429 Teacher Work Sample

Lander University Teacher Education

Analysis of Student Learning- Showcase lesson (LO 4.1 & 4.2) (APS 3 & 7)
Learning Objective: In this lesson, students will brainstorm different gender stereotypes and
discuss how the stereotypes are relevant to the classroom novel, Slumming. Students will
analyze two characters from the novel and analyze ways how the author's language might send a
message about gender roles.
Assessments
Pre- Students will create a list of stereotypes based on their opinion and background
knowledge. Student input and participation will be assessed during the discussion about
gender stereotypes from a male and female perspective.
During- Student presentations explaining whether or not the focus characters, of their
assigned portion of the text, displayed gender stereotypical behaviors.
Post- written passages explaining what a stereotype is and explain how stereotypes are
relevant to the text, Slumming (with a provided example)
Format of Formative Assessments
Pre- Observation and collection of student created lists.
During-Checklist students will be used to assess student participation in presentations.
Post- Written passages will be collected and assessed based on completeness.

Assessment Data:
The chart below shows data collected after assessing the lesson. Students were assessed based on
participation during classroom discussions and the completion of assignments: Bulleted list and
the written statement. The majority of the class participated during discussions created
throughout the lesson. Every student within the class participated in the either whole group or
small group discussions in some way. There were some students who got off topic and had to be
directed as to what they should be discussing within their small groups. Every student within the
class completed the bulleted list of what it means to be female or male. When providing a
definition of what a stereotype is, the majority of the class did so thoroughly. There were some
students who didnt put forth much of an effort to write. When determining how the classroom
text was relevant to stereotyping, every student made an attempt, but some students did not
include examples from the text.

Students

1
2
3
4
5
6
7
8
9
10

Participated
during
discussions
(Small
group/Whole
group)
X
X
X
X
X
X
X
X
X
X

What it means to be
Female/Male

X
X
X
X
X
X
X
X
X
X

Provide your
definitionStereotype

X
X
X
X
X
X
X
X
X
X

How is
stereotyping
relevant to
Slumming
X
X
X
X
X
X
X
X
X
X

THREE INDIVIDUAL STUDENTS REFLECTION:

High Achiever- The student that was the most successful in this lesson was the student who
usually is a never engaged in the classroom. As I observed her throughout my clinical
experience, she rarely participated in discussions and always dreaded having to do assignments.
Surprisingly, she was the most actively engaged during my lesson. I believe she participated so
well because she was able to work in a group with her peers. When deciding which set of
characters to assign to each group, I purposely gave her group characters from a chapter that had
been just recently read. Some of the other members of her group functioned on a lower academic
level, some significantly below grade level, so I tried to accommodate them by giving them a
chapter that would be easier for them to think back to. She took initiative and led the group by
searching through the chapter and finding the material to answer the questions. I noticed she was
doing the majority of the work and asked the rest of her group to participate. One student helped
write their group response on paper and another student looked through the chapter to find
examples. They all worked very well together. This student also put forth the most effort in
completing their written assignment. Her answers were very thorough she exceeded my
expectations.

Average- There is one student who is usually quiet and shy in class. I predicted that she would
not enjoy this activity because there would be a lot of moments during the lesson where she
would have to talk to her peers. At first, she wasn't talking to the rest of her group and she was
very passive. The other students within her group weren't as engaged the other two groups. I
briefly addressed their group to tell them that everyone should be participating. After some
redirection, she started participating more. She was still being passive, but she grabbed a book
and started looking for examples thorough the chapter. She was also the one who took the
initiative to read his group's response. Although she didn't put forth as much effort as she could
have, she did participate which was greatly appreciated. Although she spent a lot of time
doodling on her assignment and in her notebook, she also put forth a good effort on completing
her written assignment. It was thoroughly explained and she met my expectations.

Low- The student who was least successful in this activity was the student who generally
performs the same way during lessons with the cooperating teacher. There are some days where
she puts forth a full effort to do her work and participate. There are other days where she will
avoid participating and procrastinate to get her work done. The day I taught this lesson wasn't the
best day for her. She participated in the discussions and the activity to an extent, but she did not
put forth a full effort. She was more concerned with talking with the members of her group about
topics that were not relevant to the lesson. I also noticed that she had her cell phone out a lot. She
would put it up when I addressed the problem, but she would pull it back out when I went to
assist another group. In completing the written assignment, the student did put forth an effort, but
they did not go into detail and did not include all of the required elements of the writing
assignment.

Reflection, Self-Evaluation, & Professional Development (LO 4.2 & 4.3) (APS
3, 10)
Reflection on possibilities for Professional Development: As I taught my lessons, I noticed
that I struggle with time management. I have a tendency to get so involved with my students that
I do not pay any attention to the time. There were also times where I taught parts of my lesson
too fast and I could have slowed things down to provide the opportunity for more student
discussions and to assess student comprehension. I would like to work on my time management
skills and also ways to continue building good classroom management. I didnt have any
behavior problems during my lessons, but there were times where I should have taken a little
more initiative to handle the students (mainly during discussions). My cooperating teacher gave
me some very helpful advice about how to go about doing so.