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Teacher Work Sample: 5th Grade Science Analysis

This document is a teacher work sample that analyzes a science unit taught to a 5th grade class. It includes consideration of contextual factors, determining learning goals based on standards, planning assessments before, during and after instruction, and planning the science unit. The teacher administered pre-assessments, revised lessons based on results, and analyzed student learning toward goals after instruction using charts. Analysis showed overall class success, comparisons between boys and girls, and two individual students' success levels. The teacher reflected on successful strategies used and areas for improvement.

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66 views2 pages

Teacher Work Sample: 5th Grade Science Analysis

This document is a teacher work sample that analyzes a science unit taught to a 5th grade class. It includes consideration of contextual factors, determining learning goals based on standards, planning assessments before, during and after instruction, and planning the science unit. The teacher administered pre-assessments, revised lessons based on results, and analyzed student learning toward goals after instruction using charts. Analysis showed overall class success, comparisons between boys and girls, and two individual students' success levels. The teacher reflected on successful strategies used and areas for improvement.

Uploaded by

api-396973326
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Runninghead: TEACHER WORK SAMPLE 1

Teacher Work Sample:

Analysis of Student Learning

Serena Augustin

University of Alaska Southeast

In partial fulfillment of of the requirements of

ED 688-J02 Student Teaching

Submitted April 17, 2018

Runninghead: TEACHER WORK SAMPLE 2

Abstract

This is a Teacher Work Sample that has been prepared as documentation of a

science unit I taught to a 5th grade class during my time as a student teacher. It

includes the process I went through to prepare the unit, starting with my consideration

of the contextual factors of the class which included the community, district, school

factors, students, and the instructional characteristics. From there, I determined the

learning goals for the unit based on the national and state standards, and summarized

how students would show their understanding using multiple levels of Bloom’s

Taxonomy, making sure to include scaffolding. The next step I took was to determine

how I would assess my students before, during, and after the unit was taught, using

multiple methods of assessments. I then used the information from the first three steps

to plan my science unit. All learning activities centered around the learning goals and

assessments, which were based on standards I had chosen. Once the unit was ready, I

administered the pre-assessments and revised the lessons to fit the needs of my

students based on the student’s scores. After the unit was taught, I organized the

information into charts to analyze student learning toward the learning goals set forth in

the beginning. Based on the charts that were made, I analyzed the whole class

success, compared boys and girls success, and compared two students and their

differing levels of success. Upon reflection of the unit, I recounted successful

instructional strategies that I used to increase student learning, while also identifying

areas where I could improve as an educator, both with instructional strategies and with

professional development.

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