Competency 010

The teacher monitors student performance and achievement; provides students with timely, high-quality feedback; and responds flexibly to promote learning for all students.

Secondary Methods Assignment Cover Sheet

Title of Assignment: Analysis of Student Learning

Name: Katy Wood Date: 11/11/11

q Competency 009 – The teacher incorporates the effective use of technology to plan, organize, deliver, and evaluate instruction for all students.

q Competency 010 – The teacher monitors student performance and achievement; provides students with timely, high-quality feedback, and responds flexibly to promote learning for all students.

Justification Statement:

I wrote this artifact on November 11, 2011. This was written to compare and assess the performance of the different students of one high school Theatre Arts level one class. This artifact will be used in the future so that I will use technology to organize and evaluate instruction for all students. This artifact will be effective because it will give me the opportunity to monitor student performance and achievement. And after analyzing the data that I collect, I will be able to better my classroom and the students in it.

Whole Class:

I set the passing criterion at 80% for my class because the information that they are learning, the areas of the stage, is very important knowledge they will need to be able to build their acting skills. After putting the numbers into the chart to get the score percentages of the students’ pre-assessment test, the class average was 33%. The average score after the post-assessment test was 92%. This is twelve points higher than the passing criterion, so the class average increased by fifty-nine points. Only two students scored higher than an eighty on the pre-test, and this increased to nineteen out of the twenty students after the post test. The following table represents the difference from pre-assessment to post-assessment for each student.

Looking at this table, it is easy to see that every student increased their scores from pre-assessment to post-assessment. It also shows a large increase in scores across the board. Every student, except for one, increased their score to well over 80%. Many of the students did not even get 50% correct for the pre-test, and now they have aced the post-test. The following chart breaks down the scores into points possible as well as student ethnicity.

Student	Ethnicity	Pre-Assessment Obj. 1	Test Score % (80% criterion)	Post Test Obj. 1	Test Score %
		18 points possible
1	W	0	0%	16	88%
2	W	10	55%	18	100%
3	H	0	0%	17	94%
4	W	0	0%	10	55%
5	H	2	11%	15	83%
6	H	1	5%	18	100%
7	W	5	27%	17	94%
8	W	10	55%	18	100%
9	W	4	22%	17	94%
10	W	0	0%	17	90%
11	H	10	55%	18	100%
12	W	13	72%	18	100%
13	W	2	11%	16	88%
14	W	6	33%	18	100%
15	H	18	100%	18	100%
16	H	0	0%	16	88%
17	W	13	72%	18	100%
18	W	2	11%	15	83%
19	W	6	33%	17	94%
20	AA	17	94%	18	100%

Subgroups:

The two subgroups I chose to analyze were the Hispanic students and the white students. I chose to compare these two groups because there were only six Hispanic students in the class, with all the rest but one being white. There is one African-American student in this class. The Hispanic scores were interesting to analyze next to the White scores. The White students in the class scored an average of 30% on the pre-assessment test and an average of 91% on the post-assessment test. This is an increase of sixty-one points. The Hispanic students scored an average of twenty-nine percent on the pre-assessment test and a 91% on the post-assessment test, with an increase in score of sixty-two points. I chose to focus on objective one for this comparison. I found it interesting how both groups scored almost exactly the same on the pre-test and post-test. My theory is that the information being taught for learning objective one is not ethnically based information. It revolves around theatre performers, so unless the students had any previous stage experience, they would not have known the information. Even after the instruction for learning objective one, both groups had very large, very significant number increases in their scores, leading me to believe that the information being taught was easy to comprehend. The graph below shows the increase in percentages among Whites and Hispanics.

Individuals:

The two students I chose to analyze more carefully were students number twenty and number four. I chose these two students because one of the students scored one hundred percent on both the pre-assessment and the post assessment, and the other student scored zero percent the first time and still did not pass the second time with a fifty five percent. Knowing that student number twenty has had many previous acting experiences in the past, it would make sense for this student to understand the information and score one hundred percent on both assessments. It is important to keep these students in mind because they will be able to teach other students in the class. Students generally understand content easier when a fellow classmate explains the information to them. The student that originally knew nothing about the stage during the pre-assessment still did not quite understand the information the second time around. This student is white and knows the English language very well, so the theory that his comprehension is stifled because of a language barrier is thrown out the window. This student does not participate in class very often, neither vocally or in written format like worksheets. The theory is that this student is taking a theatre class for the fine arts credit, so they are not seemingly interested in the subject matter. The solution would be to change their outlook or opinion of theatre. By making them enjoy the subject, they will become more curious and want to pursue it. The following graph displays these two students’ scores.

Competency 009

The teacher incorporates the effective use of technology to plan, organize, deliver, and evaluate instruction for all students.

Secondary Methods Assignment Cover Sheet

Title of Assignment: Lesson Plan

Name: Katy Wood Date: October 18, 2011

q Competency 009 – The teacher incorporates the effective use of technology to plan, organize, deliver, and evaluate instruction for all students.

Justification Statement:

I wrote this lesson plan on October 18^th, 2011. It was written for an Advanced Theatre class in a high school classroom. I used this lesson plan for my very first lesson I taught to high school students. I incorporated the use of technology to plan, organize, deliver, and evaluate instruction for all the students. After using this artifact in a classroom scenario, I now know what needs to be updated and altered to create a much more effective lesson plan. This will be one of the lesson I teach in my first classroom.

Lesson Plan

Name: Katy Wood Grade Level: 11th

Subject: Advanced Theatre Title of Lesson: Commedia

Establishing the Lesson Framework

TEKS: What state standard from your content area is this lesson based upon? Place the complete standard below.	Applicable Student Expectations: What expectations are there for students in this state standard? Place them below.	Objective(s): What must students know and be able to do as a result of this lesson? Use a Bloom’s Taxonomy verb and be sure objectives are measureable. This is not an activity!	Rationale: Why is the learning in this lesson relevant and important for students?
(2) Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies. (B) analyze characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions (C) portray believable characters in improvised and scripted scenes of various styles.	- Analyze characters from various genres and styles - Portray believable characters in improvised and scripted scenes of various styles.	The Learner will… Understand the commedia dell arte style of performing by discerning the famous stock characters associated with this genre as well as understand the physicality of performing this style. The learner will also be able to utilize this knowledge of physical, farcical acting to improvise various scenarios during class.	Learning this style of acting is essential to a good performance of any type of farce play, especially Shakespearean comedy.

Assessment Strategies

Pre-Assessment: How and when will you assess and record students’ knowledge and skill levels of the objective(s) BEFORE you begin to plan instructional strategies and activities? Describe below and attach assessment(s) at the end of the template.	Formative Assessment: How will you assess EACH student’s learning of the objective(s) DURING the lesson so you AND students know the intended learning is occurring? Describe below and attach assessment(s) at the end of the template.	Summative Assessment: How and when will you assess all students’ mastery of the objective(s) of your lesson AFTER the instruction and activities have occurred? Describe below and attach assessment(s) at the end of the template.	Rubrics: If you choose to use a rubric for pre-, formative and/or summative assessment, please include it at the end of the template. If you will not use a rubric, how will you evaluate each assessment? Describe below.
Ask the students what they already know about the subject at the beginning of class by using a journal discussion question.	During the informational part of the lesson, I would continuously ask the students if they were understand the topic or I would ask confirmation questions throughout the lesson. During the activity part of the lesson, I would observe how well they committed to an extremely physical character with very over-the-top gestures.	I would grade them on their participation in the activities as well as their journal entry.	- Did the student write a journal entry for the day and participate in the beginning of class discussion? - Did the student actively participate in the games/activities?

Instructional Strategies

Introduction/Focus: How will you capture student interest, motivate them for the upcoming learning, engage their prior knowledge and be sure they understand the objective for the lesson clearly?	Instructional Procedure: What activities, strategies and procedures will you use to optimize learning of the objective(s) for all students? Direct instruction, cooperative learning, simulations, role play, ACTIVE lecture, literacy strategies, inquiry, others? Be sure to specify all aspects of your chosen strategies/procedures.	Closure: How will you provide opportunities for the learners to be included in the summary of the key points of the lesson and the restatement of the instructional objective?
I will capture student interest by writing a controversial statement on the board where they have to form an opinion about the statement and have a reason for having that opinion.	I will use direct instruction, cooperative learning, as well as role playing games to optimize learning for all students.	I will ask the students questions that will confirm what they have just learned. The students will also be expected to physically show what they have learned.

Designing Supportive Learning Environments

Materials: What materials and resources – including technology - will you need to implement your instructional strategies, activities and procedures? Be specific!	Setting: How will you arrange the classroom, manage your materials, group students, and provide for technology needs and/or safety needs?	Student Needs: What are student characteristics you need to consider, such as prior knowledge and special learning and physical accommodations/modifications [Must include any special education modifications or accommodations here for students who will engage in this lesson]
Teacher Use: (strongly consider using technology and/or materials from professional organization websites aligned with your content area) -white board -TV to show pictures and video - PowerPoint to display information -a door	The classroom chairs will be placed in horizontal rows facing the front of the classroom for the first part of the lesson. The chairs will be slightly adjusted to face one of the doors in the classroom for the activity. If there is time for another activity, the chairs will be moved out of the way completely to have room in the middle of the classroom for the activity.	Because the activity is very physical, I would need to consider any student that has a physical disability. If there was such a student in my class, I would ask them to participate regardless to see what kind of creativity they could produce even with a disability.
Student Use: (strongly consider using technology and/or materials from professional organization websites aligned with your content area)
-journal -their bodies