# Teacher Work Sample Essay

#### Introduction

This Teacher Work Sample assignment provides an opportunity for the student to document the ability to create a unit of work based on assessment data to meet the needs of a specific needs of eight grade 9 students (Student A-H). The unit includes effective instructional strategies, such as use of multimedia, assessment planning, lesson planning, and individual focusing, to help the students in developing their best understanding to the content. This task requires the student to assess the learning outcomes of the students by using a pre and posttest. Content on Mathematical Algebra is used along with several instructional strategies and accommodations to evaluate students’ performance and provide opportunities to help them improve their skills. The Unit of work includes its objectives, the teaching strategies, daily content to be covered, and the assessment plan.

Teaching is an important profession which requires a lot of efforts and cares to build the future of the students. A teacher helps the students in learning new concepts, and this cannot be done without lesson planning, assessment planning, or without using effective strategies or activities in the classroom. This means that the better the teacher plans the lesson, the more effective the learner will be at learning new things (Pullen, 2011). Moreover, the teacher must include the motivation of the students in the lesson planning because motivation promoted the conceptual learning, enjoyment, and performance in the student, so the student begins to enjoy the lecture as well and thus really get command over the concepts. Providing stimulating learning environments will motivate students to take more interest in their course content thereby developing a deeper understanding of the concepts. Simply, motivation enhances the capabilities of the student to perform in the best way and thus will leave a very positive impact on the success of student (Anon, 2016).

#### UNIT of Work

The student selected Inequalities, a topic from the 9^{th} grade math curriculum. A pretest consisting of ….. items which cover the areas to be taught was administered and analyzed. Each student’s needs were documented and accommodated in the unit. The appropriate state standards and content are presented in the unit. Each student in the Student group will be assigned with different instructional objectives, this is to ensure that the teacher is meeting the diverse needs of the class as they understand the content.

. The unit objectives are:

- solve inequality by graphing the solution,
- Solving inequality by writing it in interval notation,
- Solving inequality word problems,
- Solve inequalities graphically, numerically, and algebraically.

Following is the interdisciplinary unit plan, created to be taught over a period of 1 week. The test and Thematic Unit are presented below.

#### UNIT

Teacher: Jean Carlo | Subject: Algebra | Grade Level: Grade 9 | No. of Students: 8 |

Date: April 6, 2018 | Lesson Duration: 1hr. 30 min. (Block scheduling) | ||

| MAFS.912.S-MD.2.5 Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. For example, | ||

Unit Goal | This lesson unit is intended to help you assess how well students understand conditional inequality and solve. | ||

Lesson Objectives: | Students will: A) 1. Solve inequality by graphing the solution, B) 1. Solve inequality by graphing the solution, C) 1. Solve inequality by graphing the solution, D) 1. Solve inequality word problems. E) 1. Solve inequality by graphing the solution, F) 1. Solve inequalities graphically, numerically, and algebraically, G) 1. Solving inequality word problems, | ||

Opening/Warm-up:
| Video: Students will watch a video on how to solve inequality and word problems. https://www.youtube.com/watch?v=2cQjqAZ8Wmw | ||

Work Session:
| Materials/Resources Needed:State all materials to be used during the week of instruction
| ||

Lesson Content
| Day 1: The teacher will administer a pre-test to ascertain student conceptual understanding of Inequalities. Content: The teacher will discuss the definitions of inequality terms. Activity: The students will learn definitions for inequality properly and will practice the examples provided in the textbook. | ||

Day 2Question: The teacher will ask few questions to evaluate that to what extent students understood about the definitions of inequalities? Content: The will discuss the way of solving word problems or numerical related to the inequalities. Activity: The students will solve different word problems on inequality Exercises on page 145 in the textbook. | |||

Day 3Question: Teacher will ask few questions of the word problems of inequalities. Content: Teacher will guide about solving inequalities questions algebraically. Activity: Students will solve the algebra questions of inequalities by writing it in interval notations. | |||

Day 4Question: Teacher will ask few questions of the algebra questions and will ask students to solve it in interval notations. Content: Teacher will guide about solving inequalities questions graphically. Activity: Students will solve the algebra questions of inequalities by sketching graphs. | |||

Resources for Students | Algebra Textbook, Journal, Computers, teacher made a worksheet Pre and post tests
| ||

Differentiation:
| The teacher will use differentiated instruction when teaching the class to accommodate all students.
The teacher will use observations to identify any students needing one-on-one assistance during the independent practice. | ||

Activities: | The teacher will take tests as assessment and evidence-based activity to evaluate the students’ performance in class and their understanding level. Students will be evaluated for mastery by Teacher Observation and their performance on the Assessment worksheets. | ||

Follow-up Activities | If students do not demonstrate at least 70% mastery of the skills and concepts in the objectives, the teacher will reteach them. | ||

Evaluation of Mastery/Evidence of Learning:
| Students will be evaluated for mastery by Teacher Observation and their performance on the Assessment worksheets. Questioning Quiz |

After the completion of this plan, the teacher will conduct a posttest on Day 5 to evaluate how his teaching strategies helped the students to learn new concepts and how many teachers met the learning needs of the students (Behaviourism, 2017).

#### Learning Assessment Analysis

Assessment of learning refers to the question that at a particular point in time how much a student has learned. On the other hand, assessment for a student means that assessing a student to help him/her further his existing level of learning (Jennings, 2007; Vygotsky, 1978). The goal of assessment for learning is to bridge the past to future with proximal development, and the assessment of learning focuses on checking the achievement status and the already possessed knowledge by the student (Jackson, 2011). The purpose of this assessment was to meet the learning needs of a diverse group of students. The Pretest and Posttest methodology is considered to be the best approach to evaluate the learning level of the students and to understand their strengths and challenges. This assessment plan is also to evaluate where the students need more help with understanding the content and whether learning gains are a result of instruction or teaching strategies.

The pretest and posttest results of the students are shown in the table below;

Table 1 Instructional Assessment Data

Instructional Assessment Data
| ||||||

Student Identifier | Instructional Adaptations | Instructional Objective Number | Pre- assessment Raw Score | Post-assessment Raw Score | % Gain / Loss* | Analysis of Gain / Loss |

Student A | Group work Individualized work | 1, 2 and 3 | 65 | 90 | 38.46 | 77.5 |

Student B | More time gave Interactive work | 1 and 2 | 70 | 95 | 35.71 | 82.5 |

Student C | More time Given Cooperative activities Interactive software | 1, 2, 3, 4 | 50 | 80 | 60.00 | 65.0 |

Student D | Group work | 1 add addition objs | 60 | 85 | 41.67 | 72.5 |

Student E | Group work | 1, 2, 3 | 65 | 95 | 46.15 | 80.0 |

Student F | More time given | 1, 2 | 75 | 100 | 33.33 | 87.5 |

Student G | Group work | 2 Add other objs | 60 | 75 | 25.00 | 67.5 |

Student H | More time gave Practice to develop speed and automaticity | 4 | 80 | 100 | 25.00 | 90.00 |

*Link to a Percentage Gain Calculator (http://convertalot.com/percentage_gain_calculator.html) to determine the percentage of improvement. |

The table above shows that in the pretest the student got fewer marks but after attending the five days lectures, the students will become able to show good results and thus they did so well in the posttest. This means that the lesson plan helped the students to understand more about the content and that is why they did so well in their posttest.

#### Reflection on Teaching and Learning Based on outcomes of Measurement

This document is about the observation of the students and to make an assessment plan for the students to meet their learning needs. The main purpose of this document was to make the students able to understand the topic very well. Many students face different sort of challenges, such as minorities face language challenges, some students are not that much keen to observe the concepts quickly, and some cannot pay attention to the lecture with interest. However, to overcome these all challenges of the students, the teacher used effective strategies, such as asking questions about the previous lecture helped students to revise the content. Similarly, the use of multimedia (video) helped the teacher to develop the interest of the students to the topic and helped them to observe the concepts efficiently.

#### References

Anon. (2016). EXPECTANCY VALUE THEORY. *COMMUNICATION STUDIES THEORIES*.

Behaviourism, T. a. (2017). *Teaching and Learning Resources / Behaviourism. 2017.* Retrieved from http://teachinglearningresources.pbworks.com/w/page/19919540/Behaviorism

Daskalopoulou, S. R. (2015). The 2015 Canadian Hypertension Education Program recommendations for blood pressure measurement, assessment, and prevention. *Canadian Journal of cardiology, 31*(5), 549-68.

Jackson, C. **&**. (2011). Personal development plans and workplace learning. *British Journal of Healthcare Assistants, 5*(6), 292-296.

Jennings, S. F. (2007). Personal development plans and self‐directed learning for healthcare professionals: are they evidence based? *Postgrad Med J,, 83*(982), 518–524.

Pullen, R. L. (2011). Get on the road to professional development. *Journal of Education, 9*(11).

Vygotsky, L. S. (1978). *Interaction between Learning and Development.* Harvard Press.

**Appendix A **

**Pre-Post Tests**

NAME:_______________________

Instruction: Put in interval notation AND draw a graph of each inequality.

1. x ≥ 4 0 1.______________________

2. x < 6 0 2.______________________

3. x ≤ -2 0 3.______________________

4. x > 8 0 4.______________________

5. x < -10 0 5.______________________

Write each interval as an inequality, and draw a graph for each.

6. (-∞, -8] 6.______________________

7. [5, ∞) 7.______________________

8. (-2, ∞) 8.______________________

9. [-10, ∞) 9.______________________

10. (-∞, 6) 10.___________________

Appendix B

1: Inequality Word Problems

Keith has $500 in a savings account at the beginning of the summer. He wants to have at least $200 in the account by the end of the summer. He withdraws $25 each weekfor food, clothes, and movie tickets.

- Write an inequality that represents Keith’s situation.
- How many weeks can Keith withdraw money from his account? Justify your answer.

2: Inequality Word Problems

Yellow Cab Taxi charges a $1.75 flat rate in addition to $0.65 per mile. Katie has no more than $10 to spend on a ride.

- Write an inequality that represents Katie’s situation.
- How many miles can Katie travel without exceeding her budget? Justify your answer.

Appendix C

Answers to Inequalities Word Problem Worksheet

1) No more than 12 weeks

2) No more than 12.7 miles

3) No more than 5 DVDs

4) At least 12 more sessions

5) At least 950 bags of dog food.

6) More than 12.5 weeks.

7) At least 15 times

8) No solution. : 10 12 14 16 18

9) n > -5 : -6 -4 -2 0 2

10) x £ -1 : -4 -2 0 2 4 6