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I am currently looking for someone to assist in helping a lesson plan. It is for my teacher certification. These are the basic instructions below and I have attached the requirement, an example, and rubric.
Criteria Ratings
Data Quality Exemplary 10 pts. Proficient 8 pts. Developing 6 pts. Novice 0 – 4 pts.
Data is accurate, thorough
and detailed providing
great insight into student
performance on targeted
objective(s).
The included graphic adds
clarity and allows the
viewer to see trends in
the data.
Data sufficiently provides
insight into student
performance on targeted
objective(s).
The included graphic adds
clarity and may allow the
viewer to see trends in
the data.
Data provides some
insight into student
performance on targeted
objective(s), but lacks
clarity and detail.
The included graphic lacks
clarity. Trends in data are
not readily apparent.
Data provides little or no
insight into student
performance on targeted
objective(s), and lacks
clarity and detail.
The included graphic does
not add clarity trends are
not readily apparent; or,
there is no visualization of
the data provided.
Data Analysis Exemplary 20 pts. Proficient 16 pts. Developing 12 pts. Novice 0 – 8 pts.
Next steps for instruction
are based on thorough
and detailed analysis of
data clearly indicating
research-based targeted
support to individuals OR
groups to improve their
learning on assessed
learning objectives.
Detailed description of
learning interventions
identify rationale for
selection of activities.
Rationale is explicitly
supported by evidence
from the data analysis
previously performed.
Next steps for instruction
are based on sufficient
analysis of data indicating
research-based targeted
support to individuals OR
groups to improve their
learning on assessed
learning objectives.
Interventions are
described, including
generic rationale for
inclusion of learning
activities.
Rationale is adequately
supported by some
evidence from data
analysis.
Next steps for instruction
propose general support
that improves student
learning related to
assessed learning
objectives. Next steps are
loosely connected with
research and/or theory.
Some learning activities
are described.
May be lacking rationale
or rationale is
unsubstantiated by data
evidence.
Next steps for instruction
lack clarity or analysis of
the data and may relate
superficially or not at all
to the assessed learning
objectives.
Research/theory is
inadequate of missing.
There is little or no
evidence of planning
based on identified
student needs.
Rationale is missing.
Best Practices Exemplary 10 pts. Proficient 8 pts. Developing 6 pts. Novice 0 – 4 pts.
Specific references to
research-based best
practices are made
throughout the analysis to
address the needs of all
learners.
Sufficient references to
research-based best
practices are made in the
analysis to address the
needs of all learners.
Some references to
research-based best
practices are made in the
analysis to address the
needs of some learners.
References to research-
based best practices are
grossly inadequate and
may not address the
needs of the students.
Professional Writing Exemplary 10 pts. Proficient 8 pts. Developing 6 pts. Novice 0 – 4 pts.
Paper meets minimum
requirements for Exemplary
minimum 4 pages,
excluding tables or
graphs. Paper written
with one-inch margins;
1.5 or 2-spaced, Times New
Roman 12 pt. font. No
obvious spelling,
grammar, and/or
punctuation errors.
Paper meets minimum
requirements for
Proficient – minimum 3
pages, excluding tables or
graphs. Paper written
with one-inch margins;
1.5 or 2-spaced, Times New
Roman 12 pt. font. Less
than three spelling,
grammar, and/or
punctuation errors.
Paper meets minimum
requirements for
Developing – minimum 2
pages, excluding tables or
graphs. Paper written
with one-inch margins;
1.5 or 2-spaced,Times New
Roman 12 pt. font. More
than three spelling,
grammar, and/or
punctuation errors.
Paper does not meet
minimum qualifications
Preparing for the Using Data to Plan Instruction Project
I am using data to plan instruction in Dance I Music Unit. The targeted TEK(S) for this lesson is 117.306 c3A
perform memorized movement sequences with rhythmical accuracy in dance genres and styles such as ballet,
modern dance, tap, jazz, musical theatre dance, and world dance forms. The students’ class objective is to be
able to demonstrate the beat of a song using their bodies, identify the time signature of a piece of music, and be
able to count a 4/4 song in 8’s and a 3/4 song in 6’s. During class, I gave a formative assessment to check for
understanding.
The formative assessment I gave was an exit ticket posted on Schoology. Students listened to an excerpt of a
song and completed the following steps.
1. Listen to the song
2. Find the beat of the music
3. Find the downbeat or the one count, and
4. Count in either sets of eight or sets of six.
These listed steps will help students establish whether the song’s time signature is 4/4 time or 3/4 time.
First, I played two practice songs, one in 4/4 time and one in 3/4 time. I did a think aloud, explaining my
thought process to come to the conclusion whether the song was either 4/4 time or 3/4 time. Then I played
a series of 3 songs.
Students listened to the first song, followed the given steps to determine whether the song was 4/4 time or 3/4
time. Students would record their answer on Schoology as a comment on the Music Exit ticket post. Students
would repeat this process for two more songs. Students submitted their answers after listening to all three
songs. Students without a phone or iPad to use in class, recorded their answers on a piece of paper and
submitted them in their class box. Here is excerpt from the Schoology post and a sample of three students. My
analysis includes all students.
Formative Assessment: Exit Ticket – Music Lesson
After listening, decide if the song is in a 4/4 or 3/4 time signature. (Teacher will play 3 different
songs)
The assessment was considered a schoology activity but could also be considered a short quiz in which the
results were used solely to collect formative data and not for a grade.
To score the data, I recorded whether the student got three out of three correct, two out of three correct, one
out of three correct, or none out of three correct. I took note of which ones students were frequently missing.
For this specific activity, many students struggled with the third song. A few students also missed the first song
as well.
I analyzed the data for this activity. Three students struggled with the first song and did not put the correct
STUDENT NUMBER #correct SONG 1 SONG 2 SONG 3
STUDENT #1 3 3 / 4 4 / 4 4 / 4
STUDENT #2 2 3 / 4 4 / 4 3 / 4
STUDENT #3 2 3 / 4 4 / 4 3 / 4
STUDENT #4 2 4 / 4 4 / 4 3 / 4
STUDENT #5 2 3 / 4 4 / 4 3 / 4
STUDENT #6 1 4 / 4 4 / 4 3 / 4
STUDENT #7 2 3 / 4 4 / 4 3 / 4
STUDENT #8 2 3 / 4 4 / 4 3 / 4
STUDENT #9 2 3 / 4 4 / 4 3 / 4
STUDENT #10 3 3 / 4 4 / 4 4 / 4
STUDENT #11 2 3 / 4 4 / 4 3 / 4
STUDENT #12 2 3 / 4 4 / 4 3 / 4
STUDENT #13 2 3 / 4 4 / 4 3 / 4
STUDENT #14 0 4 / 4 3 / 4 3 / 4
STUDENT #15 2 3 / 4 4 / 4 3 / 4
STUDENT #16 2 3 / 4 4 / 4 3 / 4
STUDENT #17 2 3 / 4 4 / 4 3 / 4
STUDENT #18 2 3 / 4 4 / 4 3 / 4
STUDENT #19 2 3 / 4 4 / 4 3 / 4
STUDENT #20 2 3 / 4 4 / 4 3 / 4
Data Quality 10 pts
pts
Data Analysis – 20 pts – throughout the
next two paragraphs
answer. The first song was 3/4 time signature which is sometimes harder to detected. Only one student got the
second song incorrect. Eighteen students got the third song incorrect. The third song was a slow 4/4 time
signature. I think many students got caught in the misconception that a slow tempo song equals 3/4 time
signature. After analyzing this formative data, there are definitely a few things that I need to reteach and clarify.
My next lesson will start by focusing on that third song of the exit ticket from the previous day. The class will
listen to the song they struggled with the most. I will explain the proper way to count the music and the
students will have an opportunity to adjust their thinking. According to the book, How People Learn
Feedback is most valuable when students have the opportunity to use it to revise their thinking
as they are working on a unit or project. The addition of opportunities for a formative
assessment increases students’ learning and transfer, and they learn to value opportunities to
revise (Barron et al, 1998; Black and William, 1998; Vyeet al., 1998b.) (Bransford, et al 141).
According to this research strategy, students will best adjust their thinking when they get to continue to work
with the area for which they are receiving feedback. With that in mind, I will explain in several different ways
why the song is a 4/4 time signature and not a 3/4 time signature. Note how she ties the research back to her
next steps.
I will use the illustration of finding the downbeat and filling in the number of beats or “puzzle pieces” it takes to
get to the next downbeat. There should be 7 beats or “puzzle pieces” between downbeats because dancers
count 4/4 time signature in eights. This illustration is done on the white board for all the visual learners. We will
also do a physical activity for those who learn kinesthetically. We will stand up in one big circle, march on the
beat around the circle, and clap on all the downbeats. We will also do physical examples for 3/4 time signature.
As for my students with Individualized Education Program plans and Specific Language needs, these same
explanations and activities will help them as well. The use of visual cues and the extra time we put into this
lesson will help them tremendously. I will gather formative assessments on them as well as the rest of the class
through observation. This is to ensure everyone is understanding this example. I am teaching them ways to find
Data analysis as it impacts next steps. Note the
research cited to support strategies – 10 pts.
Targeted supports and learning interventions
the time signature of a song not only for this example but for all music played throughout the year.
The targeted objective for students to be able to demonstrate the beat of a song using their bodies, identify the
time signature of a piece of music, and be able to count a 4/4 song in 8’s and a 3/4 song in 6’s is derived from
the TEK(S). After these lessons, students will be set up for success to accomplish this TEK(S) and perform dance
phrases with proper musicality.
Sources:
Bransford, John D., et al. How People Learn: Brain, Mind, Experience, and School. Washington D.C., National
Academy Press, 2004.
Texas Education Agency- Fine Arts Texas Essential Knowledge and Skills (TEKS)
For the assignment, candidates select a previously given assessment(s) and use the data from the assessment(s) to determine next steps for instruction for each student. The data may be summative; such as a comprehensive assessment, a lab report, or a project; or may be formative, such as an independent reading record, observations, an exit ticket, or a short quiz given to inform instruction.
As candidates analyze the data they should address questions such as:
· Given this data point, which students “got it,” which students “kind of got it,” and which students “didn’t get it at all?”
· Would all students falling into these categories benefit from the same intervention or do they have different needs/skill sets/gaps that would require different interventions?
· What research-based instructional strategies, enrichments, or interventions would be best for each group or individual student?
Candidates will create and submit a multi-page
pdf document (minimum 3 pages, excluding data tables and graphs) that includes the following, in this order:
1. The targeted TEKS or Prekindergarten Guideline(s)
Note: If you teach in a Special Education Self-Contained classroom, you may use the targeted IEP goal(s) where appropriate.
2. A description (include the actual assessment if it will add clarification) of the assessment given
3. The method used for collecting and scoring the data,
4. A table, chart, or other graphic displaying the data
5. A
descriptive analysis of the data for all students in the class, and,
6.
Next steps for instruction using
research-based strategies that address the following
· How will you use your knowledge of your students’ assets to inform your plans?
· What instructional strategies, learning tasks, and/or assessments will you design to support student learning?
· How is the teaching you propose supported by research and theory about how students learn?
Further Requirements
· Specific attention should be given to the needs of all students identified as Special Education, 504, Gifted and Talented, English learner, etc.
· Your class analysis MUST include masking procedures for each student. Use “Student A”, “Student B”, etc. Students who participate in the special education program should also be identified with their qualifying condition; for example, “Student C – LD”.
**NOTE: LACK OF PRIVACY ENHANCEMENTS IS AN AUTOMATIC ZERO FOR THE PROJECT.**
· Candidates should be specific and clear of the next steps addressing each student either individually or in small groups based on the data analysis.
· Finally, your paper must follow professional guidelines. This is scored on the rubric as well. Your paper should be written following these guidelines:
· One-inch margins
· 1.5 or doubled spaced
· Times New Roman 12 pt. font
· No obvious spelling, grammar, and punctuation errors
· At least 3 pages, excluding data tables and/or graphs
