Professional Documents
Culture Documents
A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
Girard High School is in the town of Girard the county seat of Crawford County, Kansas. It is a rural farm community that has some small industry that is locally
owned and operated. The population is 2,789 per the 2010 Census. Most students live in the outlying area on family farms, their primary source of income. The
community support of the school district is over whelming; they understand and are invested into the future of their community are the children.
Overall as a district, there are 1033 students attending school. 53.24 % of the students are male and the remaining 46.76% of the population is female. Ethnic
diversity is small with 88.29% identifying as white, 5.81% Hispanic, 1.94% African American, and the remaining 3.97% as other. The social economic status
shows 51.21% is not economically disadvantaged and 48.79% is.
In the high school, of the 322 students enrolled 55.28% are male and 44.72% is female. Ethnicity is higher than the district average at 91.61% white, the Hispanic
population is 3.11%, African American students comprise 2.8% of the population, and 2.48% claim as other ethnic backgrounds. The social economic status is
similar in comparison to the district with 57.76 % non-disadvantaged and 42.24% in disadvantaged status.
Subgroup Selected (describe the group) I selected the male part of the class for the subgroup. They are the minority in the group
and show diverse capabilities
Rationale for Selection: intellectual capabilities are more advanced at this level. their intellect and maturity is diverse in this group
Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
Previously demonstrated This class has shown potential for academic success, but are still learning how high school works. I fear for some of
academic performance/ them have learned who to manipulate the system and struggle with learned helplessness. Like I previously stated,
ability: most are their own worst enemy. They dont anything seriously or do not have school in their priority list except for
% Above standard _____ the socialization with friends or athletics. Unfortunately, there are two students in the class that do not like school or
% Meets standard _____ dont apply themselves because they are being shuffled around through the foster care system. One of these students
% Below standard _____ has just returned to this school after shuffling through two foster homes and two schools since the beginning of the
school year.
Personal Characteristics This is a diverse group of students. There are farm kids, athletes, artistic children, foster kids, and high intellect
- Including physical, social, students. Within this group a lot of these overlap, but some are clearly defined. I can see their potential, but they
individual experiences, cannot, not yet. It is difficult for them to see it when they base their learning capabilities on their grade in the grade
talents, language, culture, book alone. They appear to be afraid to take the chance and fail or succeed. I try to get them get beyond themselves a
family and community take chance to challenge themselves to be more successful. Their talent range is impressive as well, there are several
values, etc. accomplished artists, an awesome basketball player, and well-practiced thespians. Most come from a home
environment that is not the traditional standard. Like previously mentioned, there are a few from the foster system,
one student is a transfer living with his brother, one living in a split living situation being shared between their
parents, and a couple live in the traditional family sense. One student has been in treatment for cancer and missed a
lot of school. One student is an accomplished barrel rider and she lives for that competition and it is reflected in her
personality and interactions in the classroom.
B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
The class is diverse in its dynamic. The students are all capable of doing the assigned class work, but their motivation is lacking. The unit was
created to increase their interest and motivation. It was designed as one unit instead of two small units to ease the stress on the students and their busy
spring time schedules. The book does not contain much detail into the subject and fit the time frame for the unit. The students give attention to the
subjects being taught and often ask genuinely inquisitive questions to broaden their narrow knowledge of the subject. As a majority, the class is
engaged and capable to an extent, but they all show some sort of need for spoon feeding the information. The last few units we have completed have
Pittsburg State University Teacher Work Sample 4
contained large amounts of information so I chose to cover some less discussed chapters to broaden their minds. I utilized the provided resources
from the textbook to present the materials in a sequential easy to follow manner. The textbook differentiated instruction resources were used to ensure
all would have the best chance of learning the material in the time allotted for the unit.
Personal
This group is rather diverse in personal experience. Three of the five are popular involved
students, one is a bit of a loner due to his intellectual superiority and this is held against
him by the others. The other student desires to be invisible, but has begun to speak up and
be involved.
SUBGROUP Student #12. Low SES, This student was Intellectual
or transfer student, quiet chosen because he is a This student appears to be the average student academically. He struggled at the
FOCUS and reserved prime example of an beginning because everyone assumed he was familiar with the technology they use
STUDENT at-risk student. daily. He has improved once he was taught how to use the tools given to him. He
transferred from a very small school in rural Oklahoma and I feel that he was
missing some key educational opportunities growing up. He has surprised me with
his responses when asked questions, but he spoke with a lack of confidence
Pittsburg State University Teacher Work Sample 5
however.
Social
Student #9 is a quiet, unassuming student that is just present in the class. Even though this
group of students have some classes together, some do not remember his name or are
surprised when he speaks. He keeps to himself and responds only when spoken too. I feel
he grew up in a stigma that children are to be seen and not heard.
Personal
I observed the first few weeks of his arrival that he has led a life of
struggles. Knowing the area from where he came, helped me understand a
bit of what it appears he has gone through. He moved here at semester to
live with his brother. On occasion, I have observed the student wearing the
same clothes a few days in a row and coming to school with a large amount
of insect bites on his arms. In a few personal conversations, we have had the
opportunity to engage in, I feel like he sometime feels like he does not fit in
or belong, but I encouraged him to keep working hard and not to worry
what everyone else thinks.
A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
Even though there are many objectives, they can be overlapped and combined to be structured into two smaller units. I chose to combine the units so the students
were not overburdened by state assessments and high amounts of homework. The range of objectives meet the state standards and give basic knowledge for the
students to build on in their further education. I also created objectives that could be easily applied to everyday life. I feel that practical applications as such will
increase the interest and learning of the students. This is the last class of the day for the students and they are usually unmotivated by the time I see them. I work
hard to reenergize them to keep them engaged.
B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Level(s)
Obj.
Unit Objectives (e.g. Blooms
No.
Taxonomy)
1 Correlate the relationship of waves and matter to our daily lives Analyze
2 Describe mechanical waves and their dependence on medium analyze
3 Identify, compare, and provide examples of the two types of mechanical waves Analyze
4 Introduce seismic waves and their role in earthquakes Understand
5 Identify the anatomy of a transverse wave Apply
6 Calculate wave speed, frequency, and wavelength Apply
7 Define amplitude, diffraction, interference, reflection, refraction, and resonance Understand
8 Identify electromagnetic waves and their properties Understand
9 Review frequency, wavelength, and wave speed. Remember
10 Interpret the electromagnetic spectrum Apply
11 Explain and compare radio communication of AM and FM radio waves Analyze
12 Relate television, telephones, communication satellites, and GPS to real world applications Analyze
C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
Pittsburg State University Teacher Work Sample 7
NGSS-PS4-Waves and Their Applications in Technology for Information Transfer; PS4a: Wave Properties; PS4B: Electromagnetic Radiation
Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
II. D, H, and K Describe the assessment to be Explain rationale for choosing Which Identify how the assessment will be
used this assessment objectives scored and/or the criteria to be
Pre-Assessment: Matches objectives 1,2 8-12 does this used for evaluation.
T Lesson Formative assessment
Instructional Activities/ Describe Specific Adaptations/
Lesson Date R Objecti Assessment address?
Pre-Assessment Multiple choice Strategies Recall previous knowledge with Differentiation
1,2 8-12 The assessment was graded, but given
I ve(s) (formal/informal)
(Diagnostic) True/false prompts completion points. The data was
Bell work, pretest, PowerPoint, vocabulary
1 4/11 TR 1-4 Formal/ informal Individualcollected todiscussion,
work, class identify base of PowerPoint
visual knowledge
sheet to build on
Bell work, PowerPoint, calculation
4/12 TRI Daily bell
2Formative Assessment 5-7work
worksheet, video
Bell work is used as review of
informal 1-12 IndividualBell
work,work
classisdiscussion,
based on PowerPoint
completion; review
- Informal Review previous days. Review is utilized to was assigned homework points
3 4/13 TRI Kahoot review
4-7 Bell work, quiz, lab check for understanding.
Formal/informal
kahoot Individual work, group work, online quiz
Vocabulary review to help recall in informal
4 4/17 TR 8,9
Wave calculations
Bell work, PowerPoint, vocabulary informal
environment to ensure knowledge
Individual work. Class discussion, PowerPoint
Individual work, class discussion, group work,
5 4/18 TR 8-12 Bell work, PowerPoint,retention. Reinforce concepts
review sheet Formal/ informal
learned. wave calculations were PowerPoint
6 4/19 TRI 1-8 Bell work, lab, review utilized
sheet to enhance problem solving
informal Individual work, group work, class discussion
skills,
7 4/20 TRI 7-12 Online review, review sheet Informal Individual work, group work
Formative Assessment Multiple choice, t/f quiz Quiz designed to check for 1-12 Quiz graded by correct answers,
8- Formal 4/21 RI Laboratory
1-12experiments
Chapter test understanding, labs used to apply
formal Individualcalculations
work were participation points
practical concepts to everyday life. Labs were scored per completion and
Summation
Etc. 4/22 1 Post-test and new chapter introduction
assessment
Individualparticipation
work, class discussion.
Summative Multiple choice Reinforce knowledge learned during Graded on correct responses
Summative
Assessment Assessment: 1,2,8-12
True/false unit
Day 1: Starting the unit was met with a little resistance when I announced we were going to do a pre-test the day after a test. When I told
them it was participation only points, I saw relief on their eyes. I explained I needed to know how much they knew about the new unit. They
fared better than I anticipated on the pretest. I handed the note sheets out and had them ready for a short introduction into waves. We
lectured and discussed the subject matter for a short bit and then started on the vocabulary sheet for the chapter. The students did not seem
excited about the subject matter. I promised them the information was important for them to use in the future and that it was a quick and
easy chapter. I promised them a Bill Nye video if they would give me slack on the topic. They agreed to the compromise.
Day 2: Continuing with the new topic at hand, breezed through the PowerPoint and notes section of the lesson rather quickly. I introduce
another formula and solving triangle to them to much of their dislike. They do not like math in class, they roll their eyes because no other
class teaches 2 subjects in the same class. I had to remind them that math will be forever part of their life. As we worked the problems I
explained to them that it was important to use the correct units. They argued that it didnt matter because I knew what they were solving
for. I playfully gave them a real-life example to why labels were important, If I told you I would pay you 9 an hour for working, what
would you expect to receive? they all wanted $9, but I told them I meant 9 cents and then asked if it was important to label correctly?
We finished the hour with the Bill Nye video I promised them. I informed them of the next days quiz and labs that we were doing. i felt that
would create a relaxing time for the long weekend coming up.
Day 3: We started the day completing bell work and turning in the weeks sheet for grading. Next thing on the agenda for the day was a
quiz on Canvas. They did well and I am confident that they will do well with the next section of the chapter. We went to lab, it consisted of
three mini-labs. Unfortunately, they became longer labs because the students did not reread the instructions after I explained the labs to
them. One lab entailed the students tapping on a pan of water at different speeds and explaining what the observed. The next one had them
create waves with a length of rope and counting the wavelength and calculating frequency as well. The final lab had them create a
transverse wave that matched a certain frequency and wavelength to calculate the amplitude of the wave. They were anxious to get their
weekend started and rushed through the labs. I had to remind them that they needed to take the time and do the labs correctly.
Day 4: Slow start from the long weekend and hard to get the students started. Once we got the labs from last week turned in I traded them
for the new units note sheet and vocabulary, it felt like I had hurt their favorite pet. We worked through the first half of the power-point
and the students appeared to have a better grasp on this information than that of the last unit. We made it to the electromagnetic spectrum
visual and compared the wavelength, frequency, and energy of various types of electromagnetic radiation. We stopped with the visible light
spectrum and the rainbow. They were enjoying the discussion of the various radiations they had no clue of being an everyday part of their
life, especially how cellphones and microwaves use microwaves to work.
Day 5: Today we finished the unit talking about medical uses of radiation and radio communications. The discussion quickly turned to the
Marvel Universe and if gamma rays could turn us into the Incredible Hulk. Unfortunately, I had to break their hearts and tell them that it
B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
Classroom Rules
Cellphones and other electronics are not allowed during class
Food, drinks, or candy are not allowed in class
Class will be dismissed by the instructor not the bell.
Talking is not permitted during instruction.
Late work will not be permitted except for excused absences
Procedures
Do bell work
Get assignments out to turn in.
Get instructional materials out and be ready for class to begin.
C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
Student interaction varies from class to class. With class I could keep their attention and maintained a good personal relationship with them by allowing
them a more relaxed atmosphere than that of the other classes. With class I have could share some personal information that has given me credibility with them and
this allows for trust to guide the class instead of the fear of a temporary teacher. they have asked me to come back next year to be their full-time teacher on several
D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
In this small group of students, I have the freedom to mix up their groups to help them learn to interact with different personalities than hanging in their familiar
groups. Occasionally, I combine groups to get a larger group collaboration going. They appear to not have the problem to communicate amongst themselves. Most
are comfortable conversing with all their classmates, but some tend to just keep to their selves.
In regards to the objectives the pre-test reflected that we needed to work on vocabulary and identification of the
Discuss the results in reference to terms. I feel that is important to impress more on objectives 5,7,8-9 to ensure the students have an understanding
the learning objectives. when we complete the unit.
Describe how pre-assessment data Vocabulary will be review for understanding. defining the pertinent words to gain understanding by the student.
was used to proceed with instruction
for all students.
F. Formative Assessment
I was pleased with the outcome of the formative assessment. The students seemed to have a greater understanding of
the topic now. A few of the students did not fare as well, I believe because they rushed through the quiz.
Overall analysis of results.
Discuss the results in reference to The students appear to be learning the portion of objectives that were covered by the quiz. The learning objectives
the learning objectives. were clearly covered by the quiz. I created the quiz as a booster for their confidence in the subject, but still
intellectually challenging them as well.
Are students learning what was
intended they learn?
I reviewed the vocabulary terms that they tended to misunderstood as a whole. When reviewing for the chapter test, I
Discuss any adaptations based on the reviewed once again the terms that had confused them.
results of formative assessments.
Identify differentiation needed to I used a review form out of the textbook to reinforce the terms to ensure understanding.
help all students meet the goals and
objectives of this unit.
G. Summative Assessment
The data showed an overall increase in understanding of the material presented. I feel that the tested material was
What did the disaggregated data of covered sufficiently to meet my expectations of the lesson.
the assessment reveal?
The summation assessment was designed to test for understanding of the same objectives the pre-test covered. The
Discuss the results in reference to material was supplemented by information that was covered during the unit. The result show increased understanding
the learning objectives. of the objectives.
The students learned the objectives taught. Not all students successfully showed this however. I feel that some of the
Did all students learn what was students feel that the subject is unimportant and wish not to use their full potential to be successful in the class.
intended they learn? Explain.
Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Pittsburg State University Teacher Work Sample 13
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.
Objective 2: Through our lab activities, we constructed a transverse wave and identified the parts. The students applied
Identify the anatomy of a transverse wave the knowledge learned in the lecture to create multiple scenarios of the transverse wave to achieve a better
understanding of the anatomy of the wave.
Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
Build on comparison of a transverse wave and a compression wave. Utilize tactile objects to visually compare the two. Compare the wave speed,
frequency, and wavelength to the electr0magnetic spectrum to increase understanding of the concepts
Discuss at least TWO things to do differently in the future to improve students performance.
Correlate radio waves to everyday applications---from the start of this technology and to the future of such technology.
Increase the depth of discussion of the role of p-wave and s-wave to earthquakes. Apply this knowledge to the current events of fracking and the increase
of seismic activities in our area.
Follow Up
Method of Result or Impact on (if
Date Person Contacted Contact Reason for Contact Instruction necessary)
Students completed and turned in
4/12 Students 1,4,10,11,12 Face to face Provide assignments from previous day.
next class period
Previous day assignment as well as quiz Student completed assignments and
4/17 Student 9 Face to face
Briefly explained lab that student missed quiz. Excused from making lab up
4/17 Student 2 Face to face Introduction to class, new student
Students completed assignments in a timely manner to keep on track with the rest of class. Due to time constraints, the student that missed lab was excused from
the activity.
Identify at least TWO aspects of instruction that could be improved. What specific professional development opportunities/activities will
Explain reasoning. help to acquire that knowledge or skill?
Aspect 1: Utilize more tactile opportunities to create a more visual, tactile Create simple hands-on tools to assist understanding. seek advice of mentor and
learning environment. peer teachers to broaden view of subject
Aspect 2: Develop objectives that reach the higher levels of Blooms to widen Attend workshops on instructional practice enhancement, seek advice from
the learning capabilities of the students. Increase the application to everyday life mentor and peer teachers. Attend STEAM workshops to broaden my technology
of the key concepts of the unit. use.
Anticipatory Set:
Review previous day vocabulary and apply to wave properties.
Calculate wave speed, wave length and frequency using the formula v=f*
What are the parts of a transverse wave?
Core Standard:
NGSS: PS4-Waves and Their Applications in Technology for Information Transfer
PS4A: Wave Properties: What are the characteristic properties and behaviors of waves?
1. A simple wave has a repeating pattern of specific wavelength, frequency, and amplitude.
2. The wavelength and frequency of a wave are related to one another by the speed of travel of
the wave, which, for each type of wave, depends on the medium in which the wave is
traveling.
Instructional Objectives:
V. Identify the anatomy of a transverse wave.
VI. Calculate wave speed, frequency, and wavelength
VII. Define amplitude, diffraction, interference, reflection, refraction, and resonance.
IX. Review frequency, wave length, and wave speed.
Materials needed:
iPad
note sheets for chapter
calculation worksheet w/ formula sheet
calculator
Instructional Procedure:
We will be continuing with the notes and power-point from yesterday. The last portion of this power-point will
cover wave properties and how they interact with medium when they pass through it. We will be applying the
following terms we learned yesterday to how we see our world, the terms are as follows:
Reflection, refraction, diffraction, interference, amplitude, frequency, and resonance.
For example, diffraction is how we see fish in the water and miss when we grab for it or try to hit it with an
arrow. This is because the water bends the image to our eyes.
At end the hour we will watch Bill Nye the Science Guys video Waves.
Tomorrow we will have a quiz over the power-point at the beginning of the hour.
Assessment:
I will grade the formal assessment to ensure the students have obtained the necessary skills to complete the
objectives presented to them. I will informally check for understanding with some key questions highlighted in
the power-point.
Anticipatory Set:
Identify the source of electromagnetic radiation.
Discuss the applications of electromagnetic radiation to our daily lives.
Identify the placement on known electromagnetic waves on the electromagnetic spectrum by wavelength.
Core Standard:
NGSS: PS4-Waves and Their Applications in Technology for Information Transfer
PS4B: ELECTROMAGNETIC RADIATION
1. What is light?
2. How can one explain the varied effects that involve light?
3. What other forms of electromagnetic radiation are there?
Instructional Objectives:
VIII- Identify Electromagnetic waves and their properties
IX- Review frequency, wavelength, and wave speed
X-Interpret the electromagnetic spectrum
Materials needed:
iPad
note sheets for chapter
vocabulary sheet for new unit
Independent Practice:
Students will be provided with key vocabulary words for the chapter, they will have time to work on at the end
of class due tomorrow at the beginning of class.
Assessment:
I will informally assess the students understanding while they are working on the vocabulary sheet. I will ask
for definitions of words we covered in class and check for prior knowledge of those we did not cover in class. I
will check for understanding by asking closing questions about the material just covered.
Informal assessment
Answer Key
1
12 t 20,00
Pittsburg State University Teacher Work Sample 25
0 Hz
341
2 c 13 t 24 m/s
3 b 14 t 25 3m
4 d 15 t 26 c
5 a 16 f 27 a
6 h 17 d 28 a
7 e 18 b 29 a
light travels faster than
8 f 19 f 30 sound
1500 the ozone
9 m/s 20 c 31 layer
10 8 Hz 21 e 32 a
11 17 m 22 a 33 a
bonus
1 mri x-ray
Post
assessment 2 visible light
3 gamma ray
4 microwave
5 am