pertains to content in
which students may have prior knowledge. Text graffiti is a simple and precise way to
measure what your students know by presenting them with questions at each station and
ask the students to answer the question presented using only their prior knowledge. Here
you can create your questions and tape them to the desk/tables in the classroom and give
students 3 minutes to answer each prompt. The students will rotate around the room in
groups and answer the questions at each station with the assessment ending once all
students have provided answers to the questions. A blank copy of the pre-assessment can
be found in the figure below.
Figure 3.1 – Pre-assessment Text Graffiti
Total Points: 17 points available
Time: 3 minutes per station – 6 stations – 18 minutes total
Graffiti # 1: What do you see?
Directions: Look at the picture below and answer the completion questions at the end. Number and write
your answers on any space of the paper. A word bank is provided for you. Put your name next to your
answer to receive credit. (1 point per – 4 points total)
Word Bank
Sediment
Fossil
Paleozoic
Mass extinction
1. This is an image of a dinosaur __________.
2. Scientist theorize that some 65 million years ago the Earth suffered a(n) ________________, that wiped
35
Seton Hall University
Spring 2013
out the dinosaurs.
3. Dinosaurs lived during what is known as the _______________ era of history.
4. The outer covering that often encases animal and plant remains, such as the one in the image above, is
formed by layers of ________________.
Graffiti # 2: How old is it?
Directions: Read the question below and answer it in the space provided. List the answers in the
accompanying numbers below. Place your name next to your answer to receive credit. (1 point per technique
– 2 points total)
There are numerous different techniques that scientists use to determine just exactly how old an object is.
List 2 of these techniques here.
1.
2.
Graffiti # 3: Rocks, Fossils, and Soil… Oh my!
Directions: Read the statement below and provide a definition for each of the fields in the context. Write the
definition next to the word and place your name next to your answer to receive credit. (2 points per
definition – 4 points total)
Science, as you already know, is not a single area of content, but rather a rich field of differing disciplines.
Two of these disciplines or areas include Paleontology and Geology, define each of these fields using what
you have already learned.
1. Paleontology –
2. Geology –
Graffiti # 4: And we think we don’t age well?
Directions: Look at the image below and then read the statements below it and determine whether it is True
or False. Write True or False on the paper and put your name next to your answer. (1 point per – 2 points
total)
36
Seton Hall University
Spring 2013
True False 1.) The Earth once looked liked this some 500 million years ago.
True False 2.) This theory of a “Super-Continent” was proposed by Alfred Wegner.
Graffiti # 5: How old is OLD?
Directions: Read the question below and write your letter answer anywhere on the paper. Place your name
next to your answer to receive credit. (1 point)
This topic has recently come back to center stage with Bill Nye “The Science Guy” making the claim that
science students need to be aware of how old the Earth actually is. So how old do you think it is? According
to generally accepted theories the Earth is approximately how old?
A. 10,000 years old
C. 1,000,000 years old
B. 100,000 years old
D. > 1,000,000,000 years old
Graffiti # 6: More then just dirt and soil?
Directions: Look at the image below and number and label the four layers of the Earth’s crust – don’t worry
about exact order, just the names. Write your answers in sequence and please be sure to number them from
outer most to inner most. Make sure to put your name next to the accompanying answers provided. (1 point
each – 4 points total)
37
Seton Hall University
Spring 2013
1.
2.
3.
4.
The scoring rubric for this pre-assessment is simplistic in that each question or
part of the text graffiti has a total number of points possible. In total there are 17 points
available for the entire assessment, with each question having 1-4 points available. The
total points assigned for each question varied due to the fact that each question itself
asked for different details. Generally speaking there was 1 point available for every part
of the question(s), so that each individual part of the assessment could be quantified and
hence measured.
I designed the pre-assessment in this way for several reasons, some of which are
in respect to the information and insight I gained via the contextual factors and some
based on my research beyond it. First, the research and information I was privy to
pertaining to text graffiti has indicated that this format could serve as a great method of
insight into students’ prior knowledge of the subject. From my research into the science
curriculum of the district of Orange I found that students would have explored some of
the essential ideas in this unit, in less detail, in the previous grades, specifically 3rd and
4th. So knowing that these students where potentially exposed to this information
beforehand lead me to believe that I needed to implement a pre-assessment that would
assess their prior knowledge. Using the text graffiti afforded me just that and I was able
to assess their prior knowledge of the varying subject matter using this format.
Second I spoke to several teachers in the school, including my cooperating
teacher and the master science teacher, who indicated the detail and depth the students
would have been exposed to may vary. Subsequently, I found that while the students may
have learned about the subject matter, the degree apparently varied greatly and often the
depth was not concurrent with what they could expect to see in the coming unit. This
38
Seton Hall University
Spring 2013
information indicated to me that I needed to devise a pre-assessment that focused on the
general main points of the various parts of the unit, the broad ideas so to speak, rather
then focus on the specifics. So with this information I knew the most optimal choice
would be to devise an assessment that measured prior knowledge, but on a large scale,
something that, through my research of the text graffiti, I knew could be measured and
assessed. Again, the optimal implementation of the text graffiti is to measure prior
knowledge of broad ideas.
Through my research and observations of the students I found that they where
exceptionally intelligent and could do well on basic testing assessments. I also found that
they would get frustrated with long assessments, especially if they encompassed entire 80
minute blocks. So with this I knew the pre-assessment had to be a quick fact-finding feat,
otherwise run the risk of loosing their attention and possibly having skewed data. With
this I knew that having an 18 minute pre-assessment that had differential assessment
formats would keep them engaged and not afford them additional time to either second
guess themselves or become distracted.
During my research and observations of the students for the contextual factors I
found that while the teachers differentiate assessment well the students have partaken in
the same basic formats of assessment numerous times. With this I knew that this preassessment had to be something different, especially because the students knew this was
going to count against them. So in order to keep them motivated and engaged I had to
devise and implement something that they would not have seen yet. Hence I decided that
text graffiti would suit them well, as I found through my research only one other teacher
who had tried it thus far in the middle school, and the particular students I was assessing
for the unit did not have it yet. This is when I decided to design and implement the text
graffiti pre-assessment.
Finally, in the design of the text graffiti there is a great deal of room for
individuality and creativity, as there is not a standardized format of the assessment. So
this allowed me to be as creative as I wanted or to be as straight forward as I wanted. As
you can see in the assessment above (Figure 3.1) in three (3) questions I added photo
captions (even asking the students about it in the first, fourth and sixth prompt. By doing
so I accomplished two tasks, one of which I had not foreseen. The first goal was to assess
their knowledge of visual displays and prompts without words, in which they did. The
second, which I did not foresee, was that they where excited by the visual prompts and
therefore where highly engaged in the assessment.
In respect to the design of the pre-assessment in regards to goals and objectives of
the lesson, I created the pre-assessment so that it incorporated the major points and
critical aspects of the unit. The set-up of the pre-assessment and the subsequent design
and planning allowed me to first select and produce the goals of the unit and then I was
able to formulate questions and prompts reflective of these goals. Here I wanted to
measure the students prior knowledge of the major unit goals and objectives and found
that formulating these goals and major points into prompts in the text graffiti created a
clear means of measuring student prior knowledge and subsequently would allow for me
to measure growth.
The text graffiti was an optimal pre-assessment because it allowed for the major
goals and objectives of the unit to be presented to the students in a prompt format. Here
the questions reflected the major ideas of the unit, so that they could be converted and
39
Seton Hall University
Spring 2013
subsequently measured. This clear means of measurement allows the teacher to identify
students’ prior knowledge of the major goals and objectives, but also allowed for
identification of the secondary goals and objectives, which is visible in the prompts with
multiple questions. Basically each prompt served as a direct correlation to one specific
objective and each part of the objective (i.e. prompt) had to be met in order for students
to be credited as mastering the objective.
Upon review of the pre-assessment, Professor Casola pointed out a critical aspect
in the design, particularly how it pertains to laboratory experiments. This reminded me of
the lab exams I had in my undergraduate science courses, wherein you are permitted a
fixed amount of time to view something (cells, dissection, etc.) and then you need to
answer a question. The text graffiti format could serve as a great way to introduce
students to this style of testing. A simple reflection of hindsight that I wanted to note
here.
I created six Text Graffiti assessment prompts and taped them to the table. The
questions can be about analyzing a picture or answering a simple question – they will
vary in this assessment. On each of the six tables provide students with a different
colored pen/pencil – to distinguish the questions and answers at the end, which is mostly
for clarity on the teachers part. In order for all students to complete the assessment within
the allotted time frame (3 minutes at each station) you will need to have four copies of
the prompt on each table.
Break students up into six groups (while they will move in a group all students
MUST answer individually) and have them begin at a different numbered table. Each
student will answer the question and place their name next to the answer. They will have
3 minutes to complete each station and then rotate to the next one. The assessment
culminates once each student has completed the six prompts. Specific instructions are
provided for each prompt graffiti for students to read – the teacher will also read each
aloud to students who should need it. Students may write their answer anywhere on the
paper – for clarity I have scaled down the Text Graffiti prompts so that they are easily
formatted into the document. Specific instructions are provided for each Text Graffiti and
will include directions for placing your name.
On each of the tables in the class you will find a prompt question for you to
complete. You will have 3 minutes at each station to read and respond/answer each
prompt. This information is based on what you have previously learned in earlier science
classes and is an overview of what we will be covering in the next unit. Read each
prompt’s directions carefully and be sure to include your name next to your answer to
receive credit. While you will be moving together in groups this is individual work and
each person must complete their own work – do not collaborate with your peers on this
assignment.
In total 19 students completed the pre-assessment, 11 males and 8 females, ages
11-13 years old. Within this 6th grade class there are not any students with classified
IEPs, 504s or limited language proficiencies, so I did not create a modified pre- or postassessment. However, had there been any modifications or accommodations needed I
would have identified them and followed the guidelines within the classifications.
The pre-assessment was scored on a scale of 0 to 17 points, with each prompt
having a specified amount of points. Students received points only when the answers
provided where full and complete and partial credit for answers was not permitted. After
40
Seton Hall University
Spring 2013
I had administered the pre-assessment and began compiling data I realized that there was
one challenge in setting the pre-assessment up in such a way, that is that students could
receive credit for answers provided in prompts that had multiple questions and multiple
points. This challenge I did not identify prior to the design and so I made the decision that
when measuring objectives if students did not get the entire prompt correct they did not
get credited as meeting the objective. Although I thought this would create an issuing in
measurement I found that upon reflection that if students could not answer the entire
prompt (i.e. objective) correctly then they had not fully met the objective and would be
marked as such in measurements.
The results of the pre-assessment can be found in the table below, wherein each student is
assigned a specific number and that number is the result of where they scored on the preassessment.
Figure 3.1A Pre-assessment Scores
Student
Score
001
002
003
004
005
006
007
008
009
010
011
012
013
014
015
016
017
018
019
88
82
77
77
77
71
71
65
59
59
59
47
47
41
29
24
18
18
18
Scores on Pre-Assessment
Figure 3.1B Distribution of Pre-Assessment Scores
Pre-Assessment Scores - 6th Grade
100
90
80
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
1
2
3
4
5
6
7
8
9
16
17
18 19
10 11 12 13 14 15 16 17 18 19
Students By Number
From the scores listed in table 3.1A and the distribution of scores graph 3.1B you
41
Seton Hall University
Spring 2013
can see that the students scored widely across the spectrum of scores. These scores where
calculated based on how many points they obtained in total from the pre-assessment,
which was then divided by 17 (the total number of points available). However, the scores
and student obtainment of goals and objectives must also be analyzed and assessed,
which is done so in the graph below.
Students
Figure 3.1C Unit Objectives Met in Pre-Assessment
Unit Objectives met in Pre-assessment
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
1
2
3
4
5
6
Objectives
In the graph 3.1C you can see the objectives, listed as numbers 1 to 6 were
measured in terms of student obtainment. Here for each student who was able to
successfully answer a completed prompt a point as given to that defined objective and is
defined as it being met for our purposes. In the graph of this data it is evident that
students fluctuated to some degree with respect to objective met. The table below shows
the objective (described as a prompt) and how many students met the objective (how
many got each prompt correct).
Figure 3.1D Objectives Measurement
Objective
1
2
3
4
5
6
Total # of Students
9
2
15
5
11
5
Percent of Students
47.4%
10.5%
79%
26.3%
57.9%
26.3%
From these measurements and accompanying data it is evident that students met
objectives to varying degrees. In graph 3.1C we find that a large portion of students
where able to meet and ascertain objective 3, differentiating between paleontology and
42
Seton Hall University
Spring 2013
geology, but students failed to meet objective 2, methods of dating, by a large margin
(only 10.5% where able to successfully complete the prompt). What this data is telling us
is that by and large students had mixed mastery and hence understanding of the unit, such
that critical parts of the unit failed to gathered 50% obtainment. As a whole-group the
students’ average score was 54% and the average number of students to obtain each
objective was 7.9. With all of these figures it is clear that students in the class as a whole
did not meet the objectives of the unit in the pre-assessment.
An interesting pattern I found was that the generalized questions and prompts,
those I would deem to be less specific and less scientific where more likely to be met,
while those that where specific and direct scientific questions were less likely to be met.
Take, for instance, the prompt/objective with the highest amount of student obtainment,
objective 3. In this prompt students had to identify geology and paleontology using prior
knowledge. The result was that 15 students, or 79% of the class as a whole-group, could
successfully obtain this objective. I knew, from my contextual factors research, that
students had learned about these disciplines in the 4th grade, so their ability to recall and
apply the information was expected. However, if we turn to the least achieved objective,
the second objective, which deals with scientific dating methods, we find that only two
students, or 10.5% of the whole-group, where able to successfully meet the objective.
Again through my research for the contextual factors I found that dating methods while
discussed as a general principle of science, where not detailed in depth in prior grades.
This information lead me to believe this objective would be difficult to master and meet,
which was proven true in our results.
Overall what the data analysis is concluding is that students demonstrated a
variety of skills in completing the pre-assessment, yet we can see that students where able
to answer parts of different prompts/objectives but not the entire part. We see that
students overall did as well as could be expected on the pre-assessment in terms of scores
and distribution. However, in terms of objective attainment and mastery students
produced mixed results. Remember that in order for a student to have been determined to
have mastered an objective he or she needed to provide complete answers to the entire
prompt. This means that while the student’s scores fluxutated in range, their objective
attainment was fairly consistent, as is evident in graph 3.1C. When we analyze this graph
we notice that students achieved objectives, in terms of gross totals, in the following
order 3, 5, 1 6/4, and 2. So from this we can determine and create an instructional guide,
noting what areas in specific need to be readdressed and what areas can be marginally
addressed.
When comparing the results one would also need to factor in and make note of the
evident and apparent sub-groups that exist within the whole-group. For instance, had I
had any modified pre-assessments I may have compared them to the non-modified ones
or if the pre-assessment was given with different accommodations that would have been
comparable. However, with this lack of sub-group I chose to identify the evident subgroups in the class by means of gender. In the table and graph below you will find the
scores of male students versus female students, as well as their ability to achieve and
obtain objectives. This information can be viewed in the data compilation (figures E-K)
below.
Figure 3.1E Raw Pre-Assessment Data Male v. Female
43
Seton Hall University
Spring 2013
19
11
8
50.5%
59%
88%-18%
82%-18%
88%
82%
18%
18%
Total Students
Male Students
Female Students
Male Average
Female Average
Male Range
Female Range
Male Highest
Female Highest
Male Lowest
Female Lowest
Figure 3.1F Male v Female Scores
Male Student Scores Female Student Scores
88
82
77
77
71
77
65
71
59
59
47
59
47
29
41
18
24
18
18
Figure 3.1G Male and Female Score Distribution
Scoes on Pre-Assessment
Male v. Female Scores
100
88
82
80
77
77
71
60
71
65
59
40
59
47
47
41
29
20
24
18
0
1
2
3
4
5
6
7
Students
8
9
Figure 3.1H Male and Female Objective Measurements
44
18
10
11
18
Seton Hall University
Spring 2013
Objective
Female
Students
4
2
8
3
7
2
5
0
7
2
4
3
Percentage
Male v. total
males
36.4%
18.2%
72.7%
27.3%
63.6%
18.2%
Percentage
Female v. total
females
62.5%
0%
87.5%
25%
50%
37.5%
Percentage
Male v. total
students
21.1%
10.5%
42.1%
15.8%
36.8%
10.5%
Figure 3.1I Male Student Objective Obtainment
Student Obtainemnt
Male Student Objective Obtainment
11
10
9
8
7
6
5
4
3
2
1
0
1
2
3
4
Objectives
5
6
Figure 3.1J Female Student Objective Obtainment
Female Student Objective Obtainment
Students Obtainment
1
2
3
4
5
6
Male
Students
8
6
4
2
0
1
2
3
4
Objectives
5
6
Figure 3.1K Male versus Female Student Objective Attainment
45
Percentage
Female v.
total
students
26.3%
0%
36.8%
10.5%
21.1%
15.8%
Student Attainment
Seton Hall University
Spring 2013
9
8
7
6
5
4
3
2
1
0
Male v. Female Student Objective Attainment
1
2
3
4
Objectives
5
6
When we review the data comparing the sub-groups of the class (male and
female) we can see a very specific and direct trend. Female students not only scored, on
average, higher then males in terms of total points attainable. But also female students
successfully achieved objectives at higher rates then male students, on average. While
this may be attributable to the difference in in total number of gender composition of the
class, 11 males and 8 females, this could also be assessed as females on average out
performed male students. Here we see that for the most part the female students scored
higher on the pre-assessment, but they also in turn met the objectives of the unit at a
higher rate then male students. We see in table 3.1F and the subsequent graph 3.1G that
sub-groups distribution of scores is somewhat close, with ranges, according to table 3.1E,
of 88-18 and 82-18 respectively. What this tells us is that while the scores themselves did
not drastically range differently, the mean total for each sub-group did play a distinct role
in the results produced. Yet a distribution of scores means nothing without consideration
for the attainment of the objectives, from which our data as shown us that there is some
divide, as we explore this below.
Subsequently if we analyze and review the data in table 3.1H and the graphs 3.1IJ-K, we notice that female students attained the unit objectives at higher percentage then
their male peers, yet the total number of students within each sub-group still plays a role.
Notice that male students have higher total number of objective attained in graphs, 3.1I
and 3.1K, yet in table 3.1H we see that female students, statistically, did much better in
the area on average. What this means is that the total number of students assessed during
the pre-assessment in relation to the total number of males and female assessed separately
shows a variance. This variance is explained when we see that fewer females took the
assessment. However, if we take this one step further and calculate the percentage of
attainment for male and female students versus both the total number in their sub-group
and the total number in the whole-group (Table 3.1H) we come to a conclusion. In this
analysis we find that female students where statistically better at attaining objectives 1
and 6 while males where better at objectives 2 through 5. Here we can come to the
conclusion that based on these results males and females, and the gender sub-groups
themselves, displayed strengths in the pre-assessment in different areas, with respect to
the whole group.
The summative result of the pre-assessment is that students understand in varying
46
Seton Hall University
Spring 2013
degrees and depths the unit goals and objectives, as is evident in the results. We found
that while the class as a whole sub-group met objectives in varying degrees, as subgroups there was evidence of a slight divide. So after looking over all of this data and
analyzing every piece of it, the question for us to answer is what are we seeing here and
what does this tell us. This be all end all question is where do we go from here, or this is
what I am interpreting it as. What I see in the results is that students have some prior
knowledge of the unit materials and some have met the unit objectives in the preassessment. What this is telling us as teachers is how should we create, modify or
implement our post-assessment. From what I have seen in the results of the preassessment my conclusion is that while some students have demonstrated the skills and
knowledge of the unit to come, this number is very marginal. Keep in mind that out of 19
students in the class only approximately 8 students on average met the goals of the unit,
with varying degrees.
After reviewing this data I decided not to modify my learning objectives, but
rather modify my instructional guide. And ultimately this is the purpose of preassessments, first to have a basis by which student growth can be measured and second to
set the instructional guide for the unit. Upon reviewing and reflecting on this information
the changes I made to the instructional guide and design of the unit where very slight, as
the student results and attainment of objectives was on par with what I had expected
based on my research and information for the contextual factors. The real purpose of the
pre-assessment is to be a tool for the teacher, one that helps in the planning of lessons, the
design of instruction, and formulation of goals for the unit. I would not have changed,
altered or modified my unit goals had my students performed low or significantly below
my expected area, rather had they out-performed my expectations this would have been
cause for concern and would have led to the modification of goals.
As is evident from all of the graphs and tables for the pre-assessment data, I did
not have students who performed extremely well on the pre-assessment, yet had I had a
student or students perform exceptionally well I would have made some adjustments for
those students. And again the pre-assessment data should not set your goals, your goals
should be set by you as a professional, but rather the pre-assessment data should serve as
your planning guide. This is why I waited until I had ascertained any real data from the
pre-assessment, before I designed the specifics of the lessons to come. For the most part I
did keep to my instructional design outline, however I did change it as far as specific
details go because I was finding, through informal assessments, classroom discussions
and formal assessments, that students where in fact exhibiting strengths and weaknesses
throughout the unit.
What I learned from this section of the TWS was that data drives instruction in
such a way that to ignore the data would be negligent. Here we see that my students did
as well as could be expected as they had not had this course work or subject matter since
the fourth grade, and certainly not in this amount of detail. So I was able to ascertain a
great deal of information about my students and how well I could expect them to do with
the unit materials and how well they could work with the unit. You actually would not
realize how data rich a pre-assessment could be until you actually begin to mine through
and graph and analyze the data, wherein the results paint a wonderful picture to be
finalized through a unique and insightful conclusion.
47
Seton Hall University
Spring 2013
Subpart II: Unit and Assessment Planning Table
Unit Goal
To develop an
understanding of the
principles of
paleontology and
geology, through
scientific investigation
Learning Objective
Students will draw a
geologic time scale of
the different eras and
periods of earth
(behavior) on a time line
using receipt tape
(condition).
Students will complete a
2-page paper on the
Virtual Museum Tour of
the Smithsonian Natural
History Museum
(behavior) using the
48
PreAssessment
Six prompt text
graffiti, utilizing
several different
methods of basic
test assessment,
including
multiple choice,
completion, true
and false and
short answers
open-ended.
PostAssessment
A six question
open-ended
response
assessment, that
implemented
identical
questions,
although with a
degree of
variance from
the preassessment
Assessment Modifications
& Accommodations
*** For the TWS unit class
I am working with there are
not any students currently
enrolled with documented
or classified IEPs, 504s, or
English Language Limited
Proficiency. As a result I
will not include this section
for authenticity purposes.
Lesson Topic &
Assessment
Learning Activity
Method
Topic:
The formative
Earth’s 4.6 Billion assessment will
year change.
be the
completion of
Description:
the time scale
Students will be
and the listing of
plotting major
their own major
events of Earth’s
events.
geological history
on their very own
The summative
geological time
assessment will
scale, wherein
be the geological
each event will be time scale.
plotted using a
conversion
formula. For every
1 million years
students will
convert the
number into 1
millimeter.
Topic:
The formative
Taking a virtual
assessment will
tour of the
be the data and
Smithsonian
information
Natural History
compiled as a
Museum.
result of
Assessment
Format
The summative
assessment
format will be a
table with
major events in
Earth’s history
with a set
number of
years; students
will convert
this number
into mm, cm,
and meters.
Assessment Modifications
& Accommodations
*** For the TWS unit class
I am working with there are
not any students currently
enrolled with documented
or classified IEPs, 504s, or
English Language Limited
Proficiency. As a result I
will not include this section
for authenticity purposes.
The formative
assessment
format will be a
time scale
produced on
receipt tape.
The formative
assessment
format will be a
15-question
guide sheet,
designed to
*** For the TWS unit class
I am working with there are
not any students currently
enrolled with documented
or classified IEPs, 504s, or
English Language Limited
Seton Hall University
Spring 2013
RACES Model
(condition).
Students will devise a
Venn diagram to
formulate a connection
between paleontology
and geology (behavior)
with the notes and
observations they
collected in the unit
(condition).
Description:
Students will be
visiting several
exhibits in the
natural history
museum, including
those specifically
and directly
connected to our
unit topic.
Throughout this
tour students will
take answer
questions and
follow a guide
sheet, to compile
data and
information
necessary for
creating a RACES
model paper.
Topic:
Comparing and
contrasting
scientific
disciplines,
specifically
geology and
paleontology.
Description:
Students will need
to compile at least
five similar
connections, five
unique points to
geology and five
unique points to
paleontology and
place this
information in a
Venn Diagram.
completing the
virtual tour.
The summative
assessment will
be the 2-page
RACES model
paper about the
tour.
The formative
assessment
method will be
the compilation
of data and
research needed
to construct the
diagram
successfully and
demonstrate
mastery of the
learning
objective.
The summative
assessment
method will be
successful
construction and
completion of
the Venn
diagram, with
five pieces of
evidence, at a
minimum, to
lead students
through the
museum and
allow them to
collect data.
Proficiency. As a result I
will not include this section
for authenticity purposes.
The summative
assessment
format will be a
2-page paper
written in
accordance
with the
RACES model.
The formative
assessment
format will be
the physical
research and
notary of the
students during
the unit, during
the lessons and
independently,
outside the
classroom.
*** For the TWS unit class
I am working with there are
not any students currently
enrolled with documented
or classified IEPs, 504s, or
English Language Limited
Proficiency. As a result I
will not include this section
for authenticity purposes.
The summative
assessment
format will be a
Venn diagram,
comparing
geology and
paleontology.
49
Seton Hall University
Spring 2013
demonstrate this.
The formative
assessment
method will be
the ability of the
students to recall
Description:
how to use and
Students will be
implement the
learning about how scientific
the landscape of
method
Earth’s landforms appropriately.
and landmasses
was once
The summative
completely
assessment
different. Students method will be
will hypothesize
the completed
what this
hypothesis in the
difference might
scientific
have been and
method,
what it might have demonstrating a
looked like.
detailed and
Ultimately
learned
students should be understanding of
able to begin to
Earth’s changes.
formulate
emerging ideas on
how and why
Earth changed.
Students will complete a Topic:
The formative
summative project of the Earth and Time
assessment
unit (behavior) based
method for this
on findings from the
Description:
objective will be
geological time scale
Over the course of the compiled
and the virtual museum this unit students
information and
tour (condition).
have been
the application
indirectly
of what was
compiling a lot of learned through
the data for this
previous
project. They will assessments and
first take what they classroom
have learned from lectures.
the museum tour
and the geological The summative
time scale
assessment will
construction and
be the
they will apply
culminating
Students will
hypothesize what they
believe the Earth may
have looked like 500
million years ago
(behavior) using the
scientific method
(condition).
50
Topic:
Pangaea and
physical layout of
Earth.
The formative
assessment
format will be
based on
students’
cognitive
abilities to
recall and
implement the
scientific
method, learned
previously or
prior
knowledge.
*** For the TWS unit class
I am working with there are
not any students currently
enrolled with documented
or classified IEPs, 504s, or
English Language Limited
Proficiency. As a result I
will not include this section
for authenticity purposes.
The summative
assessment
method will be
a written
hypothesis,
which is done
so in a
scientifically
acceptable
manner.
The formative
assessment
format will
consist of
cognitive recall,
application of
learned topics
and skills, and
growth over the
unit.
The summative
assessment
format will
consist of a
writing piece,
2-3 pages long
of what was
*** For the TWS unit class
I am working with there are
not any students currently
enrolled with documented
or classified IEPs, 504s, or
English Language Limited
Proficiency. As a result I
will not include this section
for authenticity purposes.
Seton Hall University
Spring 2013
other information
they have learned
from this unit and
the associated
lessons. Wherein
their final product
will be the creation
of a project that
has a paper
component and a
model component.
project that will
consist of a
writing piece
and a
constructed
model of the
geological time
scale.
learned
throughout the
unit and a
model created
through student
choice
representing the
geological time
scale of Earth’s
history.
Subpart III: Design of Instruction Narrative
When asked to reflect on ones work it is often done so to get the individual to
think about what they would have done differently, to show them how they have grown,
or to get them to explain their ideas. While other reasons certainly exist I have noted thus
far in our studies that when we have been asked to reflect it is usually for one of those
general reasons. That being said the instructional implications in the contextual factors of
my TWS certainly are reflective and explained through the instructional design of the
unit in respect to the needs of the students and the strengths of the students. Had I not
used the contextual factors after the first section of the narrative I would not have put as
much effort into it as I had.
As I stated early on in my instructional implications knowing thy students is what
sets good teachers apart from all the rest. A teacher who is both reflective and sociallyconscious knows his or her students and understands how to reach them. Also, with this
tool you are able to identify the student body at large and begin to understand their
developmental needs and their academic needs. With this you can then understand how to
meet these identified needs and what you will need to do. Make no mistake the
information enclosed in the text above provides a teacher with an elaborate and
constructed road map, by which he or she can use to become a great, socially conscious
teacher. This text provides insight into students’ lives both inside and outside the
classroom, including the characteristics and traits of the community, the demographics of
the area, and the ultimately the abilities and interests of the students.
When specific notation of student interests was made, which may lead you to
think of academic interests. However, on the contrary I am referring directly to their
interests as a whole, such as sports, movies, fashion, as so forth. By knowing this
information you can make your lessons, assessments and activities relevant to the
students by making a connection to their interests or even implementing them into the
instruction. This small connection can provide the student with the motivation to work to
their potential or to perhaps even greater lengths. Ultimately knowing your student gives
you a window of insight into how you can best reach them instructionally. I surmised
from my research during the contextual factors, specifically the instructional implications
that students thrived when technology could be included in a lesson, which for meant that
I needed to incorporate technology into at least some parts of the lesson. I found a way to
do so and had my students take a virtual museum tour of the Smithsonian Natural History
museum, which served as one of the best lessons.
51
Seton Hall University
Spring 2013
The unit design was also reflective of the needs and strengths of specific students,
with respect to the instructional implications and contextual factors. In my construction
of the contextual factors I noted under student characteristics that students developmental
levels where all at the expected levels you might see in any middle school across the
country. This is certainly a strength of the students, and in terms of general aptitude,
ability and achievement the 6th grade class I am writing about in the TWS is probably the
school’s highest class. They are incredibly intelligent and as such ask a lot of questions,
but not just any random question, they ask very focused and to the point questions.
In terms of student needs and everything that we have discussed thus far in this
brief narrative, I believe that the only student needs that had to be met where prevention
of instructional continuity, which I like to think of as teaching the same way each day. To
me as a teacher nothing can present the greatest potential weakness to a class or student
then having the same type of instruction each day. I knew and stated several times in my
contextual factors, student characteristics and design of the pre-assessment narrative that
the middle school students where used to similar testing and assessment methods, but
what I also should have noted that the classes where similar in instructional design.
Creating routine, according to Wong, is a good thing, but I do not think creating routine
in instructional guide and design and implementation is good. I believe that students
perceive this to be the signs of a weak teacher, which is not true, and they become turned
off by such. This to me is an indirect need, wherein this only potentially limits students if
it is continuously practiced. So when I set out on this journey I made the decision to
incorporate various instructional methods and designs.
As you will recall I cited in my instructional implications the characteristic
pertaining to student special needs. While I do have a number of students with IEPs, 504,
and Limited Language Proficiency, it just so happens that in this class I did not. So as
such I could not include, for authenticity purposes, information pertaining to meeting the
needs of students with special needs here.
Technology and copy paper in my school are like real money, you can barter for
and with it, you can extract promises and favors with it, and it ultimately sets the tone for
what you will plan to do for the week. But aside from that I stated in my contextual
factors that technology was somewhat limited in the school and it had to be shared across
grade levels and booked in advance, especially on Mondays and Fridays. However, as I
am working with the science teacher and there is a significant push for STEM and
incorporating technology into the science classroom, so attaining the computers or getting
the lab for the day is not overtly difficult, plus my cooperating teacher is one of the most
senior teachers in the school.
I feel that the need for technology in the classroom is directly correlated to student
learning and supporting student learning. As I stated earlier my students thrive when they
are using technology in the classroom, so for me as a teacher knowing this I want them to
have access to it as much as possible. I found that incorporating technology, whether it be
in using a PowerPoint lecture as oppose to having me write the notes on the board is a
tremendous advantage. With a PowerPoint lecture you as the teacher are not bound to be
at the board all the time and rather you can move seamlessly through the classroom and
interact with the class at large, not just those in the front. Another example of technology
used to support student learning, one that I specifically incorporated was having my
students visit the natural history museum and interact with the exhibits through the free
52
Seton Hall University
Spring 2013
virtual tour. Here my students where excited and motivated, and wanted to continue with
this and even wanted to organize a trip to Washington DC to see the actual museum. So I
definitely feel and have examples of ways I incorporated technology and resources into
the classroom. However, had I been able to get the technology a few more times during
the unit I may have had the students work through a few more websites and complete a
webquest I had wanted to work on.
Subpart IV: Assessment Materials
Figure 3.4A Pre-Assessment
Total Points: 17 points available
Time: 3 minutes per station – 6 stations – 18 minutes total
Graffiti # 1: What do you see?
Directions: Look at the picture below and answer the completion questions at the end. Number and write your
answers on any space of the paper. A word bank is provided for you. Put your name next to your answer to receive
credit. (1 point per – 4 points total)
Word Bank
Sediment
Fossil
Paleozoic
Mass extinction
1. This is an image of a dinosaur __________.
2. Scientist theorize that some 65 million years ago the Earth suffered a(n) ________________, that wiped out the
dinosaurs.
3. Dinosaurs lived during what is known as the _______________ era of history.
4. The outer covering that often encases animal and plant remains, such as the one in the image above, is formed
by layers of ________________.
Graffiti # 2: How old is it?
Directions: Read the question below and answer it in the space provided. List the answers in the accompanying
numbers below. Place your name next to your answer to receive credit. (1 point per technique – 2 points total)
53
Seton Hall University
Spring 2013
There are numerous different techniques that scientists use to determine just exactly how old an object is. List 2 of
these techniques here.
1.
2.
Graffiti # 3: Rocks, Fossils, and Soil… Oh my!
Directions: Read the statement below and provide a definition for each of the fields in the context. Write the
definition next to the word and place your name next to your answer to receive credit. (2 points per definition – 4
points total)
Science, as you already know, is not a single area of content, but rather a rich field of differing disciplines. Two of
these disciplines or areas include Paleontology and Geology, define each of these fields using what you have
already learned.
1. Paleontology –
2. Geology –
Graffiti # 4: And we think we don’t age well?
Directions: Look at the image below and then read the statements below it and determine whether it is True or
False. Write True or False on the paper and put your name next to your answer. (1 point per – 2 points total)
True False 1.) The Earth once looked liked this some 500 million years ago.
54
Seton Hall University
Spring 2013
True False 2.) This theory of a “Super-Continent” was proposed by Alfred Wegner.
Graffiti # 5: How old is OLD?
Directions: Read the question below and write your letter answer anywhere on the paper. Place your name next to
your answer to receive credit. (1 point)
This topic has recently come back to center stage with Bill Nye “The Science Guy” making the claim that science
students need to be aware of how old the Earth actually is. So how old do you think it is? According to generally
accepted theories the Earth is approximately how old?
A. 10,000 years old
C. 1,000,000 years old
B. 100,000 years old
D. > 1,000,000,000 years old
Graffiti # 6: More then just dirt and soil?
Directions: Look at the image below and number and label the four layers of the Earth’s crust – don’t worry about
exact order, just the names. Write your answers in sequence and please be sure to number them from outer most to
inner most. Make sure to put your name next to the accompanying answers provided. (1 point each – 4 points
total)
1.
2.
55
Seton Hall University
Spring 2013
3.
4.
Figure 3.4B Post-Assessment
Name______________________
Date___________________
Class_______
Directions: Read each short answer question below and respond. Your response should be in complete sentences
and at least 1 paragraph (five sentences) long. Use specific vocabulary we have used in the unit and any additional
materials we used to support your answers.
Points: 66 points
Time: 80 minutes
1) Describe the four-step process by which animals or plants become fossilized.
(10 points)
2) What is the difference between absolute dating and relative dating. Provide 2 applications of each. (4 points per
definition and 1 point per application – 10 points)
56
Seton Hall University
Spring 2013
3) How are Paleontology and Geology similar to one another? How might they be different? Do they have any
commonalities? Construct a Venn Diagram in the space below to demonstrate the connection, if any, between the
two fields. (2.5 points per differences – 5 points and 5 points for connections – 10 points total)
4) Alfred Wegener theorized that all Continents were once connected together – forming the “Super-Continent”.
Explain 1 observation that lead to this belief. (10 points)
57
Seton Hall University
Spring 2013
5) Based on what you have learned thus far in the unit, how old is the Earth? Explain any proof or evidence that tells
us that this is true. (4 points for age and 6 for explanation – 10 points total)
58
Seton Hall University
Spring 2013
6) List the four parts of the Earth’s crust and provide a description of what distinguishes it from the others. (2 points
per part and 2 points per description – 16 points total)
1.
2.
3.
4.
Figure 3.4C Virtual Museum Tour
Name ______________________________
Date ______________
Natural History Museum Tour
Directions: Today you will be taking a tour of the Smithsonian National Museum of Natural History, located in
Washington DC. Follow the tour guide sheet provided below with the list of exhibits you will need to visit. At each
site you will have to answer 2-3 questions about specific connections to class work. You may proceed to visit
exhibits in any order you would like.
Tour Guide List: Below are the list of exhibits you will need to visit to complete your tour sheet. To find your way
around the museum you can simply look at the top right corner and click on one of the three boxes (ground – first –
second) which will then provide you with a map on which you may click on to move to a different exhibit. The
location of the exhibit will also be provided along with the section, as listed below:
1.
2.
3.
4.
5.
6.
7.
Fossils: Dinosaurs 1-6 (1st Floor – Red Section)
Geology, Gems and Minerals: Earth and Rocks 1-2 (2nd Floor – Purple Section)
Fossils: Plants 1-2 (1st Floor – Green Section)
Fossil Lab (1st Floor – Blue Green Section)
Fossils: Mammal 1-2 (1st Floor – Orange Section)
Ice Age 1-2 (1st Floor – Blue Section)
Human Origins – Select any two specific parts you would like (1st Floor)
59
Seton Hall University
Spring 2013
Getting Started: Begin by going to http://www.mnh.si.edu/panoramas/ and find the desktop virtual tour button.
Once you click the button you will be brought to the tour page (Rotunda Exhibit) is the opening exhibit. From there
you may click the map to move along the tour (Top Right Corner).
Interacting during the Tour: Throughout the tour you will have eight icons in front of you the entire time. Each icon
will help you navigate through the museum (turning, zoom, up/down view, etc.). During the tour you can also hold
down the left scroll key and scroll right, left, up and down to see a 3600 view of the exhibit or area. You will need to
use the map – found by clicking the floor level in the top right corner – to easily make your way through the
museum. You will also notice the arrows on the ground throughout the museum, these will lead you to the next part
of the museums programed tour, so they will not be used during the prescribed tour here. Finally, the museum has
camera icons in certain exhibits and areas (they are hard to spot sometimes) click them to get a better view of
certain parts of the exhibit, this will be needed at some points to get a better idea of what is happening.
Questions: Read the questions below for each part of the exhibit. Answer the questions in the space provided. After
you have completed the questions you may explore other parts of the museum as well – highly recommended!
A. Fossils: Dinosaurs 1-6
1. Based on your knowledge of Earth’s time scale and geology, what Era in Earth’s history are these animals most
likely from?
2. At the center of the screen in Fossils: Dinosaurs 2 what do you see a large representation of? Do you agree with
the way the scientists who designed the exhibit set this up? Why or why not?
3. Name three of the Dinosaurs you saw in this exhibit (their names where clearly posted). Provide 1 fact about each
based on the exhibit descriptions.
B. Geology, Gems and Minerals: Earth and Rocks 1-2
60
Seton Hall University
Spring 2013
4. In the Earth Exhibit shift the screen around the room and find the red, yellow and grey display that states “Where
Plates Pass By”. On this display is a question about why earthquakes shake California, summarize the answer they
provide.
5. Based on what you learned from the Rocks 1 and 2 exhibits – why do you think that it is important for geologists
to study rocks and rock formations. Provide 3 facts as to why and proof to support the statement.
C. Fossils: Plants 1-2
6. The plant fossils do not appear to be as detailed as the dinosaur ones or the other animal ones. Why do you think
that might be? Provide a hypothesis as to why you think the plat fossils lack the same detail and effects the animal
fossils have.
7. Weigh in: Which is more important to have a fossil record of animals or a fossil record of plants? Why?
61
Seton Hall University
Spring 2013
D. Fossil Lab
8. What do you think is happening inside the Fossil Lab? What is the purpose of having it displayed? Would you
want to conduct an experiment or scientific test inside the lab? What would it be about?
E. Fossils: Mammal 1-2
9. Look closely at the fossils you see in this exhibit. Do you see any fossils that could potentially resemble animals
we see today? If so, which animal was it (you will be able to find a name) and what animal does it resemble? What
scientific process might this prove?
10. According to your knowledge of Earth’s Geological Time Scale in what Era did mammals emerge (first appear)?
How might this be significant to or connected to the end of the Age of the Reptile?
11. Compare and contrast – with 4-6 examples – the Mesozoic and Cenozoic Eras, in terms of the emergence, rise
and dominance of reptiles and mammals. Then provide a connection to how birds fall into the evolutionary time
scale.
62
Seton Hall University
Spring 2013
F. The Ice Age
12. As you are looking around the exhibit there are several prompts and questions and statements on the walls or
pillars. Look at 3 of these prompts and describe what is being discussed.
13. There is something very similar about the animals found in the Ice Age events in Earth’s history. What is so
similar about each of these animals (just look at the fossils, the animals are ….)? Why do you think this may be?
G. Human Origins (Your Selection)
14. What exhibit did you visit specifically? Why did you choose this one?
15. What are 5 things you learned about early humans from this exhibit? Obviously, you learned a lot more then 5,
but you only need to select 5 that you believe are most significant.
63
Seton Hall University
Spring 2013
16. Why do scientists want to study early humans any way? What is the goal of studying early life and the origins of
mankind?
Figure 3.4D Geological Time Scale Lab
Name ___________________________________ Date ________________________________
Modeling Geological Time
Questions: How can we investigate change through geological time? How can we design, construct and interpret a
model of geological time including the major events in Earth history?
Prediction:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________________________________
Materials:
1. Adding machine paper roll, 5 meters long
2. Meter stick with centimeter and millimeter gradations.
3. Science Journals
Procedure:
1. Review concept of “scale”.
2. In groups complete problems showing the major events in Earth history from years before present into scale
distances. You are converting millions of years into millimeters.
Remember : 1 millimeter = 1 million years
3. Measure out 5 meters of adding machine paper, using a meter stick.
4. After the listing all the events and their scale distances have been formulated, construct the geologic time
scale on a 5 meters of adding machine paper, beginning with present day Earth.
Questions to think about as you work in your groups:
1. Why would geologists, paleontologists and other scientists create such an elaborate and detailed scale? Any
benefits to doing something such as this that may help further our understanding of the Earth? Create your
own hypothesis of why we this scale is used and what benefits it provides for scientists.
2. How does this scale work? What are we actually attempting to measure by using the scale?
3. Compare the scale we are using here to the scale that you would find in a doctor’s office or at your house.
What are the similarities and differences you see?
4. Look at the events you will be mapping on the scale. What do you notice about them? Is there anything
significant about them? Or could you think of a few more events that should be included, but are not?
5. Creating a scale such as this is clearly an example of what kind of scientific dating method? Define the
method and how it is an example.
6. Can you think of any other models we may use in our every day lives to help us see things we may not have
64
Seton Hall University
Spring 2013
otherwise known about or understood? Look around the room and see what you come up with.
Conclusion:
After you have finished creating your scale go back and look at the questions again and see if you need to make any
changes to your answers. Particularly look at your hypothesis, do your expected results align with what you are
seeing and learning in the lab.
Practice Problems:
Convert the following measurements to practice setting up your scale:
1 millimeter = 1 million years
1. 1 millimeter = ___________ million years
2. 5 millimeters = ___________ million years
3. 10 millimeters = 1 centimeter = ___________ million years
4. 1000 millimeters = 10 centimeters = ___________ million years
5. 1000 millimeters = 1 meter = ___________ million years
6. 416 millimeters = ___________ years
7. 3 meters = ___________ years
8. 100 million years = ___________ millimeters
9. 1000 million years = ___________ millimeters
10. 1 billion years = ___________ meters
11. 428 million years = ___________ millimeters
Convert the ages of events below into metric units for your scale. For every 1 million years passed mark off 1
millimeter on the scale.
Event
The Present
Ice Age begins
Earliest Human
Dinosaur mass
extinction
Earliest Birds
Volcanic activity on
the East Coast of the
US
Dinosaurs emerge as
dominant land animals
Mammal-like reptiles
Earliest Reptiles
Appalachians being
formed
Earliest Amphibians
Scorpion-like
terrestrial animals
First animals with
shells
Million Years before
Present
0
1
2
65
Distance in
millimeters (mm)
Distance in
centimeters (cm)
Distance in meters
(m)
160
190
200
210
285
290
370
415
580
65
Seton Hall University
Spring 2013
Multicellular
organisms evolve
Oldest known bacteria
Earth formed
700
3500
4500
Figure 3.4E Lab Report Guide
Name ___________________________
Date ________________
6th Grade Earth and Time Lab
Title: Modeling Geological Time
Question: What was the essential question we where trying to answer through our laboratory exercise?
Hypothesis: What was your prediction for this laboratory?
Materials: What materials did we use for this laboratory? In what amounts did we use them? Use specific scientific names for scientific materials.
Be sure to include specific details.
Procedure: How did we accomplish this laboratory exercise? What was the specific sequence of events and approaches we used to complete this
laboratory? How did we set certain sequences and procedures up? Be sure to include the details of activity from beginning to end and write
transitions from one step to the next. Tell the story of the lab experiment, what did you start with, where did you go next, how did you finish?
Results: What did our experiments yield? What data did we collect from the lab? Where there any charts we completed, calculations we computed
or graphs we created? Be sure to include these calculations, charts, and graphs in the report. How did these results give us our answer to the
question? What about conversions and that chart? Your results will give you the information needed to make conclusions about your lab
experiment and provide you with the ability to make inferences, so it is important to be as detailed as possible!
Conclusion: What happened in your lab exercise? Was your hypothesis correct, if so why was it correct? If it was not, provide reasons as to why it
was skewed. What was the purpose of creating this time scale? What where we attempting to create or to model? What can we learn from this
exercise, how so? How does this scale work – in terms of how might it be used or how could you use it? How does this scale compare to the scale
you know that we use to weigh things? What is so significant about the events on the time scale? Why include these events and not other major
events in the Earth’s history? Why did we use the specific materials and calculations we used? How is this scale an example of Relative Dating?
Why not absolute dating? What happened in the lab exercise that brought you to these conclusions and ultimately can you tell us why it happened
and what we learned from it?
Figure 3.4F Rubric Compilation for Unit Formative Assessments
Time Scale
1
Time Scale is
disorganized, torn,
or otherwise not
presentable. Scale
has numerous and
obvious mistakes
and
misrepresentations.
Sequence of events
is not in line with
actual occurrences.
Miscalculations or
misunderstanding
of representation
evident.
66
2
Time Scale is
marginally
presentable, but
still is not neat.
Scale has several
obvious mistakes
and
misrepresentations.
Sequence of events
is somewhat out of
order of actual
occurrences. Few
miscalculations or
misunderstanding
of representation
present.
3
Time Scale is
adequate in
neatness and is
somewhat
presentable. Scale
has very few
mistakes and
misrepresentations.
Sequence of events
is mostly in order
of actual
occurrences.
Presents with very
minor
miscalculations and
figures.
4
Time Scale is
organized, neat and
very presentable.
Scale presents free
of mistakes or
misrepresentations.
Sequence of events
is in line with
actual events and
occurrences.
Calculations and
figures are accurate
and correct.
Seton Hall University
Spring 2013
Conversion Chart
Lab Report
Group Work
On Task
The majority of
conversions are
incorrect or present
with glaring gaps
of understanding.
Several
conversions are
incorrect or present
with obvious gaps
of understanding.
Report presents
with missing or
omission of several
components.
Grammatical errors
are present
throughout and in
conjunction with
the use of
incomplete
sentences. Overall
the report
demonstrates lack
of scientific
understanding.
Student did not
demonstrate ability
to work cohesively
within a group.
Student did not
contribute to the
group as outlined.
Report contains
few on the outlined
components.
Written work
presents with
numerous
grammatical errors
and does not use
complete sentences
continuously.
Overall the report
demonstrates
developing
scientific
understanding.
Student showed
marginal aptitude
in ability to work
within a group.
Student contributed
minimally to the
group work as
outlined.
During the lab I
was not on task. I
did not complete
my work as
expected and I did
not remain on task
the majority of the
time during the lab.
During the lab I
was somewhat on
task. I did complete
my work as
expected with
some persuasion
and did remain on
task to an extent.
The majority of
conversions are
correct and very
few are incorrect or
present with only
marginal gaps of
understanding.
Report contains
nearly all
components.
Written work
presents with very
few grammatical
errors and uses
primarily complete
sentences. Overall
the report
demonstrates
emerging scientific
understanding.
All conversions are
correct and present
without evidence in
gaps of
understanding.
Student showed
developing ability
to function within a
group setting.
Student contributed
the majority of the
work expected.
Student
demonstrated
ability to work
cohesively within a
group setting.
Student contributed
as expected to the
group work
outlined.
During the lab I
was consistently on
task. I did complete
my work in a
timely and orderly
fashion. I remained
on task all of the
time.
During the lab I
was mainly on
task. I did complete
my work as
expected with little
persuasion and
remained on task
the vast majority.
Grade: ________
Report contains all
needed
components. All
written work is
grammatically
correct and uses
complete
sentences. Overall
the report is
complete and
demonstrates
scientific
understanding.
Comments:
Figure 3.4G Review Sheet for Summative/Post-Assessment
6 Grade Chapter 9 – Earth and Time – Review Sheet
th
Vocabulary
Geology
Lateral Continuity
Mesozoic Era
Eras
Dendrochronology
Inclusions
Paleontology
Radioactive Dating
Paleozoic Era
Original Horizontality
Element
Faunal Succession
Relative Dating
Cross-Cutting
Cenozoic Era
Absolute Dating
Geologist
Pangaea
Superposition
Precambrian Era
Fossil
Half-life
Paleontologist
Geologic Time Scale
Concepts
 Compare and contrast Relative Dating and Absolute Dating – Similarities and Differences – Uses and specific
methods.
 List and explain each of the methods of Relative Dating
 Explain what and how tree rings can tell us about time and climate
 Explain radioactive decay and its effects on unstable elements
 Calculate the age of rocks using the half-life of uranium (4.5 Billion Years) as your basis.
 Describe the fossilization process and how fossils can become a part of a rock.
67
Seton Hall University
Spring 2013


Describe the history of rocks in the Grand Canyon using vocabulary from the unit.
Design a time line of Earth’s geological history, including the four Eras (how long each lasted, specific dates) and
specific events and/or organisms within these Eras.
TWS Part IV: Evaluation and Analysis of Student Learning
Subpart I: Posttest and Narrative
The post-assessment (figure 4.1A) was created and designed in such a way, so
that the goals and objectives of the unit could be clearly and concisely measured. As with
the pre-assessment I found that in some ways the traditional “basic test” assessment
would be challenging, in terms of measuring goal and objective attainment. While I do
feel that traditional assessments are excellent methods of measuring student achievement
and tracking student growth throughout the unit, I felt that for the purposes of this
sampling the post-assessment should be an open-ended assessment.
As you follow through the post-assessment you will find that it is very much so
reflective and identical, in a manner of speaking, to the pre-assessment. This was done so
intentionally as to provide a means of tracking and monitoring student growth precisely.
By creating a similar, rather then identical assessment, I felt that I was able to assess not
only the influence of prior knowledge, but also the emergence of newly gained and
formed knowledge, which would be evidence of learning. Another advantage, I found,
was that by utilizing an open-ended format I could in fact modify some of the questions,
and in some cases have these questions call for higher order thinking. According to
Bloom’s taxonomy, these questions would be found in areas such as analysis, synthesis,
comprehension and application, which furthered my belief for the need.
While the assessments may seem distinct, or even disconnected, they are in fact
direct and connected subject materials and matters from the unit, and as such are
reflective of one another. The questions in the post-assessment call for measures of both
prior knowledge and application of new or learned knowledge, which in this blended
state allows for a clear connection to be made. The pre-assessment, which as explained
earlier, was designed in such a way to reflect what I had learned from my contextual
factors research, wherein I discovered that students would have learned similar materials
in a prior grade, hence would have prior knowledge. However, this level and depth of
subject matter would have been distinctly different then that which was going to be
learned in the current unit. So as such I decided that there needed to be a clear divide
between the two assessments, so that emerging knowledge could be measured while also
accounting for prior knowledge.
The post-assessment nonetheless allows for a clear measurement of the goals and
objectives of the unit, similar to that of the pre-assessment. Here the assessment
questions, or prompts in the pre-assessment, are aligned with the unit goals and
objectives clearly and concisely, so that they are easily quantified and measured. So that
once students completed the assessments the overall scores would not be a factor in
determining learning, or at least not to a great extent. The idea is that since each question
reflects, directly, a single objective in the unit plan the objectives could and would be
measured by a means of determining students’ abilities to answer each question, hence
68
Seton Hall University
Spring 2013
meet the objective, effectively. Ultimately the student’s score does not factor in to the
assessment of objective attainment as much as their individual answers to questions. This
allows for a clear method of measuring student objective attainment while providing
quantifiable and hence measureable data. Students where given credit for objective
attainment once they had provided a completed answer to each question, and for the
purposes of this data if a student was to score partial credit, which occurred frequently,
they where not credited with objective attainment. This allows for the student to be
rewarded for providing and demonstrating some aptitude, but so that data would not be
skewed.
In total 19 students completed the post-assessment, 11 males and 8 females, ages
11-13 years old. Within this 6th grade class there are not any students with classified
IEPs, 504s or limited language proficiencies, so I did not create a modified pre- or postassessment. However, had there been any modifications or accommodations needed I
would have identified them and followed the guidelines within the classifications. Such
accommodations and modifications might have included extended time, differentiated
instructions, orally disseminated assessment, or modified questioning.
The post-assessment was administered in the science classroom, the usual setting
for assessment administration. The directions of the test where read aloud for the class,
but the assessment questions where not, as students where instructed to read through the
assessment prior to the start time, after which questions could be asked aloud. The
assessment was administered over an 80 minute time period, equivalent to one
instructional block. The teacher provided students with basic directions: eyes on your
own papers, books away, write in complete sentences, etc. The teacher also provided a
brief motivation for the class, reassuring them of their capabilities and reminding them of
all the formative assessments in between.
Students where assigned seats during the assessment period, wherein there were
two students per group table and a physical divide was placed between them. The
physical divide, I feel, serves as a deterrent for students, who in desperation, may feel the
pressure or need to collaborate in a misguided manner. This is not a way of accusing
students of possibly cheating, simply an affirmation by the teacher that cheating or
collaborating will not be tolerated.
While this administering of the assessment went very well, I did find that students
enjoyed the open-ended questions more so then say multiple choice questions or
completions. I noticed that they would write very long detailed answers and after the
conclusion of the assessment I mentioned this to a few students, who readily replied that
these types of assessments where a lot better for the students because they can put down
as much as they want and even if they do not know the answer entirely, partial credit is
available.
The assessment does not have rubric accompanying it as it is an open-ended
questioning assessment. Rather the assessment was scored out of a total of 66 points,
wherein students could receive between 10 and 16 points total per question. Also as this
was an open-ended assessment students could receive partial credit for work completed
that demonstrated emerging levels of understanding, analysis, recall or such, i.e.
describing 2 of the 4 steps in the fossilization process, or listing 1 of the 4 layers of
Earth’s composition. This is done so that students can be credited for demonstrating
emerging levels of learning and to avoid demotivation of the students on future
69
Seton Hall University
Spring 2013
assessments. In hindsight a checklist could have been incorporated into the process, such
as having a list of the objectives and their reflective questions, or something to that
extent. However, I did not consider one for the assessment, but I can see the value and
potential for one in future assessments, hence the reason why I believe learning never
ends.
Figure 4.1A Post-Assessment 6th Grade Earth and Time Unit
Name______________________
Date___________________
Class_______
Directions: Read each short answer question below and respond. Your response should be in complete sentences
and at least 1 paragraph (five sentences) long. Use specific vocabulary we have used in the unit and any
additional materials we used to support your answers.
Points: 66 points
Time: 80 minutes
1) Describe the four-step process by which animals or plants become fossilized.
(10 points)
2) What is the difference between absolute dating and relative dating. Provide 2 applications of each. (4 points
per definition and 1 point per application – 10 points)
70
Seton Hall University
Spring 2013
3) How are Paleontology and Geology similar to one another? How might they be different? Do they have any
commonalities? Construct a Venn Diagram in the space below to demonstrate the connection, if any, between the
two fields. (2.5 points per differences – 5 points and 5 points for connections – 10 points total)
4) Alfred Wegener theorized that all Continents were once connected together – forming the “Super-Continent”.
Explain 1 observation that lead to this belief. (10 points)
71
Seton Hall University
Spring 2013
5) Based on what you have learned thus far in the unit, how old is the Earth? Explain any proof or evidence that
tells us that this is true. (4 points for age and 6 for explanation – 10 points total)
72
Seton Hall University
Spring 2013
6) List the four parts of the Earth’s crust and provide a description of what distinguishes it from the others. (2
points per part and 2 points per description – 16 points total)
1.
2.
3.
4.
Subpart II: Narrative and Graphic Representation
By and large student learning was clearly evident from the results of the postassessment as well as from the comparison of data compiled from both. Assessments. For
instance, the average test score improved drastically from a 54% average on the preassessment to a 71% average on the post-assessment for the whole-group, figure 4.2C.
Later on we will find similar improvements in student scores and objective attainment in
both the whole-group and sub-group established. Below is the compilation of data from
the post-assessment alone; keep in mind that the numbers assigned to students in the preassessment will be maintained here as well for clarity and confidentiality reasons.
Figure 4.2A Score Distribution Post-Assessment
Student
Score
001
92
002
86
003
79
004
73
005
77
006
73
007
64
008
70
009
64
010
64
011
58
012
71
013
76
73
Seton Hall University
Spring 2013
014
015
016
017
018
019
58
79
65
64
73
64
Figure 4.2B Distribution of Post-Assessment Scores
Post-Assessment Score Distribution - 6th Grade
Post-Assessment Scores
100
1
80
2
3
4 5 6
60
7
8
9 10
12
11
15
13
14
16 17
18
19
40
20
0
0
5
10
Students By Number
15
20
As is evident by the scores in figure 4.2A and 4.2B, when taken in comparison
with those found in 3.1A and 3.1B, pre-assessment data, growth in terms of score
improvement is evident. The averages and the students score distribution became
exceedingly more concise, such that the scores range was noticeably more in line then in
the pre-assessment. However, while the scores may reflect higher achievement on the
post-assessment, I believe that some variables need to be analyzed before we can
continue to compare the scores in more detail.
First of all, while the assessments where distinctly different, to a degree they
where quite similar, which was more so related to the questioning order in terms of
content. Meaning, that while the questions themselves where distinct and distinguished
between the two assessments, the content was identical in all facets, meaning that some
discrepancy in higher scores could be attributable to similarity.
Second, the students were informed prior to the pre-assessment that their scores
would not count for or against them, so some of the low scores in the pre-assessment
could have been attributed to lack of motivation by way of lack of consequence. For
students finding out that a test grade has essentially zero implication in a resonating
manner in terms of their grade would certainly dwindle their motivation. While it is
important to note that students where also informed that their unit planning and design
would be devised based on these results, in order to provide a motivational factor,
however I would speculate that those implications did not convey the same sense of
responsibility as a grade would.
Additionally, the pre-assessment was designed to draw prior knowledge, which
was resonating from the 4th grade, during which these students last experienced this. So
74
Seton Hall University
Spring 2013
while this was clearly a means of measuring student growth and a method to identify
students’ strengths and weaknesses with the subject matter, the focus and objective were
intertwined with past experiences, so the students’ expectations of themselves are not as
great as if this was new material. This is very much so true, and even though I as the
teacher had high expectations, the students themselves did not hold themselves to these.
Below is the score distribution comparison data from the pre-and post-assessments.
Figure 4.2C Pre- versus Post-Assessment Scores
Student
Pre-Assessment
Post-Assessment
Score
Score
001
88
92
002
82
86
003
77
79
004
77
73
005
77
77
006
71
73
007
71
64
008
65
70
009
59
64
010
59
64
011
59
58
012
47
71
013
47
76
014
41
58
015
29
79
016
24
65
017
18
64
018
18
73
019
18
64
Average
54%
71%
Points
Improvement
+4
+4
+2
-4
0
+2
-5
+5
+5
+5
-1
+24
+29
+17
+50
+41
+46
+55
+46
75
Seton Hall University
Spring 2013
Figure 4.2D Pre- versus Post-Assessment Distribution
Pre-Assessment v. Post-Assessment Scores
Comparative Scores
100
1
1
80
2
2
3
3
4
4
5
60
6
6
7
7
8
8
9
9
10
10 11
12
16 17
14
18
19
14
15
20
Series3
15
13
12 13
40
Series1
16
17 18 19
0
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19
Students
Nevertheless the data is still communicating to us, as we find that, upon
comparison, other areas of student growth were evident, particularly in terms of objective
attainment. On average we find that the average scores and the distribution of scores
align much more so in the post-assessment then they did in the pre-assessment, which is
the emergence of learning and evidence to the fact. However, for our purposes the
measurement of objective attainment was much more so critical then the measurement
and comparison of scores. As the scores demonstrate and communicate student learning
in a very subjective manner, wherein the scoring differences where attributable to several
factors explained above. So we must measure and compare the attainment of unit
objectives in order to quantify and hence measure student learning.
The objective attainment measurement, is explained as follows from the opening
narrative from section four, subpart one of this TWS: The post-assessment nonetheless
allows for a clear measurement of the goals and objectives of the unit, similar to that of
the pre-assessment. Here the assessment questions, or prompts in the pre-assessment, are
aligned with the unit goals and objectives clearly and concisely, so that they are easily
quantified and measured. So that once students completed the assessments the overall
scores would not be a factor in determining learning, or at least not to a great extent. The
idea is that since each question reflects, directly, a single objective in the unit plan the
objectives could and would be measured by a means of determining students’ abilities to
answer each question, hence meet the objective, effectively. Ultimately the students’
score does not factor in to the assessment of objective attainment as much as their
individual answers to questions. This allows for a clear method of measuring student
objective attainment while providing quantifiable and hence measureable data. Students
where given credit for objective attainment once they had provided a completed answer
to each question, and for the purposes of this data if a student was to score partial credit,
which occurred frequently, they where not credited with objective attainment. This
allows for the student to be rewarded for providing and demonstrating some aptitude, but
so that data would not be skewed (Seeback TWS pp.69).
Below are the results from the objective measurements for the post-assessment, as
compiled through the methodology listed in the above text.
76
Seton Hall University
Spring 2013
Figure 4.2E Objective Measurements – Post-Assessment
Objective
Total Student Attainment
1
16
2
6
3
15
4
8
5
13
6
10
Percentage
84.2%
31.6%
79%
42.1%
68.4%
52.6%
Figure 4.2F Objective Attainment – Post-Assessment
20
Post-Assessment Objective Attainment
Student Attainment
16
15
15
10
13
10
8
6
5
0
1
2
3
4
5
6
Objectives
As you can see from figures 4.2E and 4.2F student objective attainment was
quantified and measured using the methodology previously described. The objectives that
were attained in the post-assessment show direct evidence of student growth and of
student learning throughout the unit, see figure 4.2G and H for the direct increases. These
measures however, cannot stand alone and as such we must compare our pre and postassessment data of the objective attainment, which can be found below.
Figure 4.2G Objective Measurement, Pre- and Post-Assessment Comparison
Objective
Pre-Assessment Student
Post-Assessment
Change
Total
Student Total
1
9
16
+7
2
2
6
+4
3
15
15
0
4
5
8
+3
5
11
13
+2
6
5
10
+5
Average
7.8 Students
11.3 Students
77
Seton Hall University
Spring 2013
Student Attainment
Figure 4.2H Objective Measurements, Pre- and Post-Assessment Comparison
18
16
14
12
10
8
6
4
2
0
Pre- v Post-Assessment Objective Attainment
16
15
9
6
2
1
15
2
8
5
3
4
13
11
10
5
5
6
Objectives
From figures 4.2G and 4.2H we find that in addition to student scores improving,
figures 4.2A, B, and C, the students attainment of objectives has similarly improved. We
see an increase in 5 of the 6 objectives, with the exception of equal number of students
attaining objective 3 in both assessments. So from these results of the whole-group,
figures 4.2 A-H, we can safely conclude that a measureable amount of learning has
occurred throughout the course of the unit. Of these results we see that not only have the
students raw scores improved, jumping nearly 20 points on the average, but also we find
that on average the students attainment of objectives has increased almost 4 students per
objective.
With this I am forced to ask how does this formatively prove that learning is
occurring in the classroom, is it simply the increase in measurements we see in the data
comparison, or might it be something else. Subjectively I could easily state that learning
was evident in the classroom as the unit progressed, however this would be the result of
personal and professional observations, and as any good science teacher knows subjective
information cannot be quantified, hence cannot be measured, and ultimately is not
considered data for these purposes. So with this in mind I believe that measuring
students’ scores from pre-assessment to post-assessment, as well as measuring their
ability to attain objectives, qualifies as data for evidence of learning. From these results
we can then say that learning not only occurred, but in fact was measureable and very
recognizable from our findings.
Had it been the case that, for this whole-group of 6th grade students, the scores
and averages on the assessments increased I would have surmised that learning occurred
and was recognizable, however I believe this would be insufficient for our purposes.
Rather I believe that with the inclusion of the measurements of objective attainment from
both assessments we can say with a level of certainty learning has occurred.
Prior to this work sample I would have been the first student teacher to argue that
learning happens all the time and measuring learning is too subjective. However, as it
stands at this point in time I believe that learning is in fact a measureable piece of data
and one that should be computed and quantified regularly. Data is driving our schools
and the education system of today, so it only makes sense that we take this time now to
practice the quantification and measuring processes that we will need in the future.
78
Seton Hall University
Spring 2013
As the class that was subject to this unit measurement and evaluation for the work
sample does not have any children with special needs I identified the sub-group for
assessment evaluation in section 3 of this work as gender. In the pre-assessment
measurements of these sub-groups, figures 3.1E-K, we found that there was a deviation in
the genders in terms of attainment of objectives and scores on the pre-assessment. We
also noted a pattern and a reason for this variance, in that there are fewer females then
males in the class, which provides for some statistical misinterpretations. However, we
do need to address the data collected as a result of the post-assessment, in terms of
gender. Below is the data compiled from the post-assessment, without comparisons just
yet, for the gender sub-groups.
Figure 4.2I Raw Post-Assessment Data Male v. Female
19
Total Students
11
Male Students
8
Female Students
70.6%
Male Average
71.8%
Female Average
94%-58%
Male Range
88%-64%
Female Range
94%
Male Highest
88%
Female Highest
58%
Male Lowest
64%
Female Lowest
Figure 4.2J Post-Assessment Male versus Female Scores
Male Student Scores Female Student Scores
92
86
79
73
73
77
70
64
64
64
71
58
76
79
58
73
65
64
64
79
Seton Hall University
Spring 2013
Figure 4.2K Post-Assessment Male versus Female Score Distribution
Post-Assessment Male v. Female Scores
Post-Assessment Scores
100
1
1
80
2
2
3
3
4
4
60
7
7
6
5
8
6
9
8
10 11
40
Series1
20
Series2
0
1
1
2
3
4
5
6
3
4
5
6
Students
7
8
9
10 11
Figure 4.2L Post-Assessment Male versus Female Objective Measurements
Male
Female
Percentage
Percentage
Percentage
Student
Student
Male v. total
Female v. total
Male v. total
Attainment
Attainment
males
females
students
9
4
8
5
5
7
7
2
7
3
8
3
47.4%
21.1%
72.3%
45.5%
45.5%
63.4%
36.8%
10.5%
87.5%
37.5%
100%
37.5%
81%
36.4%
42.1%
26.3%
26.3%
36.8%
Figure 4.2M Post-Assessment Male versus Female Objective Attainment
Post-Assessment Male versus Female Objective
Attainment
10
9
8
7
6
5
4
3
2
1
0
9
8
Student Objective Attainment
Objective
2
7
7
7
5
5
4
Series1
3
3
2
1
80
8
2
3
4
Objectives
5
6
Series3
Percentage
Female v.
total
students
87.5%
25%
36.8%
15.8%
42.1%
15.8%
Seton Hall University
Spring 2013
Figure 4.2N Post-Assessment Male Objective Attainment
Post-Assessment Male Objective Attainment
10
9
8
7
6
5
4
3
2
1
0
9
8
Student Attainment
7
5
5
4
5
4
1
2
3
Objectives
6
Figure 4.2O Post-Assessment Female Objective Attainment
Post-Assessment Female Objective Attainment
9
Student Attainment
8
7
8
7
7
6
5
4
3
3
3
2
2
1
0
1
2
3
Objectives
4
5
6
Upon review of the gender sub-group of the 6th grade class we notice that female
students scored slightly higher, on average, then their male peers in terms of raw scores
on the post-assessment. This could be due in part to the fewer number of female students
in the class or in part to the closer range they maintained on the score distribution.
Regardless, as we know the true measurement of learning, for our purposes herein, is the
attainment of objectives. The objective attainment for the post-assessment produced a
similar trend compared to that found within the pre-assessment, which was female
students successfully achieved objectives at higher rates then male students, on average.
While this may be attributable to the difference in in total number of gender composition
of the class, 11 males and 8 females, this could also be assessed as females on average
out performed male students.
81
Seton Hall University
Spring 2013
In the post-assessment data, in figures 4.2K-O, we find that female students and
their male peers where within an acceptable range of each other in terms of percentage of
objectives attained, in both the whole-group and sub-group comparison. That is compared
as a whole-group males have a higher percentage of objective attainment in comparison
to their female peers, however in order to insure the data is sound and this is not the result
of the unequal number of male to female students in the class, we compare the subgroups to one another. Here the percentage of attainment is calculated so that the female
students are compared, in percentage of attainment, to the other female students, rather
then their male peers. When we calculate in this respect we find that females and males
are in an acceptable range, as stated previously, and we find that males succeeded in
attaining objectives 2,3,4 and 6 at greater rates then females, while female students
attained objective 1 and 5 at greater rates then their male peers.
This is similar to the trend that was noted in section 3.1 of the work sample,
wherein females attained objective 1 and 6 at greater rates, while their male peers where
much more successful at attaining objectives 2,3,4, and 5. The comparative results of the
gender sub-group in terms of pre- and post-assessment can be found in the compiled data
below.
Figure 4.2P Male versus Female Pre-and Post-Assessment
Assessment Score Distribution
Pre-and Post-Assessment Gender Sub-Group Analysis
100
90
80
70
60
50
40
30
20
10
0
Pre-Assessment Male
Pre-Assessment Female
Post-Assessment Male
Post-Assessment Female
1
2
3
4
5
6
Students
82
7
8
9
10 11
Seton Hall University
Spring 2013
Figure 4.2Q Male versus Female Pre-and Post-Assessment Objective Attainment
Pre-and Post-Assessment Objective Attainment
within Sub-Groups
10
9
Student Attainmenmt
8
7
6
Male Pre
5
Female Pre
4
Male Post
3
Female Post
2
1
0
4597
2042
8787
3253
7458
2373
1
2
3
4
5
6
Objectives
As we can see detailed in figures 4.2 P and Q, the attainment of objectives, i.e. the
true measure of learning for our purposes herein, was accomplished with a much greater
success rate as well as volume in the post-assessment. Here we see that the male postassessment attainment increased in every instance, comparing blue and green bars, as
well as the fact that female students increased in every instance of objective attainment
possible. And it is with this objective attainment that I would surmise and ultimately
conclude that learning had occurred.
Throughout the unit, as is evident by section 3-subpart 4 of this work sample, I
designed and administered several assessments for the class. As a result I have reviewed
a lot of assessments throughout my time with the class, and ultimately what I did notice
was that the students where progressing throughout the unit. They where not progressing
in terms of better grades and higher scores, but rather their grasp and knowledge of the
unit materials broadened with each lesson and assessment. While the data from my
formative assessments will provide concrete numbers and figures, something else of note
that I used as an informal assessment throughout the unit was participation. Not in the
sense that I recorded and graded their participation, but rather in the sense that the
students daily would produce new ideas and by the end of the unit they where capable of
having detailed student facilitated discussions.
Other formative assessments, all of which are included, where used to identify
how students where progressing through the unit in terms of how well they where
applying the knowledge and what areas they where struggling in. Ultimately what I found
was an emerging and developing understanding of the unit over the course of the lessons,
culminating in the post-assessment. One of their prior assessments, the museum tour
RACES model paper, did produce the highest scores and the greatest demonstration of
learning in comparison to all of the other formative assessments as well as both the preand post-assessment. The students appeared to have made a real connection with the
material and contents of that assessment, and because of the nature of the assessment, i.e.
83
Seton Hall University
Spring 2013
technology and the fact that it was a tour, may have aided in supplementing those grades.
Overall there was definitely an increase in assessment scores and objective attainment
(informally assessed) throughout the unit, however the culminating summative score, the
post-assessment may not have reflected that to the extent desired. Rather this was not the
desired outcome, but that notwithstanding I do believe I have evidence and grounds to
make the claim that learning did occur.
As you mine through the massive quantities of data in this work sample, you will
undoubtedly notice that I have well over 25 graphs and charts, which contain a lot of
information about the unit and the summative results. So as we review the data we find a
few key points to focus on: first students’ raw scores from pre-assessment to postassessment increased 20 points, figures 4.2A-C, while only 3 students scored lower on
the post-assessment then pre-assessment (on average 3.2 points less). Second, in terms of
objective attainment we find that on average from pre-assessment to post-assessment that
almost 4 more students met each objective on average, figures 4.2G and H. Finally, we
see in the sub-groups, figures 4.2 I-O, that each gender group has not only increased from
scores on the assessments, but the attainment of objectives is significantly higher as well.
With all of this in mind, all the data, facts and figures, I would conclude that in
fact learning had occurred in this unit. The results are certainly clear and by every
measure I would vehemently state student learning occurred, without question. So the
question now becomes why do I think learning occurred, which to me is not a fair
question to ask. This is because no matter how we word it, it will always sound like we
are describing ourselves as great teachers.
Why does learning occur may be one of the hardest questions to answer, as the
correct answer is either the teacher was successful, the student was successful or the
teacher and the students where successful. In my opinion learning happens when students
are motivated, eager and well managed, so that they can meet the challenges and
objectives of the unit, lesson, or class. So in some respects yes, being a good teacher
helps, but I also believe a large part of learning has to do with rapitore and engagement
with the students, from a teacher’s perspective. In this idea the students learn as a result
of the mutual and shared respect for one another, wherein the teacher and the student
know their roles in the learning contract. I am a strong believer in the learning contract,
wherein the teacher and student both agree that if they meet their end of the contract
learning will occur all the time.
I believe that these students learned for a number of reasons, including rapitore
with myself, content, and varied instruction/assessment. With all of these components I
feel that learning is eminent even with the newest teacher. However, I will say that trying
to figure out why learning happened was a challenging part of this narrative, as I never
really thought fully about the implications of such.
TWS Part V: Reflection and Self Evaluation
At the very onset of this journey we where presented with this TWS document
and a variety of instructions and timelines and so forth. When you look through this
document initially you are naturally intimidated by the depth and degree in which you
have to complete this assignment. However, in my humble opinion the hardest part about
the TWS was writing everything out and completing all the written sections. The
research, the design, planning, and all those other items on the teaching agenda where
84
Seton Hall University
Spring 2013
going to be done regardless of what happened, but it was actually constructing them into
a narrative that was the hardest part. In fact as I am writing this now I know that some of
my peers have long since completed the work, but I on the other hand had all of the work
completed long ago, but putting it into this form was a challenge.
When you first view the outline and begin to think about the hours you will need
to put into this you are certainly discouraged, having thought that this semester would be
about teaching in practice and less in theory. However, when you begin to compile the
research and implement the plan and review the data and final reflect on the outcomes
one thing becomes quite apparent which is that this is where theory meets practice. And
at this juncture of theory and practice we find that in order to be the best teacher in
practice you need to apply the theory and utilize what you have learned from it. The TWS
has most certainly impacted my skills as a teacher, as I now know and understand the
value of data in terms of student scores as well as the value of knowing your teaching
community. While much of the mission of Seton Hall’s teacher preparation program is to
prepare reflective and conscious teachers, this idea seemed to be applicable only in the
philosophical sense, not so much the practical sense. However, the value behind this
philosophy in terms of practicum is clear and evident when you begin to teach.
The importance of the contextual factors in respect to the impact they have in both
the practical and philosophical sense of teaching is evident early on. There is a lot that
has been said throughout the TWS thus far in relation to the power of knowing thy
students and the instructional implications that arise as a result. But at the onset this is
difficult to understand why you would need all of this community information, student
information and so forth. Allow me to digress, I feel that when you first set foot in the
classroom as a student teacher you have this ideal in your mind of what kind of teacher
your going to be and what you are going to do. However, after your first few weeks of
teaching you realize that these thoughts are not true so you begin to construct entirely
new ones based on practice alone, almost entirely ignoring theory. Finally as you move
through again you realize through reflection that this cannot be the optimal format, so
you create this blended ideal a place where practical and philosophical intertwine, and in
this you realize the value of the contextual factors. What the contextual factors have been
for me and the impact they have had on me in terms of teaching is that they have allowed
me to understand the value of applying practical experience with theoretical knowledge,
wherein the result is a complex teaching style, completely unique to you.
A second implication that the contextual factors have had on me professionally is
delivering the message of importance of knowing who will be in your classroom. At the
onset I saw very little value in the contextual factors, but as I began to teach more and
more and realized how important it was to know who was in my classroom and what role
that plays in instructional design I was astounded at how wrong I really was. In almost
every aspect of my life I am very instinctual and have always relied very heavily on my
own assessment of situations and have gone with my inner feelings, without doing a lot
of preparation and research. I think this is clear when I first started to teach and I
struggled with writing lesson plans because I felt they where scripts to be read and
followed verbatim, which I felt limited me. When I got comfortable enough and knew my
students better through research for the contextual factors this allowed me to construct
lesson plans and use them as a way to plot the weeks work, and wrote simple outlines for
the lessons, but mainly relied on my own natural abilities as a teacher. So if asked I
85
Seton Hall University
Spring 2013
would definitely say that the value in the contextual factors, not only in having them and
researching them, but in applying them in practice is invaluable to a teacher, especially a
new teacher. And this will be something I certainly do next year when I begin to teach
myself.
The importance and impact of using pre-and post-assessment initially seemed to
be a very confusing subject for me. While I am not that far removed from the classroom
myself as a student I do not recall any pre-assessments being administered, let alone
assessments given on new materials before we began. So as a result I failed to see the
implications and value of using them. However, once I was in the classroom and could
see the value in using them, especially in respect to collecting data and using that to
design instruction in conjunction with contextual factors. This experience of using preassessments will definitely serve well for teachers in training, as most of the interviewers
we met with during principals night asked about this.
The climate and trends of schools is certainly changing, and teaching is not so
much an art form as it is a science, wherein data and measurements guide the teacher
throughout the planning and implementation process. As for post-assessments as a
student I was fully aware of the trend or cycle wherein you were taught the lessons and
then asked to take a test about it. However, without the pre-assessments given prior I do
not know how teachers could measure student learning, as there was not a benchmark for
measurement. As a new teacher I am seeing the value of pre-assessments and the
meaning of post-assessments and the need to measure each and connect them together as
a way to demonstrate and understand student learning. As a new teacher I plan on taking
this one step further and using these measurements to reflect on instructional design for
future classes, wherein I can review the data and see what worked and what did not and
identify areas of strengths and weakness in the lessons and planning.
As a science person or science teacher or science student, I have a deep affinity
for data and results. In the classroom I preach, in a manner of speaking, about the use and
application of the scientific method in all parts of life, especially outside the classroom.
So when I have the opportunity to analyze data that specifically pertains to student
learning I will jump at the chance to see how far my students have progressed. The
method of measuring this progression is quite simple and not as tedious and intricate as
one would perceive at the onset of this assignment. It can simply be analyzing and
comparing students scores and attainment of objectives from the initial pre-assessment to
the final post-assessment, as well as the assessments in between and the informal
assessments we use daily in the classroom. When I was participating in the principal
interviews one administrator asked how often would I assess students, to which I
responded as often as I felt necessary to gauge and measure student growth and in terms
of time every week or so. Now had this question been posed to me 14 weeks ago I would
have said something entirely different and to which would have probably cost me a job.
But now with this knowledge from the practicum, the assessment courses, and my
experience in general I know that student assessment must be done with a degree of
regularity and that assessment does not always have to be a formal written work, but can
be how well students answered questions or how well they completed the do now at the
opening of the class. I have found through all of this that student assessment comes in
many shapes and forms and is not limited to a paper and pencil test or a creative project
and so forth. Rather assessment can be something as simple as noting that a certain
86
Seton Hall University
Spring 2013
number of students where unable to answer this question in class or a select student had
trouble making a real connection to the lesson. All of this information is speaking to you
as the teacher and is telling you how well your students are learning. The implications far
extend just the class you have now, but will have repercussions on future students, as you
should be reflective of your work and how you plan and implement lessons, in respect to
what you could do differently and what your strengths and weaknesses where in this unit
or lesson. So that if your students do not do as well as you hoped your immediate thought
should be what could I have done differently, not to go right along and just blame the
student or blame the time of year or the subject matter, but rather look at your work first
and foremost.
If I where afforded the opportunity to teach this unit again I would have allocated
more time to instruction then I did. In this unit we needed to move rather quickly do to
the time constraints of the TWS and the fact that my student teaching involved five other
classes. While we spent more time on the unit then I had originally planned for I would
have allocated about three or four more class periods for this. I believe this would have
allowed for us to address some of the objectives more in depth while also allowing us to
spend more time on some of the highlight lessons. This in turn I believe would have
produced increased student learning more so then we had seen.
Aside from allocating more time to the unit I would have incorporated one or two
more formative assessments, maybe a quiz or a small reflection paper, so that I could
identify to a greater extent student strengths and weaknesses. This would have ultimately
lead to increased student learning, I believe, because the results of these formative
assessments could have been incorporated with the other formative assessments given
during the unit. Specifically if I could have administered assessments based on some on
the objectives directly I believe this would have lead to increased student learning.
In addition to concrete formative assessments I would have also taken more
detailed notes pertaining to student performance of learned skills and application of new
knowledge and used these as informal assessments, with a higher degree of rigor.
Specifically I would have recorded which students did well and where successful in
answering and completing the opening lesson do now’s as well as detailing in greater
depth student participation. With these measures I believe I could have determined with a
higher degree of accuracy students strengths and weaknesses in respect to unit materials.
While it is often the case where we believe that more data is always beneficial, it is even
more so paramount that this data be correct and meaningful. So with this in mind I would
have not only taken more detailed observations and notes for informal assessments, but I
would have also created a rubric for this data, so that I could easily quantify it and hence
measure it.
It is only natural that with hindsight we would have adjusted our procedures and
methods and ultimately changed or modified our approaches, but with this it is also
important to keep in mind that knowing this now can also serve a greater purpose in the
future for both myself and my cooperating teacher. With this knowledge I know that if I
had to ever teach this unit again I would do some things differently, but I would also keep
a lot of the approaches and methods the same. For my cooperating teacher she could
ultimately decide to use this as well as either a new method or approach to teaching the
subject, or in determining what and how worked. Ultimately the lesson here is that no
matter what you do as a teacher you should always reflect on it, even if everything went
87
Seton Hall University
Spring 2013
smoothly and student learning was great and evident, there is always something you can
reflect upon and decide whether or not to change. We as educator need to keep in mind
that learning never stops, and as teachers we can learn from a variety of resources, but the
most important one is to learn from our own reflections.
While I do believe whole-heartedly that reflection is an attribute that is very
necessary to be an effective teacher in the 21st century, I am finding that being reflective,
like most anything in this profession, comes with a great deal of practice. As it stands
today I am a much more reflective teacher then I was 14 weeks ago, however I know now
that even after this experience I am still not able to be the most reflective individual. That
is not to say that I will never be highly reflective, rather this is my ploy that reflection
takes time to develop, just like assessment writing and classroom management. So with
all this in mind I would say that my performance could have plausibly impacted learning
in my students. I believe my performance could have impacted their learning in several
ways, including some obvious notions.
First, I believe that my background allowed for a very smooth transition into
teaching, as I have been coaching professionally for over 6 years now, and have even
considered making coaching my career. So with this smooth transition I feel that I came
into this experience with more then the average student teacher would, especially in areas
of motivation, student understanding, and communication. With this experience and
knowledge I seamlessly transitioned from observer to teacher and with very little lag.
This definitely played a role in impacting student learning, wherein I came in with all the
tools to effectively work with students, so I could focus more so on learning other aspects
of the profession. The summative result here is that I was able to utilize my prior skill set
in the classroom and ultimately was able to impact learning from the very beginning. As
a coach motivating young people is something that you have to be great at, as it can make
the difference between winning and loosing. So with 6 years of motivational experience I
was able to adapt these skills to the classroom with ease. While my methods may have
been different the knowledge and foundation was present, so much so that I found it
easier to motivate students then my own athletes.
I would also like to believe that the variety of lessons and formative assessments
throughout the unit also contributed to student growth and impacted student learning. As
someone who was educated in middle school by teachers using similar, if not identical,
methodologies I feel that variety of instruction is important to the development of student
growth. Using the same lecture and lab style day in and day out certainly has its own
merits, but in varying instructional approaches I am able to provide my students with
much more diverse and detailed lessons, while still teaching the content. I would attribute
this skill from my courses at Seton Hall this year, wherein we learned about the
importance of varying instruction and assessment, so that students will be further
motivated and engaged.
In addition I have also found through my own reflections as well as the
evaluations and observations of my supervisor and cooperating teacher that I have a high
level of student engagement. I believe that the best teachers are those who can and do put
themselves in the students’ seats, and who can reach them on their level. With this ability
and aptitude to engage students on their level I feel that I definitely impacted student
growth and learning. While engagement may seem like a natural attribute one would
assume all teachers need to have I have found teachers who lacked this skill. And in
88
Seton Hall University
Spring 2013
general these are the teachers who could not reach students and ultimately failed to
produce growth. Throughout our education we can all recall a favorite teacher or a few
select teachers we will always remember, and my thought was that those where the
teachers who really made a difference. And with this knowledge I felt that being an
engaged and on level teacher would serve my students best, rather then a good content
teacher who lacked the skill set to reach students.
Finally, I believe that my passion for the subject matter and content helped
promote and produce student learning. While it is no secret that I have a deep affinity for
the sciences I wanted to make sure that this was communicated to my students. This
passion helped produced the desired outcomes of this work sample, because students, in
my opinion, understood and recognized my passion for not only education, but for
science education. And it is through this I feel that I made an impact in student learning.
I have reiterated this time in again that as teachers we ourselves are students, who
have committed to a lifetime of learning and education. As teachers learning never stops
and as such we need to be embracive of this steadfast truth. With this in mind I have set
several goals pertaining to learning for myself as a result of this experience, goals that I
feel will not only make me an optimal, effective and formidable teacher, but also are
goals that will contribute the consistent improvement of myself and my skills.
The first goal I have set for myself is to be a reflective teacher consistently and
continuously, one who looks at his work daily and assess the strengths, weaknesses and
general merit of the lesson, unit and all other parts of the instruction. We have talked
about teachers and their need to be reflective of their own work, and from this we know
that good teachers never blame anyone else when students fail to meet the goals and
objectives. Rather a good teacher is one who looks at themselves first and foremost and
places the blame fully on themselves when students do not demonstrate learning. With
this idea of being a good, reflective teacher comes not only the down fall when students
fail to meet goals and objectives, but also comes with the trumpets and tribulations when
students succeed and learning is evident.
With this first goal I hope to discover my own strengths and weaknesses in the
classroom and in my design of instruction of my own accord. Meaning that I will reflect
on these attributes with out the aid of a supervisor or cooperating teacher prompting me.
This is a two-fold goal as being reflective is a fine attribute for a teacher to have, and one
that needs to be more evident in the profession. But along with this reflection comes
implementing the changes you feel you need to make. So with this my goal is to not only
be a strong reflective teacher, but a teacher who takes these reflections and implements
the changes necessary to better teach. We often find that a lot of things in life go hand in
hand, so knowing and identifying the problem is one component but making a real
change is what is the ultimate and summative goal of reflection.
My second professional learning goal pertains to remaining true to my philosophy
of education, in which I believe a teacher never stops learning. While it is important to
use your own personal and professional reflections as learning tools, other such tools
exist and should be considered. For instance, throughout my experiences I have found
that teachers can learn from students, other teachers, and administrators in addition to
themselves. I have partaken in several professional developments all of which pertain to
increasing knowledge of methodology as well as subject matter. This is especially critical
in the field of science, wherein what may be the general concensious today will be
89
Seton Hall University
Spring 2013
incorrect or insufficient knowledge tomorrow. In the field of science so much is changing
as technology is evolving and we have learned so much that our understandings have
changed greatly in just the last century. Being aware that science is a dynamic and
evolving field of study is key to the science teacher of the 21st century, who in addition to
remaining current with new thoughts and studies must also be apprised of the latest and
emerging technologies.
So with this my goal is not only to be the best teacher I can be, but the best
science teacher I can be by learning and studying the latest thoughts, theories, research
and so forth. In making a commitment to being a good teacher I would also make the
commitment to be a good science teacher, one who is knowledgeable of the content and
understands the changing landscape that is the scientific community. I hope that by
demonstrating my commitment to being a lifelong learner that my students themselves
will be motivated by this profound thought and become dedicated to continuing their
education past my classroom and into college. I know that at this point in my life I do not
have all the answers nor do I understand every single part or aspect of science, but I hope
in the next 10, 15, 20 years I can say I have progressed and that I still have this affinity to
continuing my education then as I do now. Learning never stops, we all know this, but
putting it into practice is the key.
Time and again I have said in this work sample that being a reflective teacher is a
great attribute, but the true challenge is in implementing the needed changes to your
practice. For instance, during my evaluations by both my cooperating teacher and faculty
supervisor I have learned that one area of minor weakness in my performance is time
management. Now, as a new teacher when you think of time management almost any
situation can come to mind, such as too much time on task, too little attention to the class
length and so forth. So what I began to do was chart my time after each lesson, noting
specifically how long it took for lesson dissemination, instructions, directions, transitions
and so forth and would seek responses from my cooperating teacher. And as a result of
these undertakings I found that my time management in the classroom improved
drastically, which lead to an additional gain that I had not foreseen, specifically in respect
to classroom management.
Being reflective and implementing the needed changes is certainly an area that I
know I will continue to improve upon and consistently monitor for the span of my career
in the profession. This improvement of reflection will begin with constructing and
continually utilizing the skills learned in this TWS, specifically as it pertains to reflecting
on student growth and student learning. I plan on spending my first years in the
profession creating a method that allows for analysis and monitoring of student learning
in measureable means, wherein I can reflect upon not only the subjective observations of
the class, but also the measured reaches of student learning. In doing so I feel that I will
be the reflective teacher I want to be and will be able to have the needed evidence of
student growth and diminish.
I would also like to formulate a method of reflecting on these measurements
wherein the summative goal is to have a means of seamlessly integrating the findings of
the data and the reflections into the classroom. With this method I believe I will be able
to create a clear approach to being a continuously reflective teacher. In addition I would
also like to implement a system in my own classroom of student reflection, wherein the
students can provide me with their own feedback as to their feelings of the instruction
90
Seton Hall University
Spring 2013
and assessments. With this I believe that I can become the reflective teacher I want to be
in the future.
As part of my professional growth plan, specifically as a science content teacher, I
would like to improve and build upon my formal education. A part of this will begin next
fall as I continue my studies in the masters program at Seton Hall, but I would also like to
find a program to build on my science education. I plan to spend the next few years
broadening my science education in the fields of biology, chemistry, physics and physical
science so that I can be the most well-rounded science educator I can. This will begin
with professional developments, workshops and ideally culminate in attaining additional
degrees in the science fields.
A large part of the reason why I wanted to be a teacher is because I always had a
deep seeded affinity for learning and the classroom environment. As a strong believer in
the idea that learning never ends I would like to continue my education to the greatest
extents I can, which may mean formal and informal training in different areas. While
science as a field may be vast I hope that over the next 5 years I can develop a deeper
understanding of the subject and therefore become a well educated educator. I believe
this will open many doors in terms of professional growth as well as create a classroom
environment of diverse and profound scientific education.
Learning never ends and “be the change you want to see in the world” (Gandhi)
are two very important motivational ideals I hope to define my career by. As I do
strongly believe that change begins with each of us and we ourselves have the power to
change the world everyday. But as teachers we have a calling to change the world in even
more profound ways then politicians, doctors or other leaders. We are educating the
future and we are all capable of making a difference in this world. When we where asked
to construct our philosophy of education, we were told to find the real reason we became
teachers and to avoid the typical responses. However, my response from the beginning
has always pertained to changing the world and as a teacher I believe the power to make
changes and cultivate a great generation is in our hands. We have the tools and the means
to impact and make a difference in our world and it is the time to implement these means.
91