Student Teaching Evaluation of Performance (STEP)

Student Teaching Evaluation of Performance (STEP)

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Table of Contents Student Teaching Evaluation of Performance (STEP) Template

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Table of Contents

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STEP Standard 1 - Contextual Factors: Knowing Your School and Community

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STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal

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STEP Standard 3 - Assessment and Data Literacy

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STEP Standard 4 - Unit and Lesson Planning

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STEP Standard 5 - Implementation of Instructional Unit

10

STEP Standard 6 - Analysis of Student Learning

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STEP Standard 7 – Reflecting on Instruction to Improve Student Progress

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STEP Standard 1 - Contextual Factors: Knowing Your School and Community Part I: Community, District, School, and Classroom Factors You will be completing this portion of the STEP document using the following link: STEP Standard 1, Part I After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

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STEP Standard 1 - Contextual Factors: Knowing Your School and Community Part II: Demographic, Environment, and Academic Factors You will be completing this portion of the STEP document using the following link: STEP Standard 1, Part II After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

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STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal Unit Topic: Multiplication Unit Title: Distributive Property National or State Academic Content Standards CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 Ă— 7 as the total number of objects in 5 groups of 7 objects each.

CCSS.MATH.CONTENT.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Learning Goal Students will be able to create an array for any multiplication problem and be able to separate it into smaller factors they are familiar with. In the end students must be able to solve a large numbered single-digit multiplication sentence, and demonstrate how they found the product through distributive property.

Measurable Objectives Students will be able to create a drawn array and separate a large factor in order to find the answer to any given multiplication problem with 90% accuracy. Example: 8x4 would become (8x2)+(8x2)= 16+16= 32 Students will be able to identify a the multiplication sentences from a visual of a split array with 80% accuracy.

Students will be able to explain what Distributive Property is and give an example with 90% accuracy.

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STEP Standard 3 - Assessment and Data Literacy Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.

How can we find the answer for 9 x 8 besides making an array? (2 pts) Have you heard of the term Distributive Property? If so, what is it? (2 pts) Rubric 4 out 4 correct shows that students Meeting Expectations. The goal is to see if the students have heard of these terms before and if they have the ability to solve a multiplication problem with or without an array.

3/2 out of 4 is Approaching Expectations. It is not a bad thing if students do not know the information, this assessment provides important information to guide how the students are understanding multiplication so far.

1/0 out of 4 is Falls Far Below Expectations. Since students have studied multiplication previously to this unit, they should have an idea of what else can be used to solve a multiplication problem. If a student gets 1 or 0 correct this is most likely going to be from answering the first problem slightly correct.

Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction.

Number of Students Highly Proficient (90%-100%)

0

Proficient (80%-89%)

1

Partially Proficient (70%-79%)

5

Minimally Proficient (69% and below)

10

Pre-Assessment Analysis: Whole Class Students are strong in creating arrays and depend on using them in order to find answers. Students are unaware of what Distributive Property is. This assessment data will significantly change once the unit lessons are completed. Š 2018. Grand Canyon University. All Rights Reserved.

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The goals and objectives are challenging for the third graders and surly attainable by the end of the unit.

Once students shart splitting arrays for themselves they will be sure to understand the property.

This information shows me that the students need to visually see Distributive Property along with creating one themselves. Students will be given various opportunities to create arrays on whiteboards along with various manipulatives. Vocabulary terms such as factor, product, and distributive property will be used in order to make it repetitive and concerte in the students’ minds. Students will also work in partners in order to gain peer interaction and views for better understanding. Students will also be working within the book and additional worksheets to ensure understanding.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as the preassessment, a modified version, or something comparable that measures the same concepts. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.

5 or 6 out of 6 is exceeding expectations.

4 out of 6 is meeting expectations.

3 out of 6 is approaching expectations.

2 or below out of 6 is falling far below expectations.

STEP Standard 4 - Unit and Lesson Planning Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later in the STEP process, © 2018. Grand Canyon University. All Rights Reserved.

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Day 1

Day 2

Day 3

Day 4

Day 5

Title of Lesson or Activity Standards and Objectives What do students need to know and be able to do for each day of the unit?

2 as a Factor

5 as a Factor

Arrays using factors 2 and 5

Understanding Distributive Property

Mastering Distributive Property

CCSS.MATH.CONTE NT.3.OA.A.1

.3.OA.A.1 .3.OA.A.3

.3.OA.A.1 .3.OA.A.3

.3.OA.A.1 .3.OA.A.3

.3.OA.A.1 .3.OA.A.3

Students can identify multiples of 2 and state them out loud.

Students can identify multiples of 5 and state them out loud.

Students can create arrays with factors of 2 and 5.

Students can solve large single-digit multiplication sentences by splitting arrays.

Academic Language and Vocabulary What academic language will you emphasize and teach each day during this unit?

Summary of Instruction and Activities for the Lesson How will the instruction and activities flow?

Consider how the students will efficiently transition from one to the next.

Factor, multiplication, Product, Multiples

Factor, multiplication, Product, multiples

Factor, multiplication, Product, multiples

Factor, multiplication, Product, Distributive property, multiples

Students can demonstrate how to solve multiplication sentences by using the Distributive Property method.

Factor, multiplication, Product, Distributive property, multiples

By connecting prior knowledge with the previous patterns lesson and yesterday’s factor of 2 lesson, students will be counting by two. Students will be completing pages from a factor of 5 packet.

Students will be quizzed on various multiplication problems and asked to use an array to solve them. Once completed, students will be asked to solve the problems without an array and to skip count. All answers will be written down

The steps of Distributive Property will be taught whole group. Notes will be taken first and then demonstrated with counting cubes.

CCSS.MATH.CONTE NT.3.OA.A.3

*All terms will be used within all lessons verbally and requested for students to use terms also.

By connecting prior knowledge with the previous patterns lesson, students will be counting by two.

Students will be completing pages from a factor of 2 packet.

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All academic vocabulary will be reviewed together at the beginning of the lesson.

Students will have to share what they remember and understand about Distributive Property. As whole group students will have to use

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on their personal whiteboards.

Students will also be working within the book to solve various multiplication problems of 2 and 5. Five problems using an array and 5 without using an array.

Differentiati Gifted students Gifted students Gifted students on will be able to will be able to will not have to What are the complete the entire complete the use arrays, adaptations or packet during entire packet instead they modifications independent time. during will be asked to to the These students independent create instruction/ac will also be asked time. These multiplication tivities as to find easier ways students will also word problems determined to solve problems be asked to find for their fellow by the student with an even easier ways to peers to solve factors or factor. Students solve problems in whole group. individual that are having were they can They will be learning more difficulty find a way to use using the needs? will sit with the five within one problems from teacher to color a of the factors. the book for number chart by Students that are inspiration.

2s. having more Students with *No special needs difficulty will sit difficulties will and ELL students with the teacher have to write are proficient and use their their skip count ready to be testing fingers to count numbers by 2 out. by 5s. and 5 on their whiteboard for reference in order to complete the last five problems.

Required EACH ITEM EACH ITEM EACH ITEM Materials, NEEDS 16 NEEDS 16 NEEDS 16 Handouts, Factor of 2 packet Factor of 5 Pencil Text, Slides, Pencil packet Whiteboard Š 2018. Grand Canyon University. All Rights Reserved.

their white boards to solve multiplication problems using the method.

Gifted students will be encouraged to think of various word problems that align with Distributive Property.

Students having difficulty will be partnered up to use the manipulatives to create arrays signifying distributive property.

Gifted students will not have to use arrays if they understand how distributive property work and have the ability to properly apply it. Students struggling will have the ability to use the counting cubes and draw arrays to help them.

EACH ITEM NEEDS 16 Pencil Whiteboard

EACH ITEM NEEDS 16 Pencil Whiteboard Page 10 of 19

and Technology

Whiteboard Whiteboard marker Eraser Textbook ----1 Projector

Instructional and Engagement Strategies What strategies are you going to use with your students to keep them engaged throughout the unit of study?

-Whole Group instruction -Verbally stating questions instead of reading them straight from the book.

-Ask the same question multiple times and then change the question to make sure students are paying attention.

-small group to help struggling students -skip count and purposely mess up in order for students to explain why the mistake was incorrect.

Formative Assessments How are you going to measure the learning of your students throughout the lesson?

Ask DOK level 14 questions: -Can you recite the multiples of 2?

-What are some things that come in 2s?

-If I do not have a paper to create an array, what is another method I

Pencil Whiteboard Whiteboard marker Eraser Textbook ----1 Projector -Whole Group instruction -Verbally stating questions instead of reading them straight from the book.

-Ask the same question multiple times and then change the question to make sure students are paying attention.

-small group to help struggling students -skip count and purposely mess up in order for students to explain why the mistake was incorrect.

Ask DOK level 1-4 questions: -Can you recite the multiples of 5?

-What are some things that come in 5s?

-If I do not have a paper to create an array, what is

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Whiteboard marker Eraser Textbook ----1 Projector

Whiteboard marker Eraser Textbook ----1 Projector Counting cubes

Whiteboard marker Eraser Textbook ----1 Projector Counting cubes

-Whole Group instruction -Verbally stating questions instead of reading them straight from the book.

-small group to help struggling students -Purposely give incorrect answers in order for students to explain why the mistake was incorrect.

-Have students practice newly taught methods on whiteboards -Have students talk with their neighbors Provide a multiplication sentence and have students solve and show the answer on the whiteboard.

-Whole Group instruction -small group to help struggling students -Purposely give incorrect answers in order for students to explain why the mistake was incorrect.

-Have students practice newly taught methods on whiteboards -Use manipulatives to help create the arrays -Have students talk with their neighbors

-Whole Group instruction -small group to help struggling students -Purposely give incorrect answers in order for students to explain why the mistake was incorrect.

-Have students practice newly taught methods on whiteboards -Have students talk with their neighbors

Provide a multiplication sentence and have students solve and show the answer on the whiteboard.

Have students explain what distributive property is and the steps on how to solve 6x7.

Ask students what are the various ways to

Have students practice with the cubes to create

Have students practice with the cubes to

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can always use to figure out a problem like 2x9?

The correct answers will receive a + for a correct response, while a - will stand for an incorrect response. This paper will only be seen by the teacher.

Provide a multiplication sentence and have students solve and show the answer on the whiteboard.

Exit ticket: What is something that comes in 2s? Write a word problem using that example.

Summative, PostAssessment What postassessment will measure the learning progress?

Note: This can be the

another method I can always use to figure out a problem like 5x8?

The correct answers will receive a + for a correct response, while a - will stand for an incorrect response. This paper will only be seen by the teacher.

find a product for a problem with the product of 2 or 5.

The correct answers will receive a + for a correct response, while a - will stand for an incorrect response. This paper will only be seen by the teacher.

Provide a multiplication sentence and have students solve and show the answer on the whiteboard.

Exit ticket: Students must find a way to solve a multiplication problem with a factor of 2 or 5. They have to also explain which method they used in order to solve it correctly.

Exit ticket: What is something that comes in 5s?

Write a word problem using that example.

an array and then split it in order to find the number problem.

Teacher will be walking around to watch students working.

The correct answers will receive a + for a correct response, while a - will stand for an incorrect response. This paper will only be seen by the teacher.

create an array and then split it in order to find the number problem.

Teacher will be walking around to watch students working.

The correct answers will receive a + for a correct response, while a - will stand for an incorrect response. This paper will only be seen by the teacher.

Ask DOK level 1-4 questions: Why do you think distributive property works?

How can you use distributive property at a store when solving how many bottles are in a case?

They will be given a worksheet to complete. This has students recognize arrays that they have to split and word problems in order to test their understanding while using their known factors of 2 and 5.

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same as the preassessment or a modified version of it.

STEP Standard 5 - Implementation of Instructional Unit Implement the unit you have designed. You have already implemented and analyzed the preassessment. In this topic, you will implement all lesson activities, correlating formative assessments and the summative post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.

Summary of Unit Implementation: This unit’s focus was very similar in the way that each lesson focuses on factors; because of this, the lessons are structured the same way. The lessons were completed, however my plans of having at least 15 minutes of differentiation time was lessened to around five minutes. This can tend to happen due to our combination class and I can help assist troubled students during our Silent Reading Time after lunch. My favorite strategy I use to keep students engaged is having them stand up. We play a version of Simon Says but I have them shake their legs, arms, and body to get the oxygen moving and re-center their brains. My students have an understanding that this activity is meant to wake them up and try to focus on the lesson. The reason why it is my favorite way to boost engagement is due to the absence of scolding of any kind. Another strategy I use is by having students answer questions by calling names off of cards. This causes students to listen Š 2018. Grand Canyon University. All Rights Reserved.

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but I also have them talk with their partner to get help with the answer. The last engaging strategy that I use is having students answer a question that usually involves vocabulary multiple times. The last time I ask I usually change up the words to make sure students are listening and not just anticipating what they are going to say.

The best strategy that I have noticed that helps students is having them complete a problem on their whiteboard and I walk around looking at what steps they are doing correctly or where they get stuck. This is what helps them the most because I recognize the steps that are incorrect, explain it to them, and finally show them the proper way to solve a problem.

Summary of Student Learning: Through my time with the third graders I have come to know who my strong students are, the ones who will understand with practice, and the students that need quality small group time in order to succeed. Multiplication is a new concept for some but not all. This can be difficult when I need to break down the lesson and the other students that know their facts want to speed right through it. In these cases I provide multiplication word problems for them to either solve or create. I have one student that struggles in all parts of math. I tend to spend some extra time during our whole group problem solving on the whiteboards to see her solving methods. For this student she is very visual so for my “Factors of 2” lesson I had five students stand up and her be the last one. I asked the class, “How many shoes did we have in all?” I explained that all of our students had two feet and then we counted all the feet by ones and skip counted by twos. This helped not only here but other students with being confused. Usually when students are quiet or puzzled I think quickly on what manipulatives I can bring out and I get them to show students.

My reaction to their confusion is always calm and to bring out manipulatives to understand a little better.

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YOUTUBE LINK: https://www.youtube.com/watch? v=i0fnjdwEJXk&feature=share&fbclid=IwAR37rBzRTqcgE2hyUmoTpZnuzGBrepwugZYQU9 nRRVCtl8M7cYpzTDUeqKc Reflection of Video Recording: In the video I believe that I did well with the students. The engagement and class discussions I have with these students are always fantastic and they come up with these out of the box ideas that expand what I am teaching to them. I believe I expanded on the lesson topics and previous vocabulary. In the future I would like to focus more on time management in order to get every step done in my lesson planning. It really does bug me when I look at the clock and their lunchtime has arrived. For the future I might have mini timers go off for me to recognize and set structure for whole group time and then small group time. I also must use more technology, I ended up showing them a YouTube video on Distributive Property before filming. I tend to use Khan Academy for pre-teaching the students but I need to use more than just that site.

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STEP Standard 6 - Analysis of Student Learning Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and analyze the post-test data to determine the effectiveness of your instruction and assessment.

Number of Students Pre-Test

Number of Students Post-Test

Highly Proficient (90%-100%)

0

3

Proficient (80%-89%)

1

5

5

6

10

1

Partially Proficient (70%-79%) Minimally Proficient (69% and below)

Post-Test Analysis: Whole Class

Students in the classroom become confused when being taught a new lesson with new vocabulary. Once students were able to practice breaking apart numbers and creating new multiplication sentences, the strategy was starting to make sense. The structure of discussing what represents each number and creating a circle map whole group in the beginning of each lesson boosted up student engagement and understanding. Having students write their examples on their personal whiteboards was a perfect strategy for students to identify what they know and become excited to share with the group when name cards were called. Watching students raise hands and jump up in their seats is the biggest sign of engagement and that the strategy was working in order to understand Distributive Property.

Instruction was effective but there should have been more smaller group instruction in order to have all students reach proficiency. The use of solving problems on whiteboards and asking questions were proper formative assessments for this unit. Due to repeated structure and modeling, students knew what was expected and were able to practice all methods pertaining to distributive property. During their practicing students were able to show what they knew in which examination and proper guidance was provided for students to understand the lessons. The cooperating teacher expressed that with the allotted time split in between two grades, the instruction and time spent was appropriate and most beneficial.

Post-Assessment Analysis: Subgroup Selection

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The only subgroup in my class is ELL population. This class has two English language learners that are considered advanced and will be taking the CELDT in order to be tested out of the ELL program. One of the students is naturally great at math and understands the lessons with little to no additional assistance. The second student, however needs additional assistance within a small group.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Pre-Test

Number of Students Post-Test

Highly Proficient (90%-100%)

-

-

Proficient (80%-89%)

-

1

1

1

1

-

Partially Proficient (70%-79%) Minimally Proficient (69% and below) Post-Assessment Analysis: Subgroup

The first student was able to understand the lesson and was able to independently solve math problems using distributive property. The second student needed assistance in order to really understand. The student is bright and the small extra assistance helps. Once an explanation is given in a slower pace along with a more personal example, the student understands. This was able to be provided within the unit and the student scored partially proficient.

From the students’ results I notice that they both moved up. The students that was partially proficient would have done better if more examples within the homework were provided as reference for home. An altered schedule for more small group time could have benefited the student who was almost proficient.

Post-Assessment Data: Remainder of Class

Highly Proficient (90%-100%)

Number of Students Pre-Test

Number of Students Post-Test

0

3

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Proficient (80%-89%)

1

4

Partially Proficient (70%-79%)

4

5

Minimally Proficient (69% and below)

9

1

Post-Assessment Analysis: Subgroup and Remainder of Class

The subgroup is a perfect representation of the class as a whole. There are students that understand it with some independent practice and explanation and there are students that need small group assistance in order to understand the lesson more. During the formative assessments with the whiteboards and through asking questions pinpointing of what students needed help with and how they could fix what was going wrong with their solving techniques was achieved. A slower pace of instruction in order to display model and use a circle map can definitely help create a structured routine in learning concepts and allow students to become engaged in the lesson because they have confidence in what the answers could be.

After this unit will be an entire topic test on multiplication. In my future lessons there will be a review on multiplication array and distributive property. My next objective will be: Students will be able to demonstrate how to create an array for any one-digit multiplication sentence and provide distributive property on a large number in order to find the product.

Students will be focused on reviewing the entire topic within small groups tailored to hit each lesson. Small groups will be designed to help that students that did not reach proficiency in previous summative assessments.

STEP Standard 7 – Reflecting on Instruction to Improve Student Progress Improved Practice Based on the Unit of Study Based on the experience of developing and delivering your instructional unit, list three shortterm goals to improve specific areas of your teaching practice based on the unit of instruction and describe your plan to reach each short-term goal.

Short-Term Goal

Plan to Reach the Goal (i.e., professional development, research on the Internet,

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observation of a veteran teacher, etc.)

1. Make more time for small group instruction.

-Observation of a veteran teacher’s time frames and “go-to” strategies.

-Shorten whole group instruction time in order to work closely with students.

2. Pre-plan at least three different forms of instruction methods ahead of time for a unit.

-Research methods and speak with veteran grade-level teachers about their most positive and beneficial strategies for the unit.

3. Begin each lesson with more detailed modeling so students are able to see what is going to be taught.

-Solving problems and practicing what will be said while completing an example before teaching the lesson.

-Finding an example problem that students could visually follow along to easily.

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