What Is a Work What Is a Work Sample, Anyway?Sample, Anyway?

--- Useful Tips to Create an --- Useful Tips to Create an Excellent Work Sample Excellent Work Sample

Adapted from a presentation by

Xiaoqin Sun-Irminger, Ph.D.Assistant ProfessorGraduate School of

Education

A Work Sample is NOTA Work Sample is NOT

A case of total perfection..A state of “stability” where lesson

plans are iron-clad and no changes are allowed.

A compilation of perfectly written lesson plans.

JUST a requirement for TSPC and the GTEP program

A Work Sample IS:A Work Sample IS:

Challenging: How come some students just don’t get it?

Unpredictable: Not everything goes the way I hoped.

Time Consuming: Don’t procrastinate Difficult: What should I include and exclude in

this work sample?

BUT: A well-thought out work BUT: A well-thought out work sample can be pivotal in sample can be pivotal in career development. career development.

A Good Work Sample A Good Work Sample Documents Documents

Your students’ achievement Your students’ achievement Your skill in working with students of Your skill in working with students of

various abilities.various abilities. Your constant reflection and modification Your constant reflection and modification

to meet the needs of different students, to meet the needs of different students, such as LEP, IEP, ADHD, TAG, etc.such as LEP, IEP, ADHD, TAG, etc.

Your skills in curriculum design, Your skills in curriculum design, instructional delivery, and appropriate instructional delivery, and appropriate and relevant assessment.and relevant assessment.

AND WORK SAMPLES HELP A GREAT DEAL AND WORK SAMPLES HELP A GREAT DEAL IN JOB INTERVIEWS!IN JOB INTERVIEWS!

Demonstration of your learning and students’ learning gains in this process.Integrated, theme-based unit plan and lessons that tie to state and district standards.Appropriate and relevant pre- and post-assessment, and insightful analysis/interpretation of student dataReflections, and possible ways of using student learning data.

Focus of the Work Sample

2) Format of the worksample:

Tab 1) Learning Context: community, school, and classTab 2) Unit Goals and rationale Tab 3) Instructional Plans (Lesson objectives)

Tab 4) Data –including Pre-Instruction Assessment & Post-Instruction Assessment: Tool and analysisTab 5) Interpretation, on student learning data Tab 6) Use and reflection Tab 7) Applications to literacyTab 8) Personal reflection on unit experiences.

Tab 1) Learning Context: community, school, and class

All learning is situated. Therefore, community, school, and class characteristics are important in designing any curriculum.

Things to include: 1) Demographic, linguistic, cultural,

economic, and academic data. 2) Tie these data to your rationale and

goals of the unit. 3) Reflect on how the context impacts your

teaching, from types of presentations, to access to libraries and computers.

Tab 1) Learning Context Community

General statistics on demographics breakdown, education and income range, census data, size of community,

Neighborhood walk-getting an anthropological feel for the community.

Tab 1) Learning Context School

Again, numbers on size of school, student demographics, goals of school

Number of faculty and support services, including Special Ed, and ELL for number of students.

Walking around, what is the anthropological feel of the school, to you, an adult?

Tab 1) Learning Context class

You can write this section of tab 1 once your CT and you have agreed on which class you’ll be teaching for your worksample.

establishes the learning context of the class: number of students, ages, physical space, classroom staffing

* It includes important student demographics (gender, disabilities, socio-economic status, cultural/linguistic diversity, as well as students with diagnosed or undiagnosed learning problems.

It displays general and specific understanding of students' skills and prior knowledge that may affect learning.

Tab 2) Unit Goals and rationale

Unit goals, rationale, and objectives:Unit goals, rationale, and objectives:Unit goals and rationale need to be connected to: 1) Your big idea (Essential Question)

2) State and district standards and benchmarks. 3) Unit goals and objectives need to be able to encompass the goals and objectives of ALL lesson plans in the unit.

4) Rationale explains where this lesson is situated from what students have learned and what they will learn. Show your understanding of the unit’s significance.

Pre-Instruction Assessment:Pre-Instruction Assessment:

Design Pre-Instruction Assessment tool to reflect accuratelyaccurately ALL UNIT objectives. Include both closed, and open questions. Include a scoring rubric so that students’ data can be consistently analyzed. Make sure that you include information about how you are going to score/ grade open-ended questions and drawings (if any).Address similar questions/skills on pre-post assessment. Use a variety of assessment formats.

Tab 3) Instructional Plans (Lesson objectives)

Lesson Plan Format in Lesson Plan Format in Worksample:Worksample: Substitute form from summer CI519 in your notes, or on TK20.It can be helpful to make a draft calender, for what you are planning. Reflections (It is very useful to write down reflections after each lesson because memory is still fresh.)NOTE: You’ll make changes to your lesson to reflect what happened in this lesson!

Tab 4) Data –including Pre-Instruction Assessment & Post-

Instruction Assessment Tool

1) Comparison of copies of blank pre- and post-assessment data making explicit who has made what level of progress in relation to unit goals and objectives..Also use charts to make this clear.

2) Disagregation and comparison of learning data for specific students, e.g. TAG, IEP, ESL, new comers, etc.

3) Summary of data to provide evidence of individual students’ learning gains and whole class performance.

4) REMOVE STUDENTS NAMES from samples and tests you include in your work sample.

Tab 5) Interpretation or Explanation on student learning

data shows.

Why the data shows what trends, especially in connection to unit goals and objectives, but also to standards and benchmarks. Refer back to these.Have you provided a comprehensive profile of student learning?Are conclusions supported by data?

Tab 6) Use of student Use of student learning datalearning data

Explain student learning in relation to the learning context in Tab 1

Describe how you could use data on learning gains in subsequent instruction and in reporting progress to students, parents

Tab 7) Applications to literacy

.List elements of lessons that addressed

literacy. Lists ok.

Tab 8) Personal reflection on unit experiences (end, yeah!) Reflections on the whole unit experience.

– Unit outcomes– Insights into students– New understandings for teaching this unit in

the future. – Consideration of your strengths and

challenges. What did you learn about your teaching? What are you better at, what have you growth still to make?

Assessments – why and when

What is summative assessment?

What is formative assessment?

CI519 Tuesday October 28, 2008

GreetingsOverviewDecide who is presenting which pages next week.Looking at classroom drawingsP>A>CE> looking with meaning

Assessment-see following slidesDesigning from objectives backPresenting a song-Context-pairs and a trio

How might teachers use formative assessment?

Jot down your thoughts

How might teachers use formative assessment?

To pretest before deciding what to teacher

To analyze whether to give more practice or go on

To help students identify their own learning

To share examples of on point and not yet on point work, for students to learn evaluating.

How might students use formative assessment?

To manage their own learning

To figure out ‘Where am I now, what can I do, write say…

Where am I trying to get?’

What do I need to do between here and there?

How might students use formative assessment?

Feedback

What are qualities of effective FL feedback?

Types of Assessment

Oral Interviews, writing tasks

Performance Assessment

– Students apply what they have learned and construct their own understanding

Integrated Performance Assessments (IPA) involves integrated Interpersonal, Presentation and or

Interpretive tasks.

What level of learning are you going for?

Bloom’s

KUCAAES

How does it fit in a worksample?

Inter-relationship among…

Objectives and EQ

Pre TestPost TestData AnalysisHow you figure out if

and what your students learned!

See attached sheet 

Goals &Objectives

Pre TestPost Test

Learning Gains Data

Data Analysis

October 15, 2008 TCBAT to present own video to class and receive feedback.

Student Preparation 1) Due Video tape #1 of YOU teaching in your school setting . 1) Video Analysis of You Teaching-5 minutes to tell us your objectives, the context, (leave off the analysis til after) 1.5 Instructional considerations Karen Johnson p. 58-59, reflectiona) Select an instructional consideration that you wish to explore in your teaching. How do you deal with this instructional consideration? How do your students respond? How successful are you with dealing with this consideration? What are some alternative ways to deal with it? Post BLACKBOARD

Presentation Move! Video Analysis of You TeachingBackward design, streaming video 3, front and 43.Writing plans with functional and grammatical objectivesConference update.Someone teaching later– writing process> Volunteers to work with me?discussion and examples on Input and Output. After developing input with students, how to scaffold output?