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Content on this page developed by: Mark Jones, Brenda Maloonly, Brenda Schipper, Megan Thompson, NICL Student Teaching Center 2002, Nick Pace, Coordinator, University of Northern Iowa, Cedar Falls IA. Page content last modified November, 2002.
A Student Teacher's Guide to Completing the
Teacher Work Sample
| CONTEXUAL FACTORS | LEARNING GOALS | ASSESSMENT PLAN | |
| DESIGN FOR INSTRUCTION | INSTRUCTIONAL DECISION MAKING | ANALYSIS OF STUDENT LEARNING | REFLECTION AND SELF-EVALUATION |
Instructional
Decision-Making
| Throughout the course of your learning unit, keep a journal describing what went well and what you want to change. This information, accompanied with a sample of your students' work, will allow you to make more thorough and confident decisions. Take note of how and when you think on your feet. Read students’ body language, behavior, attention, etc… How did you know your lesson wasn’t working? How and why did you decide to make changes? Asking yourself these questions will also help focus your reflection. This section of your work sample should be written in present tense. |
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