Teacher Work Sample - Concordia University-Nebraskawp.cune.org/loganwaggy/files/2013/01/Teacher-Work-Sa… · Web viewExplain the word Nationalism within the context ... On the

Teacher Work Sample – Electronic Submission Document

IntroductionStudent Teacher ______Logan M. Waggy_______Cooperating Teacher ______Ron Mimick___________School ___Aquinas High School_______

Context of TeachingMy work sample will be done in freshman U.S. History (1865-present). The Unit for the

work sample will be Chapter 6- World War One. The class consists of 18 students. There are twelve boys and six girls in the class. Even with the disparity, the class typically runs smoothly without much disruption. There are three boys that I have to always have an eye on. They mainly talk, but once in a while one boy will go over the line. I have not had much disciplinarian issues with this class. They are great students and I am truly blessed to have my first student teaching experience be with them. They respect me and each other. As with any classroom, accommodations must be met for a few students in the general instruction. For Zach, I give him the packet of notes for each chapter instead of having him write down the notes like I do with the other students. This helps him stay on top of the note taking. With this group of students, I have found that repetition is the key to their success. I find ways to integrate and review information we have already discussed every day in my lessons. This keeps the information fresh in their minds. I include pictures and videos/clips in all my presentations to reach the visual learners. I also expand on note taking by presenting the notes in Prezi. Having students write down the information before, during, and after the presentation gives them mental reps of the information being taught.

I have as much leeway as a student teacher could ask for with lesson planning. The one thing that Mr. Mimick asked of me is to follow his notes on the chapter. He had all the reading quizzes and tests made out for me. However, he gave me the freedom to add on or take any content off of them. I found myself adding on to most of the tests. The reading quizzes I left alone. The reading quizzes served two purposes. The first was that they made sure that the students would have reading homework. The second provided a way to identify the students that made an effort, and those that did not in doing the work.

It is important to note that in this unit there was multiple snow days involved combined with Girl’s State Basketball, which warranted an early release. There were four total days off during the unit. Lessons were modified and pushed back. Student progress was ongoing and slow paced due to catching up. However, the work sample still gives ample evidence of student progress and lessons designed best for individual learning.

Understanding by Design Stage One

Stage 1 – Identify Desired Results

Established Goals:• SS 12.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.

• SS 12.4.5 (US) Students will develop historical research skills.

• SS 12.4.2.a (US) Analyze and evaluate the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history in the United States (e.g: World War I: Woodrow Wilson, League of Nations)

SS 12.4.4.d (US) Analyze and evaluate multiple causes and effects of key events in US history (e.g., World Wars I and II, Korean Conflict, CubanMissile Crisis, assassination of political leaders, Vietnam Conflict, Middle East Peace Efforts, 9/11 and other acts of terrorism)

SS 12.4.3.a (US) Analyze and evaluate how multiple perspectives facilitate the understanding of the full story of US history (e.g., Immigration, early 20th Century African American leaders, World Wars, international trade agreements, women’s rights)

What understandings are desired?Students will understand that.

Social & Economic issues play integral roles in the formation of wars.

Wars can affect not only the domestic landscape, but the world landscape as well.

Topical

World War One was caused by many social and economic reasons.

World War One was the first modern war that spurned global change from the 1920’s to the present day.

Technology shaped World War One in how it was fought.

Why devastation and war to happen in the world.

What essential questions will be considered?

Overarching

What is Nationalism?What is Revolution?

Topical

What changes did the war create in the world?Why did countries create a World War?What was the United States role in the War? Why does war occur on earth?

What key knowledge and skills will students acquire as a result of this unit?Students will know. . . Students will be able to. . .

Students will know the causes of World War One.Students will know U.S. role in World War One. Students will know the new technology involved in World War One.Students will know the effects World War One had on the global stage.

Pre-Assessment

Name_______________________________

PRETEST

1. ________________ Who was the president during World War one?

2. ________________ On what continent was World War one mainly fought?

3. ________________ What weapon accounted for most of the deaths in WW I?

4. ________________ Who’s assassination brought about World War one?

5. ________________ Who was Americans main enemy in World War one?

Analysis and reflection on pre-test results found in the attached copy labeled, “Chart”.

Stage 2 – Determine Acceptable Evidence

What evidence will show that students understand?Performance Tasks* (summary in GRASPS form):

G- Your goal is to be able to explain in 2-3 paragraphs the cause and effect that World War One played on the World Stage.

R- You are a historian being interviewed by the history channel for a documentary they are airing on World War One!

A- The audience is comprised of people of the ages from 15-31.

S- The interviewer asks you to give your own overview of World War One. (In your own words)

P- You will need to be able to explain, in your own words, the overview of World War One.

S-You will need to explain your overview with 2-3 paragraphs which include

the following items: Causes of the Great War, the central and Allied powers involved, two significant battles, causes of U.S. involvement, life on the Home front, propaganda’s role in the war, the aftermath of the War.

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):

Pre-Test Two Reading Quizzes (276-290) (292-304) WW1 Quiz Paper (All Quiet on the Western Front) Observe “Reasons for War” Activity Test

Student Self-Assessment and Reflection:

What was the most intriguing or exciting activity or discussion during this unit for you?

What was the most difficult or boring discussion or activity during this unit for you?

How may I improve the unit to assist your learning?

Post-Assessments (Reading Quizzes, Paper Rubric, WW1 Quiz, WW1 Test)

Name___________ All Quiet on the Western Front Paper Rubric

1 page typed (no longer than 14 point and spaced 1.5) paper on the film “All Quiet on the

Western Font”.

Total____/50 points ________%

1 ______ 10 points Neatness and Organization.

1. Neat and easy to read and find information. Quality time taken to

do the project.

2 _______ 10 points Overall message of the film.

2. What is the overall message the film is trying to convey?

3 ________ 20 points Supporting points to the overall message.

3. Give at least 5 examples or ways the film attempted to get the

message across. (LIST or MAKE NOTE OF)

4 _______ 10 points Spelling and Complete sentences.

Name_______________________ Wilson & World War 1 Reading Quiz 276-290

Matching

1. ____________ Name of World War I before there was a World War II.

2. ____________ A feeling of pride and loyalty in your own ethnic people and language

3. ____________ Where the assassination of Arch Duke Ferdinand took place.

4. ____________ Germany and Austria were known as the ______powers.

5. ____________ Britain, France and Russia were known as the ___powers.

6. ____________ The USA tried to favor neither side, this is known as…

7. ____________ Who was the American President during World War I?

8. _____ German and Austrian armies fought what allied power on the eastern front?

9. ____________ The front in France was called what?

10. ____________ The Germans were stopped outside of Paris in what battle in 1914?

11. ____________ The area between the trenches was known as?

12. ____________ When neither side could win a victory is a

13. ____________ British liner that was sunk with the loss of 128 American lives

14. ____________ Name of the German note trying to get Mexico to fight the USA

15. ____________ Germans sank what type of American ships to stop war supplies.

Great War Bismark note Russia Houstion Nationalism

The Bijow river AL Kylesi Lusitania Betterman Zimmerman

Western Sarajevo Neutrality

Southern Allies The Marne

Woodrow Wilson No Man’s land Stalemate

Checkmate Merchant Central

Name_____________________ Wilson & World War 1 Reading Quiz 292-304Matching

1. ____________ Name of the board that controlled production of war materials in the

USA.

2. ____________ Used to influence peoples’ opinions about the war.

3. ____________ Slang name for the Germans.

4. ____________ Law that tried to crack down on expressions of opinion about the war.

5. ____________ What major event happened in Russia in 1917?

6. ____________ This weapon was used to protect advancing troops.

7. ____________ Most horrible weapon of the war that choked and blinded soldiers.

8. ____________ Weapon that caused the most deaths during the war.

9. ____________ Air battles between planes were called what.

10. ____________ A person who shot down 5 enemy planes was known as an:

Deuce Machine Gun Catfight

Dr. Robert Mekoitall Sluices Ivan Rodriquez

Propaganda No man’s land Slimy Krauts

Tattletale law Communist Revolution Dogfight

Ace Huns Sedition Act

Planes Submarines Tanks

Poison Gas Over the top Backfire

War Industries Board Materials Board Total Victory

Name_______________________ WW I Quiz (Post-Assessment)

Matching

1. _____ Serbia A. He was the first communist leader of Russia.

2. _____ Sarajevo B. The US media favored this side in the early war reporting.

3. _____ Nationalism C. This country sided with the allies despite a treaty with Germany.

4. _____ Lenin D. Austria-Declared war on this small country.

5. _____ Paris E. A liner sunk with the loss of 128 American lives.

6. _____ Ottoman F. When people of the same ethnic background wanted a nation.

7. _____ Britain G. This old Arab empire sided with Germany.

8. _____ Lusitania H. Germany tried to capture this city to end the war quickly.

9. _____ Italy I. This city is where Archduke Ferdinand was killed.

10. _____ Power J. The want of this was another fuel for the war.

Short Answer

11. ____________ Name the European country that was the main enemy of USA.

12. ____________ What major event happened in Russia in 1917.

13. ____________ Weapon that caused the most deaths during the war.

14. ____________ A person who shot down 5 enemy planes was known as an:

15. ____________ On what continent was World War one mainly fought?

16. ____________ Who was the American President during World War I?

17. __________ German and Austrian armies fought what allied power on the eastern

front?

18. ____________ The Germans were stopped outside of Paris in what battle in 1914?

19. ____________ Name of the German note trying to get Mexico to fight the USA

20. ____________ Who was America’s main enemy in World War one?

Name________________________________ WW I Test

Multiple Choice

1. _____ The spark that started the war was:a. the killing of a Serbian nationalist by Ferdinandb. the killing of a German prince by a Serbian nationalistc. the killing of an Austrian Archduke by a Serbian nationalist

2. _____ The US senate failed to pass the Versailles treaty becausea. The men of German descent voted against itb. The possibility of dragging us into future warsc. Democrats voted against it

Matching

3. _____ Serbia A. He was the first communist leader of Russia

4. _____ Sarajevo B. The US media favored this side in the early war reporting

5. _____ Nationalism C. This country sided with the allies despite a treaty with Germany

6. _____ Lenin D. Austria-Declared war on this small country

7. _____ Paris E. A liner sunk with the loss of 128 American lives

8. _____ Ottoman F. When people of the same ethnic background wanted a nation

9. _____ Britain G. This old Arab empire sided with Germany

10. _____ Lusitania H. Germany tried to capture this city to end the war quickly

11. _____ Italy I. This city is where Archduke Ferdinand was killed

12. _____ Power J. The want of this was another fuel for the war

List three Allied powers

13.

14.

15.

List three Central Powers

16.

17.

18.

Short Answer

19. _________________ Slang name for the Germans.

20. _________________ What major event happened in Russia in 1917.

21. _________________ Weapon that caused the most deaths during the war.

22. _________________ A person who shot down 5 enemy planes was known as an:

23. _________________ A feeling of pride and loyalty in you own ethnic people and

language

24. _________________ Who was the American President during World War I

25. _____________ The Germans were stopped outside of Paris in what battle in 1914?

26. _________________ Name of the German note trying to get Mexico to fight the USA

27. _____________ Germans sank what type of American ships to stop war supplies.

28. _______________ What nation did Wilson sent troops into before World War I?

29. ________________ What year did the United States enter the war?

30. ________________ What language course was dropped from American schools?

31. ________________ In what year did the war end?

32. Explain why prices farmers received for their crops went up during World War I.

33. Explain the word Nationalism within the context of this chapter.

34. Explain the word Revolution within the context of this chapter.

35. Explain how World War One started with a sandwich?

36. (8 points) You are a college professor. You are asked to do a show for the history channel

dealing with World War 1. Give an overview of World War 1. The overview should be 2-4

paragraphs. Your overview should include the following:

Causes of WW1, warfare, technology in the war, the teams (Central & Allies), the role the U.S.

played in WW1, the end of the war, the aftermath, Wilson’s 14 points, and League of Nations.

Lesson Plans

Student Teacher: Logan Waggy Grade Level: Freshman Date: 2/26/2013State Standard: Not Applicable Subject: US History Name of Lesson: The Ground Game Period / Time: 10:23-11:47

I. Goal: Reading Quiz #1 (276-292)/ Grade

Required Adaptations/Modifications:May give time at the beginning of class

Prezi Notes (Ground War & Technology)Introduce All Quiet on the Western Front & Paper

to study for quiz. (2 min)

II. Objectives:STWBAT draw a typical WW1 battlefield!STWBAT give two major technological inventions that changed modern warfare!STWBAT give examples of everyday life in the trenches!

Required Adaptations/Modifications:none

III: Faith / Values Integration:Why are war and other such atrocities a part of the world?

Required Adaptations/Modifications:May not have time for the discussion. May need to push the discussion to Wednesday or Thursday.

IV. Integrated Technology:Prezi (online) All Quiet on the Western Front (Movie)

Required Adaptations/Modifications:If technology is down, I can lecture without the Prezi notes and hold longer discussion activities instead of movie.

V. Materials:18 copies of the Reading Quiz18 copies of the Paper Rubric

Required Adaptations/Modifications:Make 20 copies of each, for extras. Students loose papers all the time!

VI: Procedure:

A. Set / Hook: Reading Quiz/GradeI give them 15 to 20 minutes to take the quiz. We will grade the quizzes in class. Each student grades their own. They are to always have one writing utensil of a different color from the one they used for their quiz to grade. This helps me monitor any cheating.

B Transition: On the last question I tie the answer into what the day’s lesson will be talking about. This allows me to have a Segway into the next item on the day’s agenda.

B. Main Lesson: Prezi Notes Prezi is a slide based online program I use to teach the content of the units. Today’s lesson consists of two slides which include the ground war of WW1 and the technological advances of WW1 with weaponry and warfare. I include two videos on the machine gun

Required Adaptations/Modifications:Be Flexible! Some aspect may take longer as expected. Goal is to have 20 minutes of the movie showing at the end of class. Quiz/grading should take, at the longest, until 11:00.Prezi/Lecture from 11:00 to 11:20Introduce movie from 11:25-11:40Conclusion from 11:41-11:47

Times may vary. Remember to be flexible!

in this lesson. One video is a history channel segment explaining the invention of the machine gun. The second video gives a real/modern day example of a man shooting a WW1 machine gun. This sparks student interest.

C. Transition: I transition from the notes to the introduction of the movie, All Quiet on the Western Front. During this transition I will explain the rubric for the paper as well.

I tell them that the notes only mean information you need to know. The movie will give you a depiction of the things we are talking about.

E. Conclusion: The last 5 minutes of class I shut off the movie and take any questions or interesting things the students took away from the movie in regards to the warfare or everyday life of a soldier in WW1.

VII. Assessment:Reading QuizCheck for Questions of Understanding throughout the Prezi Notes and use pauses in the movie for questions or comments.

Required Adaptations/Modifications:Always set Brendon and Abbey up for success with questions!

VIII. Assignment:Reading Quiz for Thursday. No assignment for tomorrow

Required Adaptations/Modifications:

IX. Self-Evaluation:The lesson went really well. I got through all my goals for the day, without interruption. The reading quiz/grading was done early so I could lecture and talk a little longer than I originally planned, which was great!

Introducing the video and the rubric took longer than expected. The students had numerous, but great questions in regards to the requirements for the paper. Once we got

X. Coop’s Comments:

See Summary on last lesson plan.

through what was required of them, they had about 15 minutes to watch the movie.

Watching only 15 minutes definitely puts me in a bit of a time crunch to get the movie done. The movie is around 3 hours long. So, we have work to do to get through the entirety of the movie in slightly less than two weeks.

I could not get to the discussion involving God/war.

Still on par to finish the unit by next Friday!

Student Teacher: Logan Waggy Grade Level: Freshman Date: 2/27/2013State Standard: SS 12.4.4.d (US) Analyze and evaluate multiple causes and effects of key events in US history (e.g., World Wars I SS 12.4.3.a (US) Analyze and evaluate how multiple perspectives facilitate the understanding of the full story of US history. Subject: US History Name of Lesson: Reasons for War Period / Time: 10:23-11:47

I. Goal: Reasons for War ActivityPrezi NotesContinue the movie, All Quiet on the Western Front

Required Adaptations/Modifications:May not get to notes or the movie. Depends on the time it takes for the activity.

II. Objectives:STWBAT explain the reasons for the United States going to


war in 1917. STWBAT explain two things that Americans on the home front had to deal with during the war. STWBAT build understanding of everyday for a soldier in WW1. III: Faith / Values Integration:Why are war and other such atrocities a part of the world?

Required Adaptations/Modifications:May not have time for the discussion. May need to push the discussion to Thursday or Next Week. (No School Friday)


Required Adaptations/Modifications:If technology is down, I can lecture without the Prezi notes and hold longer discussion with the class activity instead of movie.

V. Materials:18 copies of the Class Activity worksheet4 copies each of the 8 data samples (Activity)

Required Adaptations/Modifications:Make 20 copies of each, for extras. Students loose papers all the time!

May print off all the samples for each student as well.

VI: Procedure:

A. Set / Hook: Youtube ClipThe clip is from BBC explaining and showing video of the US entering WW1. The clip explains that the US soldiers were the best soldiers in the war at throwing grenades because of their background throwing baseballs! This sparks student interest because it is something they can relate to.

B Transition: I transition explaining that there are multiple reasons for the US to enter any war. The class will go through in groups and examine 8 data samples that may or may not give reasons for going to war.

B. Main Lesson: “Reasons for War” Activity The activity consists of 8 data samples for the students to examine. These samples range from a copy of the Zimmerman telegram to quotes from President Wilson. I divide the students into 4 groups. There will be groups of 4 to 5. I determine them by making cards lettered from A-D. I greet them at the door at the beginning of class and hand them a random letter. I tell them it is their

Required Adaptations/Modifications:Be Flexible! Some aspect may take longer as expected. Goal is to have 20 minutes of the movie showing at the end of class. “Reasons for War” activity should take, at the longest, until 11:10.Prezi/Lecture from 11:10 to 11:25Introduce movie from 11:30-11:40Conclusion from 11:41-11:47


ticket into class. Each student will then go to the desk that matches their cards. The activity involves me giving them 5-10 minutes at each “station” or “date sample” to read and discuss in their group to come up with 3 things: Hypothesis for war, supporting evidence from the sample, any refuting evidence from the sample. Each student in the group must have a worksheet completed with all data samples.

C. Transition: I transition from the activity to the prezi notes & movie, All Quiet on the Western Front. I explain that there are multiple reasons for going to war. Whether right or wrong, the reasons remain the same. It is up to the student to decide for themselves what to believe.

E. Conclusion: The last 5 minutes of class I shut off the movie and take any questions or interesting things the students took away from the movie in regards to the warfare or everyday life of a soldier in WW1. I’ll tie in the movie to the activity and prezi notes as well.

VII. Assessment:Check for Questions of Understanding throughout the Prezi Notes and use pauses in the movie for questions or comments.

Observations of student thinking throughout the activity is a must.


VIII. Assignment:Reading Quiz for tomorrow, Thursday.

Required Adaptations/Modifications:

IX. Self-Evaluation:This class was top 3 lessons of ST 1! However, I did not get through 2/3 items I wanted to. We did not get through the prezi notes or the movie at all.


See summary on last lesson plan

The activity went extremely well. Each group’s discussion was excellent! My student teaching supervisor was also in attendance during the period.

As I explained to him during the class period, I am just letting them get through the activity at their own pace because the discussions are great! Each group got through 3 to 4 samples out of 8, which means that I have to be extremely flexible. This means that the prezi notes and the movie will be moved back to Thursday. Thursday will be a day of finishing up the activity and getting to the originally planned prezi notes and movie time.

Student Teacher: Logan Waggy Grade Level: Freshman Date: 2/26/2013State Standard: SS 12.4.4.d (US) Analyze and evaluate multiple causes and effects of key events in US history (e.g., World Wars I SS 12.4.3.a (US) Analyze and evaluate how multiple perspectives facilitate the understanding of the full story of US history. Subject: US History Name of Lesson: Reasons for War Con’t Period / Time: 10:23-11:47

I. Goal: Reading Quiz #2 (292-304)Finish Reasons for War ActivityPrezi NotesContinue the movie, All Quiet on the Western Front

Required Adaptations/Modifications:No study time for quiz. Time Constraints.

II. Objectives:STWBAT draw their own conclusions as to why the US entered WW1!STWBAT explain the role propaganda played in WW1.STWBAT will continue to build their own understanding of life in war from the movie.


III: Faith / Values Integration: Required Adaptations/Modifications:

Why are war and other such atrocities a part of the world? May not have time for the discussion. May need to push the discussion to the end of unit to wrap WW1 up.


Required Adaptations/Modifications:If technology is down, I can lecture without the Prezi notes and hold longer discussion activities instead of movie.

V. Materials:18 copies of the Reading Quiz #21 copy of Reading Quiz #1, paper rubric, map sheet, for Matt Kindler. (Sick Tuesday, Wednesday)

Required Adaptations/Modifications:Make 20 copies of each, for extras. Students loose papers all the time! Students may be gone from days before.

VI: Procedure:

A. Set / Hook: Reading Quiz/GradeI give them 15 minutes to take the quiz. We will grade the quizzes in class. The goal is to get through the quiz and grading by lunch dismissal. This allows me to set up the “Reasons for war” activity during lunch.

B Transition: Get the students back into their original groups for the activity.

B. Main Lesson: “Reasons for War” Goal is to get through the rest of the data samples for each group and have a 5-8 minute discussion to wrap up the common themes they picked up on in examining each data sample.

We will then move on to go over the Prezi notes that were supposed to be done yesterday (Wednesday).

Once caught up on Prezi, we will watch a bit of the movie for the last 15 minutes or so.

C. Transition: I use a quick transition to the conclusion by asking a question of understanding that covers the overall content from the activity and what they have learned in the prezi and from the movie.

E. Conclusion: The last 2-3 minutes of class I lead them in a short discussion over the question for understanding: From the activity, prezi notes and movie, what have you taken away from WW1 so far?

Required Adaptations/Modifications:Be Flexible! Some aspect may take longer as expected. Goal is to have 20 minutes of the movie showing at the end of class.

Modified class schedule due to School’s early release (State B Ball):

10:37-11:03- LunchDismissed at 11:47

Quiz/grading should take, at the longest, until 10:37.

Finish “Reasons for War” from 11:03 to 11:20.Continue movie from 11:22-11:40Conclusion from 11:41-11:47


VII. Assessment:Reading QuizCheck for Questions of Understanding throughout the Prezi Notes and use pauses in the movie for questions or comments.

Observing and leading them to more discussion answers during the activity is useful for checking understanding as well.


VIII. Assignment:WW1 quiz is pushed back to Monday.No assignment for tomorrow due to State Basketball.

Required Adaptations/Modifications:If Girls win, they will play Friday morning so there will not be school. If they lose, then school will be in session on Friday. However, I have Caleb workshop on Friday. So, Mr. Mimick will lead them with the movie.

IX. Self-Evaluation:For being a crazy week and testing my limits of flexibility in teaching, this period was successful.

The reading quiz was done by lunch time. Freeing up more time for the class and I to get through the “Reasons for War” Activity.

Once back from lunch, the students were quickly divided back into their groups and we got through the activity, at 11:40! I could not believe how great the discussion this activity brought out in the students. They were having great sophisticated debates with each other as to the reasons the US went to war.

I found myself battling inside because I wanted to cut short their discussions so we could get to the other content as well, but in the end I decided that the learning process was in full force through the last half of this activity that I let it go to the end of class as well.

With the early release, I dealt with more behavior problems


Logan has done well in hisstructured flexibility and in leading the class towards thestated goals.

His engaged low key approachis always one step ahead of thestudents and he keeps them onTask.

He does a nice job of being readyevery day to teach.

He also helps all kids along bykeeping all students involveddaily.

Ron Mimick

than normal. I was constantly battling the chatter during the activity. Some groups were doing great with their discussions, but others were chatting about other things outside the classroom. To keep them on task I would stop the activity and ask them to get back to task. This occurred 3 times throughout the last half of class. Finally, one student pushed it to the limit and I had to write him a demerit. Once I did this, the remainder of the class went great as far as behavior. Everyone stayed on task to the end.

From a goal standpoint, I did get through the prezi notes or movie time that was supposed to be done on Wednesday. So now I am two days behind in that aspect. However, I feel that these students have learned so much during the two day activity that it was actually successful!

Now, I have to lecture longer next week to get the test in on time before I leave for Student Teaching Two.

Reflection

Student Learning Progress

1. Analyze student learning progress from the pre-assessment to post-assessment. What conclusions can you draw from whole class as well as individual results? Use data to support your conclusions.

(Can be found in the attached copy labeled, “Chart’.)

2. Were the unit objectives met? To what extent were they met? How do you know they were met?All, but one of my unit objectives were met. I know because I focused the unit based upon the

unit objectives. I spent extra time in class making sure the students understood the concepts being taught. We spent two days on an activity dealing with multiple perspectives and reasons the U.S. entered the war. I feel as though those concepts and discussions are sketched in their

minds. We spent considerable time going over the economic ties to Europe as well. In their reading quizzes and World War 1 quiz they scored well on the questions dealing with the objectives.

I will say that the objective dealing with God and war was not met adequately in my opinion. I did not spend enough time discussing the role God plays in war. This was an objective I wanted to spend at least a full class period on. However, due to time constraints, I could only get the discussion in as a Bell-Ringer at the end of the unit.

3. Was there a lack of progress made for the whole class or for individual students? If so, what were the factors that impeded student success?

I feel as though there was a bit of a lack in the progress for this unit specifically. However, the lack for this class differs for others. This could be a matter of the class going from averaging a 95% on their test, to a 90%. These percentages are still great, but for this class could be better. During the tenure of this unit, the students encountered many distractions. We had two, back-back, snow days. We had another day off due to an in-service day. We also encountered Girl’s State Basketball week as well, which gave them an early release one day, and the possibility of another day off. I attribute the lack of days with the lack of progress. There was not an ample amount of time to cover the content I would have liked to before they took their first assessment, the World War One Quiz.

4. Knowing what you know now, what modifications would you make to content and/or methodologies if you were to teach this unit again?

Honestly, I would keep the same methodologies. I would keep the same strategies and classroom set up. However, I would definitely plan on the “Reasons for War” activity being two full class periods. That activity going longer than planned really put me into a crunch for getting all the content covered before the quiz. I will say that this is why we are student teaching, to learn from our mistakes. To fail forward, is something that I can take from this unit. I would take the time to plan out the unit better in terms of timing, so that I am not crunching content the next time.

Personal Professional Growth

1. What did you learn about effective instruction as a result of this experience?

I learned that to be an effective teacher, you have to be an excellent communicator. Especially in rough times during units such as this, it was important for me to communicate

well with the students and to teach them exactly what they need to know based off the pre-test and the objectives.

I also learned that the amount of effectiveness a teacher has, begins with the preparation and planning before the lesson. I always prepared very well for lessons, but planning the timing was a whole other beast. I would have great lessons in this unit such as the “Reasons for War” activity that would go longer than planned. This set me up to play catch up the rest of the unit. I learned that I need to focus just as much with the timing of a lesson than the content. A well-timed lesson makes instruction become more effective for the students.

Flexibility is a word that I will take with me everywhere I go in teaching. To be an effective teacher, one must be flexible. I learned flexibility again with the “Reasons for War” Activity. I was flexible with the students and allowed them to take more time on the activity because I knew they were benefiting from it. This is something, as teacher, I will find myself doing more often than not.

2. How has this experience changed your perception of yourself as a teacher?

This experience has given me tremendous confidence in myself as a teacher. I rolled with every obstacle thrown my way and the unit ended up being a success. My laid-back personality helps me not to stress out when a lesson goes longer or shorter. I enjoy the challenge. I love the adrenaline I get when a lesson is going to end sooner than expected and I need to come up with something on the fly to keep them on task and learning until the bell. This experience has truly changed my confidence levels of being a classroom teacher. It showed me that I can handle the rigors of a classroom teacher in a way that reflects professionalism and class.

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Teacher Work Sample - Concordia University-Nebraskawp.cune.org/loganwaggy/files/2013/01/Teacher-Work-Sa… · Web viewExplain the word Nationalism within the context ... On the