Positive Effect on Student Learning presentation

General description of the assignment:

Upon returning to campus, each candidate will be scheduled to present evidence of having had a positive
effect on student learning. The presentation will be formatted as an informal 20-minute parent/teacher
conference in which the candidate provides actual evidence of the learning achieved by students within a series
of lessons or a unit taught during Directed Teaching.

Evidence collected and presented should include:
Results of pre-assessment of prior knowledge and the use of that data to plan and/or adapt instruction.
A clear statement of the learning objective/goal and its role in addressing a school, state, or professional
curriculum standard
Documentation of the progress students made toward achieving that specific lesson/unit objective
Lesson artifacts to share as examples of representative student work
An assessment of the degree of student learning (such as negligible, nominal, and substantial.)
It is not enough to assess whether or not students enjoyed the lesson(s) or whether things went as planned.
Evidence must be provided which indicates that the planned instruction did, in fact, help student(s) achieve
learning objectives which address professional/state/school standards or outcomes.
The program coordinator will schedule the presentation and ensure that written evaluative feedback is
provided to the candidate regarding his/her effectiveness in gathering and analyzing assessment data and in
presenting conclusions.

What you should prepare:
During your presentation, briefly describe a unit (or series of at least three lessons) you actually planned and
taught during student teaching, including a specific statement of the learning objectives. Share the results of the
pre-assessment you completed at the start of that unit or lesson series.
Then share specific data you gathered that shows how well students achieved your learning objectives. By
all means include samples of student work. Several possible ways to do this:
Compare test scores from the end of the unit with scores or student responses from a pre-assessment
worksheet or test you gave.
Use a K-W-L chart: Create a three-column chart with students. Columns one and two are filled in at
the start of the unit. Column one includes statements of what they already know about the subject at the
beginning of the unit (the K stands for know.) Column 2 lists things students identify that they want
to learn about the subject during the unit. (W is want to learn.) Column 3 is filled in at the end of
the unit, listing things students identify as things they learned about the subject during the unit. (L is
learned.)
At the start of the unit, ask students to individually write a description of their interest or knowledge
about the specific topic. For example, have them write a brief interpretation or opinion statement about
a poem, a painting, or a news article. At the end of the unit, ask them to write a interpretation or opinion
of a similar poem, painting, or article, allowing you to compare whether theyre able to write a more
intelligent, mature, or informed interpretation. Be ready to show us samples of the two interpretations
side by side.
At the start of a PE unit, test and record their flexibility or strength. Retest and chart results several
times during the unit and again at the end.

Curriculum alignment:
You need to be able to convince your listeners that the assessment(s) you chose are, in fact, checking out the
students achievement of the learning objective(s) you wrote in the lesson or unit plans. And then you should be
able to give an indication of how those objectives are intended to help students reach one or more state,
professional, or school standards or outcomes.
Assessment of Positive Effect on Student Learning Presentation
Instructions: Prior to making your Positive Effect presentation to your peers, type in the requested
information about the lesson/unit you will be telling us about. Type directly in the gray boxes. Bring enough
printed copies for all class members.

Name: Rebecca Zastrow Directed Teaching Placement: Walker-Winter Elementary/Roosevelt
McGrath Elementary
Two or three sentence description of classroom context (size, exceptionalities, unique characteristics):
Class sizes range from 20-30 students, the particular class examined in this presentation having 21.
This class is also a TAG class (Talented and Gifted).
Subject/course: 1
st
grade art Unit name: Jobs through Art
Write out the learning objective(s) you taught and assessed:
Students will be able to:
-Identify an illustrator as a job in the art field.
-Explain the job of an illustrator.
-Utilize black and white paint to create shades and tints of colors painted onto the paper.
-Create painted sheets of paper to be assembled and layered into images.
-Collaborate as a class to write a story.
-Illustrate a scene of a book.
Which professional standard/outcome/benchmark(s) was the objective aligned with?
1B. Use art material and tools safely and responsibly.
1C. Use visual characteristics and organizational principles of art to communicate idea.
2A. Apply knowledge of materials, techniques, and processes to create artwork.
2B. Apply knowledge of how visual charactereistics and organizastional principles communicate ideas.
2E. Know different purposes of visual art to creatively convey ideas.
3B. Identify various purposes for creating works of visual art.
5A. Explain how visual arts have inherent relationships to everyday life.
5B. Identify various careers in the visual arts.
5D. Identify connections between the visual arts and other disciplines in the curriculum.
Describe how you assessed students prior knowledge:
Students took a multiple choice pretest at the beginning of the year in which they were asked to
identify a job for an artist. Students were also asked about the tasks an illustrator completes prior to
beginning the unit.
Briefly summarize the instructional activities utilized:
Week 1: The lesson is introduced through the reading of Eric Carles The Very Hungry Caterpillar.
Students will be directed toward the pictures, examining how an illustrator depicts the words and how
the pictures are created through painted sheets of paper and overlapping of layers. The students will
also be directed toward the various shades and tints present within the illustrations. They will then see
a demonstration of painting with black and white paint to create shades and tints with colors which will
be utilized in their own paintings.

The students will then begin painting large sheets of paper in a similar fashion as viewed from the
book, placing strokes of color, incorporating tints and shades, to fill the whole sheet. These will be set
aside to dry and be used the next week.

Week 2: As a class, the students will then each write a sentence to their own class book, The Very
Artistic Caterpillar. Once the story is written, the students will be given a sheet of paper the same size
as the work space of the final page in order to sketch out the illustration they wish to use to depict their
sentence.

Week 3: The students will receive a sheet of paper on which they will illustrate the sentence that they
wrote. Using various colors from the sheets painted the week prior, the students will exchange
portions of their paper and begin to overlap the layers to create their illustration. The words will be
added to the bottom of each page in order to complete their page of the book.

Each students page will then be copied, assembled into a book, and bound for each student to take
home, containing the individual students originally illustrated page.
Describe the technique(s) used to assess students achievement of objective:
Students will be evaluated on their final page and how the illustrated work fits in to the story. The
concepts of illustrator as a job as well as the tinting and shading of colors also prepare students for
material covered in the end of the year art exam.
Instructors notes:
Assessment Rubric for Positive Effect on Student Learning Presentation
Presenter: __________________________ Date_________ Assessed by ____________________
Exemplary
Accepted Not demonstrated
Clarity and appropriateness of objective(s)
Clearly focused statement of
student outcome, appropriate for all
students, clearly measurable,
achievable within the time frame
Identifies student outcome,
appropriate to level and context;
Seems appropriate to available time
frame for the lesson/unit
Objective overly broad or vague;
OR does not state expected student
outcome; AND/OR inappropriate to
the class context,
Notes:



Assessment of student prior knowledge
Assessment technique and
results provides clear understanding
of individual students prior
knowledge and needs related to
objective
Assessment results support the
appropriateness of the objective and
gives general idea of the classs
beginning level of understanding or
skill
No evidence regarding
assessment of prior knowledge; OR
results of the assessment process
that was used seems unrelated to
learning objectives
Notes:



Appropriateness of teaching strategy:
Teaching strategy is well-aligned
with learning objective(s) and
appropriate to classroom context
Teaching strategy seems
appropriate for moving students
towards achievement of objective
Choice of teaching strategy
seems questionable for the learning
objective or the classroom context
Notes:




Alignment of assessment with objective
Assessment strategy clearly
revealed student achievement of
objective, differentiating among
levels of achievement
Assessment strategy was
related to objective and was
designed to indicate the classs
general growth towards the objective
Alignment between objective
and assessment strategy is unclear;
OR failed to provide evidence of
student achievement of objective
Notes:




Evidence supporting assessment of student learning
Assessment results provide
clear, compelling evidence regarding
individual students achievement
level of learning objectives
Assessment results support the
conclusion that most students
moved towards achievement of
learning objective
Assessment results provide
unclear evidence regarding student
achievement of learning objectives
Notes: