Running head: FINAL PORTFOLIO 1

Final Portfolio

Julie Neuner

EDUC 560

December 22, 2013

Dr. Vickie Cummings

FINAL PORTFOLIO 2

Abstract

This paper provides a reflection on formative and summative assessment methods to inform

teaching and improve student learning. Included in the reflection is a unit of instruction that

includes graphic organizers, student metacognitive strategies, a teacher made test, student

learning logs, rubrics, and a performance task. A reflection of personal growth is summarized as

a result of field observation studies and through a professional learning community discussion

forum within the course: Investigating Student Work at Southwestern College of Professional

Studies. Appendix A is an example of Venn Diagram graphic organizer. Appendix B provides an

example schedule from the field observations.

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Final Portfolio

Reflection of Personal Growth

The course Investigating Student Work has helped me to reflect on and view assessment

in a different way. Before this course I typically thought about assessment with the picture of

traditional summative tests in mind, and didn't really think about all the ways teachers assess

students every single day. Conferencing, performance tasks, portfolios, graphic organizers,

learning logs, and reflective journals all fall into the formative assessment category. I've used

many of these tools in the classroom but didn't really think of them as assessments.

While summative and standardized tests are important and will always be a necessity to

measure learning and provide accountability, daily formative assessments are equally as

important. Learning to reflect on all these types of authentic assessment will help to improve

instruction and student learning. Teaching students to be reflective learners is also an important

take away that I have from this course. I want to involve students more in their own learning

through a shared understanding of the importance of assessment. As students progress through

the grade levels the more they understand the purpose of their assessments the more likely they

are to be motivated to succeed. A shift in the approach to assessment is required according to

Burke (2009). Teachers "must use assessment as sources of information for both students and

teachers; follow assessments with high-quality corrective assessment; and give students second

chances to demonstrate success" (Burke, 2009, p. 1).

Observing classroom teachers and collaborating with peers through a professional

learning community, such as the discussion forum in the course, provide an educator with an

opportunity to pause and reflect on what works and what doesn't. Reflection time is a vitally

important part of effective teaching. Reflective educators take the time to pause and ponder what

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went well and what didn't. Structured professional learning communities provide opportunities

for educators to learn from each other. Educators make a commitment to lifelong learning when

they step into the profession. This course provided a time and a place to meet and collaborate in

a 21st century digital platform.

Overview of Field Observation Study and Goals

The field observation study has provided the opportunity to gain perspective on

classroom management, and broadened past experiences using technology in the classroom. I

previously worked with Mrs. Jenny Raetz in a K-8 elementary school, and from that experience

knew she was a dynamic educator who embraced technology to improve engagement and

motivate in the classroom. Observing her teach third grade students has allowed me to gain

knowledge in all areas of my learning goals. My learning goals were as follows: to develop new

ideas for incorporating technology in the classroom; gain new insights for classroom

management; reflect on how classroom routines and rules can affect student learning; identify

effective behavior management strategies; and learn effective teaching strategies for primary

students.

I completed three separate classroom observations with each visit intentionally allowing

me to observe various times and subject areas in the schedule. The observation schedule has

allowed me to see various behavior management strategies in action as well as note strategies

used for effective transition time between subjects. The methods of assessment observed include

both formative and summative given in the form of pencil/paper, computer based, questioning,

conferencing, and graphic organizers.

During the first observation I observed students working in the computer lab. The

students were highly engaged in the lessons they were practicing for math and

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spelling/vocabulary. Students practice vocabulary and math lessons to prepare for the computer

based tests they take weekly. I also observed students transition back to their classroom into a

whole group English lesson. The student movement and transition time allowed me to note

effective behavior management strategies used to keep students on track for learning when they

could have easily become distracted.

During the second observation I observed Mrs. Raetz move from whole group math

instruction to working in small groups to differentiate as needed for student success. I noted

effective one to one student conferencing as an assessment method during this visit. I also made

note that a timer is highly effective and can be used in many different ways to keep students on

task and moving at an appropriate pace.

The final observation was during the subject areas of Religion, Reading, English, and

Science. I observed students transition to and from lunch and recess. I again noted examples of

effective behavior management strategies engrained into various content areas. Mrs. Raetz uses a

Behavior Bucks management system that allows students to earn and lose dollars for both

behavior and academic performance. This is highly effective and students are motivated to stay

on task. I also observed her sharing formative assessment data with her students. The results of

the computer spelling test that students took in the morning were immediately provided to the

student upon completion of the test on the computer screen. Mrs. Raetz reviewed the results

while the students were taking Physical Education class with another teacher, and when the

students returned to class she awarded Behavior Bucks based on their performance. This proved

to be highly motivating for students.

Educational Aspects I Will Apply

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In my current consulting role I will apply the valuable strategies learned in utilizing

technology and share the engagement students have when working on computers. I teach

educators how to incorporate software practice programs and computer adaptive interim

assessments. The time to observe and reflect on students practicing and testing has helped me to

put in perspective how I might incorporate new programs I am teaching into what they are

already doing. Teachers sometimes feel overwhelmed when incorporating new technology in the

classroom, but helping them realize how what they are already doing can be enhanced by

technology will help them feel less anxious when learning a new program.

Successful Classroom Management Strategies

The classroom management strategies I observed were helpful for me to reflect on

because I now have more experiences to share when I work with teachers to learn how to

incorporate Renaissance math practice programs. Teachers often struggle to incorporate our math

programs into their classroom because they lack effective classroom management strategies.

Mrs. Raetz utilizes great strategies that I will be able to share with other educators whom I work

with. Seeing these strategies in action has helped me gain a better understanding of student

behavior and what motivates primary students.

I will also try to incorporate the use of a timer in my adult seminars to help with

transition between small group work and whole group instruction. This strategy may prove to be

effective with adults as well as with children.

Adjustments

During my field study observations I was able to observe all subject areas and see Mrs.

Raetz teach using various techniques to incorporate differentiation into the learning environment.

Upon reflection of all my observation notes the only area that I would consider changing is in the

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class schedule. I noticed on two of my three visits that math, reading, and English were taught

after lunch. The decision would first be dependent on my specific student group and their needs,

and then would align with other specials schedules that need to be met such as Physical

Education, Library, Computer Class. My reasoning for adjusting the class schedule is to provide

students with the opportunity to complete Math, English, and Reading subjects in the morning as

these are foundationally important classes. I observed some students were not as focused in

afternoon classes and I would want to ensure that students were highly focused in English,

Reading and Math. I also observed that it was easier to incorporate games, and art into the

content areas of Science and Social Studies. When these classes were scheduled in the afternoon

students were allowed more movement, and this seemed to work well as the day continued to

allow for differentiation through multiple intelligences.

Personal Philosophy of Education

My life experience thus far as a student, parent, private school educator, and educational

consultant have shaped my views and educational philosophy. Following the completion of my

secondary education I began my professional working experience in the business field. While

this experience is not directly tied to the field of education, the professional and organizational

skills that I learned are invaluable and helped to shape my philosophy.

The passion I have for education initially cultivated when I became a parent, but further

developed when I acquired my position as a private school educator. As I weathered changes in

school leadership and curriculum direction over twelve years of tenure my views and educational

philosophy evolved. My passion for school improvement has been the main source of motivation

for my return to school as an adult learner to further my formal education and earn professional

teaching credentials. I continue to develop my educational philosophy in my current career in

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professional development and workforce education as an educational consultant. My motivation

to pursue a Masters in Curriculum and Instruction is largely driven by my ethical beliefs that all

students deserve carefully planned, quality curriculum delivered by passionate teachers.

In my work with teachers I strive to improve my instruction based on each experience

that I have. I reflect on the feedback received on my evaluations after each training and make

adjustments as needed. This can be a challenge because I work with many different kinds of

schools with various demographics and no two experiences are ever exactly alike. When

developing my instructional plans I reflect on the implementation goals of the school and the

students they serve so that I can prepare a relevant training plan. My goal for each training

seminar that I lead is to help teachers grow as professionals and understand how to apply what

they are learning to help their students succeed in the classroom.

When considering philosophies of adult education I would describe myself as somewhat

of a cross-breed because I find bits and pieces of various philosophies in my being. I am most

strongly rooted in progressive and humanistic beliefs largely in part to my Christian upbringing

and belief that all people are created equal and therefore should have a voice. I also value the

Socratic style of learning in that I believe we should deeply question, critically think, and engage

in dialogue to further our own learning and that of others. There are some circumstances that I

have experienced in my job as an educational consultant where I apply Behaviorist methods to

my learning environment in order to pass down information effectively and to elicit desired

behavior and outcomes from my learners. When considering a Radical process I also have life

experiences in which I have stood up for human rights in an effort to bring about social change

and reform within my own Catholic community to try to better the community.

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When thinking about my practices as an adult educator I will apply all of these personal

philosophies to my classroom. In particular, I will create learning environments in which the

students bring their own background knowledge into the learning experience. I will follow

progressivism by creating projects that they must apply problem-solving, and their own

experiences to grow the most as learners. Considering the learning that comes from a liberal

classroom in which Socratic questioning and deep dialogue on issues helps learners to grow not

only intellectually, but also morally and spiritually is important to me as an educator. I aim to

motivate others to find their passion and live their lives doing the work that is most important to

them in order to make the biggest difference that they can make.

As an adult learner and educator I have empathy and compassion for others and

understand the importance of considering those that are oppressed in any way. I seek to help

others and when necessary encourage radical philosophy to bring about change for the common

good of others. I believe it is also critically important to consider that as an adult educator you

must also consider yourself as a peer rather than an authoritative figure. I learn so much from

everyone that I work with and teach that I always want to remember that learning occurs all

around us every single day. I truly consider myself a lifelong learner and believe I will continue

to challenge myself and grow as a person until the day I die.

MI Lesson Plan Template - Julie Neuner

Topic: Reading: Literature – Key ideas and Details

Level: Grade 3

Time Period: Each of the four lessons will be taught in a 45 minute period of whole

group/small group work followed by 15 minutes of guided independent reading practice for

students to practice skills they are being taught

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CCSS:

CCSS.ELA-Literacy.RL.3.3 - Describe characters in a story (e.g., their traits, motivations, or

feelings) and explain how their actions contribute to the sequence of events.

CCSS.ELA-Literacy.RL.3.1 - Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers.

Organization: Each lesson begins will whole group lesson with teacher modeling the skill using

authentic literature. Students then move into peer collaborative small group work while the

teacher facilitates. The lessons conclude with 15 minutes of added independent practice. Students

will finish any independent practice for homework that isn’t finished in class.

Special Vocabulary: Setting, plot, conclusions, characters, events

Objectives:

Lesson 1: Students will be able to describe the setting of a story and explain why it is important

Lesson 2: Students will describe plot elements and trace how events and characters’ actions

contribute to the resolution of a problem

Lesson 3: Students will use textual details to draw simple conclusions about characters, settings,

or events

Lesson 4: Students will describe characters including their traits, motives and feelings

Lesson 1

Gardner’s Multiple Intelligences:

Lesson 1: Verbal/Linguistic; Interpersonal; Intrapersonal; Visual/Spatial; Musical/Rhythmic

Materials:

Lesson 1: Book - Sarah, Plain and Tall by Patricia MacLachlan; Smart Board; Internet;

YouTube video: http://www.youtube.com/watch?v=HfjU3e1X74M; Venn Diagram; iPads; atlas;

student writing journal

Pre-requisite Learning:

Start lesson with visual scaffolding by showing the Little House on the Prairie theme song video

Procedure:

Whole Group Lesson:

1. Review Sarah, Plain and Tall. Ask students, “Where does this story take place?” (on the

prairie) Then ask, “When does it take place?” (long ago, when most people traveled by horse and

wagon)

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2. Tell students that the time and place in which the events of a story take place are called the

setting. On the board, draw a small house in the middle of a large square “field” to represent the

setting of Sarah, Plain and Tall.

3. Read aloud a passage that contains a description of the setting. The following example is from

Sarah, Plain and Tall:

Sarah came in the spring. She came through green grass fields that bloomed with Indian

paintbrush, red and orange, and blue-eye grass.

Ask, “Which words or phrases in this passage tell about the setting of the story?” Write students’

suggestions inside the “field” on the diagram.

4. Point out that the words green grass fields, red and orange, and blue-eye grass paint a colorful

picture of what the prairie looks like. Tell students that authors also use details that tell how

things feel, sound, smell, and taste to describe settings, such as in the following example:

Sarah sang us a song we had never heard before as we sat on the porch, insects buzzing in

the dark, the rustle of cows in the grasses.

5. Read aloud other passages from the book that describe the setting in place and/or time. Ask

students to identify details that describe the setting. Record the words and phrases on the

diagram.

6. Tell students that sometimes the setting of a story is so important that the story couldn’t be

told without it. Ask “Could this story have taken place near the ocean?” Why or why not? (No,

because the point of the story is whether Sarah, who misses the ocean, can be happy on the

prairie.) Then ask, “Could Sarah, Plain and Tall have taken place in the present time?” (No,

farming families aren’t isolated today the way they were when people traveled by horse and

wagon.)

7. Tell students that thinking about the setting in the books they are reading will help them enjoy

and better understand what they read.

Think-pair-share:

Give pairs of students a Venn diagram labeled: The Prairie/Maine/Both. Show students how to

complete the diagram by writing words and phrases that describe the prairie, Maine or both

places in the appropriate sections. Students may use iPads or atlas to research words and phrases.

Independent work (finish for homework):

Students will spend last 15 minutes of class reading their independent book recording words or

phrases that describe the setting of the story they are reading. Students will answer the questions

where and when does the story take place? Students may draw or paint pictures of the settings in

their books.

Assessment:

Completed Venn diagram; Student writing journal

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Evaluation:

Rubric will be used to evaluate team work; evidence of understanding of setting; adequate

description of setting in independent book

Lesson 2

Gardner’s Multiple Intelligences:

Lesson 2: Verbal/Linguistic; Intrapersonal; Visual/Spatial

Materials:

Lesson 2: Book - Jumanji by Chris Van Allsburg; student writing journal; T-chart

Procedure:

Whole group lesson:

1. Present the following problem to students:

You and a friend are walking home from school. Suddenly a huge monster jumps out at

you. It looks hungry. What do you do?

Encourage students to suggest possible solutions to the problem.

2. Remind students that what happens in a story is called the plot of the story. Explain that the

plots of many stories are organized around a problem and a solution. Draw a T-chart on the

board. Under “Problem” write: There is a huge monster blocking my way home. Under

“Solution” write: suggested student solutions.

3. Read aloud the book Jumanji and stop reading just before Judy reaches Jumanji. Draw another

T-chart on the board and ask, “What is the problem in this story?” Discuss students’ responses

and complete the Problem side of the chart.

4. Tell students that one of the reasons readers keep reading a book is to find out how a problem

is solved. Ask, “How do you think Peter and Judy will solve this problem?” Discuss students’

responses but do not record them on the chart.

5. Finish reading the book. Ask “How was the problem of the wild animals and disasters

solved?”

6. Tell students that identifying the main problem, thinking of possible solutions, and discovering

the actual solutions in stories will help them better understand and enjoy what they read.

Independent work (finish for homework):

Students will choose their own independent picture book and using a T-chart to identify the

problem and list the solution the author chose. As they are reading they should record two

predictions in their journal. In their student journal they will rewrite the end of the story using

one prediction that they made as an alternative solution to the problem.

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Assessment:

Completed T-chart; Student writing journal

Evaluation:

Rubric will be used to evaluate the student’s predictions, completed T-chart with identified

problem and solution; story re-written with an alternate ending. Correct grammar, punctuation

and spelling will also be evaluated.

Lesson 3

Gardner’s Multiple Intelligences:

Lesson 3: Verbal/Linguistic; Visual/Spatial; Interpersonal; Intrapersonal

Materials:

Lesson 3: Book – My Rotten Redheaded Older Brother by Patricia Polacco; student writing

journal

Procedure:

Whole group lesson:

1. Present the following scenario: You wake up in the morning and walk outside. There are

scattered puddles. The pavement is dark and damp. The ink on the homework paper you left on

the steps last night has smeared. The paper itself barely holds together. Ask, “What happened?”

(It rained over night)

2. Point out to students that without being told, they were able to draw a conclusion about what

had happened the night before. Ask, “How do you think you were able to do this?” Help students

understand that there are things they already know, or prior knowledge they have about rain.

3. Explain to students that they draw conclusions both in real life and when they read. Point out

that authors do not need to tell readers every single reason why something happens; if they did, it

would make for very boring stories! Tell students that authors often count on readers to use their

own knowledge to draw conclusions about why something happened.

4. Read the section of My Rotten Redheaded Older Brother that follows the rhubarb-eating

contest. The sentence that follows the rhubarb-eating contest is:

That night I could hardly eat.

To help students draw a conclusion and see how they did so, ask the following questions:

Why could the girl in this story hardly eat? (She was full of rhubarb; she had a tummy

ache)

How do you know this about the girl? (by drawing a conclusion)

What helped you to draw this conclusion? (remembering what it feels like to be too full,

remembering a tummy ache that came from eating too much)

5. Tell students that they may come to places in stories when they wonder what is happening.

Suggest that they take a moment and ask themselves, “What do I know about what is happening

FINAL PORTFOLIO 14

in the story? Has this or something like this happened to me? How would I act? Point out to

students that their own knowledge is a powerful tool to help them understand what they read.

Think-pair-share:

Students work together to develop a list of clues for different scenarios. After they have

developed a list of ten clues they work with different groups to ask classmates, “What

happened?” to further cement their learning of drawing conclusions.

Independent work (finish for homework):

Students practice drawing conclusions in their own independent book. They answer the

following focus questions in their student journals while they are reading:

1. Find a place in your book where you drew a conclusion about what was happening?

2. What information did you use to come to that conclusion?

3. If you had never had an experience similar to this one, could you still draw a conclusion? Why

or why not?

Assessment:

Completed student writing journal; completed list of 10 clues

Evaluation:

Rubric will be used to evaluate team work; evidence of understanding drawing conclusions in

their independent practice and student writing journal

Lesson 4

Gardner’s Multiple Intelligences:

Lesson 4: Verbal/Linguistic; Visual/Spatial; Bodily/Kinesthetic; Interpersonal; Intrapersonal

Materials:

Lesson 4: Book – Junebug by Alice Mead; Index cards with adjectives; student writing journal;

graphic organizer

Procedure:

Whole group lesson:

1. On the board draw a stick figure of the main character, Junebug. Ask students, “What words

can you use to describe this character?” Students might use the following qualities to describe

Junebug: Responsible; smart; looks at things in a unique way; persistent.

2. As students suggest qualities ask, “What information or words from the story make you

believe that this word describes the character?” Guide students to recall specific examples or

words or phrases the author used to illustrate the qualities. For example, Junebug is responsible

because he takes care of his little sister rather than going off to play with his friends. Record the

examples under the appropriate character traits on the diagram.

3. Tell students that characters in a story, like real people, have special qualities called traits.

Point out that authors tell about a character’s traits by describing what the character looks like,

FINAL PORTFOLIO 15

how he or she behaves, and what the character says or thinks. For example, Junebug lets us know

that his Aunt Jolita is irresponsible by mentioning that Aunt Jolita is supposed to be watching

him and his sister, but she’s never around.

4. Draw a sketch of a second character in the book and record his or her character traits. Have

student support their impressions of the character with specific examples from the story. Then

ask the following questions:

Are the character traits of the two characters the same?

How are they different?

Which character do you like better? Why?

Think-pair-share:

Give each group index cards with adjectives such as grumpy, sloppy, friendly, happy, mean, sad,

etc. Students take turns choosing cards and acting out a character from a book they read that had

that particular character trait. Students describe the character being portrayed and record

additional character traits on a compare & contrast graphic organizer. Students discuss

similarities and differences between characters in books they have read.

Independent work (finish for homework):

Students will examine their own independent books to look for words the author uses to reveal

the traits of the main characters they are reading about. Student reflect on the characters in the

books they are reading and write about at least three characters and discuss why they do or don’t

like the characters in their story.

Assessment:

Completed student writing journal; completed list of character traits and reflection on the

characters in their journal.

Evaluation:

Rubric will be used to evaluate team work; evidence of understanding of character traits and

analysis of how the author uses words to help describe the character.

Rubrics

Independent Work Skills: Reading Literature: Key Ideas & Details

CATEGORY 5 4 3 2 1

FINAL PORTFOLIO 16

Thinks about

Characters

Student

describes

how a

character

might have

felt at some

point in the

story, and

points out

some

pictures or

words to

support

his/her

interpretatio

n without

being asked.

Student describes

how a character

might have felt at

some point in the

story, and points

out some pictures

or words to support

his/her

interpretation when

asked.

Student

describes

how a

character

might have

felt at some

point in the

story, but

does NOT

provide good

support for

the

interpretatio

n, even when

asked.

Student

cannot

describe

how a

character

might have

felt at a

certain

point in

the story.

Student

does not

reflect on

characters.

Characters Three

characters

are named

and clearly

described in

text as well

as pictures.

Most

readers

could

describe the

characters

accurately.

Three characters

are named and

described. Most

readers would have

some idea of what

the characters

looked like.

Three

characters

are named.

The reader

knows very

little about

the

characters.

It is hard

to tell who

the main

characters

are.

Student

cannot

identify

main

characters.

Thinks about

the story/article

Student

accurately

describes

what has

happened in

the story

and tries to

predict

\"what will

happen

next.\"

Student accurately

describes what has

happened in the

story.

Student

accurately

describes

most of what

happened in

the story.

Student

has

difficulty

re-telling

the story.

Student

cannot re-

tell the

story.

FINAL PORTFOLIO 17

Problem/Confli

ct

It is very

easy for the

reader to

understand

the problem

the main

characters

face and

why it is a

problem.

It is fairly easy for

the reader to

understand the

problem the main

characters face and

why it is a problem.

It is fairly

easy for the

reader to

understand

the problem

the main

characters

face but it is

not clear

why it is a

problem.

It is not

clear what

problem

the main

characters

face.

Student

cannot

identify the

problem.

Setting Many vivid,

descriptive

words are

used to tell

when and

where the

story took

place.

Some vivid,

descriptive words

are used to tell the

audience when and

where the story

took place.

The reader

can figure

out when

and where

the story

took place,

but the

author didn\'t

supply much

detail.

The reader

has trouble

figuring

out when

and where

the story

took place.

Reader

cannot

identify the

setting.

Spelling and

Punctuation

There are no

spelling or

punctuation

errors.

Character

and place

names that

the author

invented are

spelled

consistently

throughout.

There is one

spelling or

punctuation error.

There are 2-

3 spelling

and

punctuation

errors.

There are

more than

3 spelling

and

punctuatio

n errors.

There are 3

or more

spelling and

punctuation

errors.

Spelling and

punctuation in

student writing

journal

There are no

spelling or

punctuation

errors.

There is one

spelling or

punctuation error.

There are 2-

3 spelling

and

punctuation

errors.

There are

more than

3 spelling

and

punctuatio

n errors.

There are

more than 4

spelling and

punctuation

errors.

FINAL PORTFOLIO 18

Neatness in the

student writing

journal

The student

writing

journal is

readable,

clean, neat

and

attractive. It

is free of

erasures and

crossed-out

words.

The student writing

journal is readable,

neat and attractive.

It may have one or

two erasures, but

they are not

distracting.

The student

writing

journal is

readable,

neat and

attractive. It

looks like

parts of it

might have

been done in

a hurry.

The

student

writing

journal is

not neat or

attractive.

It looks

like the

student

just

wanted to

get it done

and didn't

care what

it looked

like.

The student

writing

journal is

not neat or

attractive.

There are

multiple

erasures

and

crossed-out

words.

There are

missing

words.

Grammar &

Spelling

(Conventions)

Writer

makes no

errors in

grammar or

spelling that

distract the

reader from

the content.

Writer makes 1-2

errors in grammar

or spelling that

distract the reader

from the content.

Writer

makes 3-4

errors in

grammar or

spelling that

distract the

reader from

the content.

Writer

makes

more than

4 errors in

grammar

or spelling

that

distract the

reader

from the

content.

Writer

makes 5 or

more errors

in grammar

or spelling

that distract

the reader

from the

content.

Sentence

Structure

(Sentence

Fluency)

All

sentences

are well-

constructed

with varied

structure.

Most sentences are

well-constructed

with varied

structure.

Most

sentences are

well-

constructed

but have a

similar

structure.

Sentences

lack

structure

and appear

incomplete

or

rambling.

There is no

evidence of

sentence

structure.

(No

nouns/verbs

)

Sequencing

(Organization)

Details are

placed in a

logical order

and the way

they are

presented

effectively

keeps the

interest of

the reader.

Details are placed

in a logical order,

but the way in

which they are

presented/introduce

d sometimes makes

the writing less

interesting.

Some details

are not in a

logical or

expected

order, and

this distracts

the reader.

Many

details are

not in a

logical or

expected

order.

There is

little sense

that the

writing is

organized.

There is no

evidence of

logical

order and

the writing

does not

make sense.

FINAL PORTFOLIO 19

Team Work Skills: Reading Literature: Key Ideas & Details

CATEGORY 5 4 3 2 1

Respects Others

Student listens quietly, does not interrupt, takes turns, and respects others opinions.

Student listens quietly and does not interrupt. Forgets to take turns, but is easily re-focused, and respectful.

Student interrupts once or twice, but comments are relevant. Forgets to take turns and has to be reminded more than once to be respectful of others.

Student interrupts often by making comments or noises that distract others. Does not take turns and has to be continually reminded to respect others.

Student does not listen and continually interrupts. Refuses to take turns and does not respect others.

Complete fair share during think-pair-share activities

Almost always completes half of the work expected during partner activities.

Usually completes half of the work expected during partner activities.

Often completes half of the work expected during partner activities, but sometimes is not a good team member.

Rarely completes half of the work expected during partner activities. Often is not a good team player.

Little or no contribution to the team effort.

Focus on the task during think-pair-share activities

Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other team members can count on this person.

Focuses on the task and what needs to be done some of the time. Other team members must sometimes nag, prod, and remind

Rarely focuses on the task and what needs to be done. Lets other team members do the work.

Little or no contribution to the team effort.

FINAL PORTFOLIO 20

to keep this person on-task.

Working with others when practicing drawing conclusions

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Little or no contribution to the team effort.

Spelling and punctuation in student writing journal

There are no spelling or punctuation errors.

There is one spelling or punctuation error.

There are 2-3 spelling and punctuation errors.

There are more than 3 spelling and punctuation errors.

There are more than 4 spelling and punctuation errors.

Neatness in the student writing journal

The student writing journal is readable, clean, neat and attractive. It is free of erasures and crossed-out words.

The student writing journal is readable, neat and attractive. It may have one or two erasures, but they are not distracting.

The student writing journal is readable, neat and attractive. It looks like parts of it might have been done in a hurry.

The student writing journal is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.

The student writing journal is not neat or attractive. There are multiple erasures and crossed-out words. There are missing words.

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that distract the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.

Writer makes 5 or more errors in grammar or spelling that distract the reader from the content.

FINAL PORTFOLIO 21

Sentence Structure (Sentence Fluency)

All sentences are well-constructed with varied structure.

Most sentences are well-constructed with varied structure.

Most sentences are well-constructed but have a similar structure.

Sentences lack structure and appear incomplete or rambling.

There is no evidence of sentence structure. (No nouns/verbs)

Language Arts/History Performance Task

Grade Level: 6th grade

Learning Standards:

CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs,

videos, or maps) with other information in print and digital texts

CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using

pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye

contact, adequate volume, and clear pronunciation.

CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music,

sound) and visual displays in presentations to clarify information

CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-

one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,

building on others’ ideas and expressing their own clearly

CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey

ideas, concepts, and information through the selection, organization, and analysis of relevant

content

Task Description: As part of the 6th grade history unit on The Great Depression students will

learn about the government welfare programs, created by the New Deal in the 1930s and

reinforced by the Great Society legislation of the 1960s. Students will gain a better

understanding of why the government takes care of its people and how this type of welfare state

started. Students will evaluate the current need of government welfare programs, such as

Medicaid, Foodstamps, Medicare and Social Security and develop their own views based on

research and statistical analysis to present to local legislators. The project will include: (1) a

statistical analysis of research data; (2) a Medicare and Social Security brochure; (3) a Great

Society legislation poster; (4) a 10 minute Prezi summarizing New Deal legislation.

FINAL PORTFOLIO 22

Direct Instruction to Whole Class

The whole class will be involved in the following learning experiences:

Virtual field trip on the Great Depression: http://ilearntechnology.com/?tag=great-

depression Smithsonian American Art Institute virtual tour:

http://americanart.si.edu/education/picturing_the_1930s/

Guest speaker from the Missouri History Museum on the local effects of the depression

Lectures and discussions on the Great Depression

Readings from articles; websites; and textbooks

Oral presentation techniques & use of Prezi

Statistical analysis of research data

Group Work

Students select one group project

Group one

Prepare and present a

statistical analysis

using charts and

graphs showing the

percentage of people

currently on welfare

programs: Medicaid;

Foodstamps;

Medicare; Social

Security

Group two

Create a brochure for

presentation that

outlines each of the

following welfare

programs and who

qualifies for each:

Medicaid;

Foodstamps;

Medicare; Social

Security

Group 3

Create a campaign

poster to present

depicting the goals of

the Great Society

legislation that was

passed in the 1960’s

and describes why

these laws are

important for our

society

Group 4

Prepare and present a

ten-minute Prezi that

depicts the goals of

Franklin D.

Roosevelt’s New Deal

legislation from the

1930’s and describe

for whom these laws

were developed

Individual Work

In addition to the group project, each student will complete a one page, typed 12 font, double-

spaced reflection paper describing their personal views on welfare programs and “big

government” versus reducing government and increasing personal responsibility. Your views

should be based on researched facts such as unemployment rates, and current statistical analysis

of welfare programs.

Methods of Assessment:

Teacher made test on the Great Depression

Checklists and rubrics to assess the group projects

Student reflection paper

FINAL PORTFOLIO 23

Teacher Name: Julie Neuner

Student Name:____________________________ Reviewer Name: ___________________________

Date: _________________

Project: The Great Depression Performance Task

CATEGORY RESPONSIBILITIES

Content I used a strong attention-getting device.

I used facts and logical appeals where appropriate.

I used opinions or emotional appeals where appropriate.

I used supportive details.

The information I gave was valuable.

I stayed focused; I did not stray off my topic.

I was well-informed on my topic.

I was able to answer questions from the audience.

Delivery My voice varied in pitch. It was not monotone.

I used notes sparingly. I did not read from them unless

presenting a quote.

I used standard grammar.

I maintained good posture.

I maintained eye-contact most of the time.

FINAL PORTFOLIO 24

I spoke to the entire audience, not just one or two people.

My pronunciation was clear and easy to understand.

My rate of speech was neither too fast nor too slow.

My volume was neither too loud nor too soft.

Presentation Aids Presentation aids were used during the speech.

Presentation aids were relevant to the topic.

Presentation aids enhanced the speech or helped people

remember the main points.

Visual aids were easy to read or see.

Audio aids were easy to hear (Prezi project).

Handouts and/or visual aids contained no spelling or

grammar errors.

Project Resources I used credible library resources.

I used credible internet resources.

I cited my resources using the prescribed format.

A bibliography was available for the audience members.

I put things in my own words.

Project Organization My project provides a clear explanation of a topic.

My project has a clear answer to a research question.

FINAL PORTFOLIO 25

I organized my thoughts and ideas in a meaningful way.

My organization was easy for others to follow.

I included a meaningful title.

I included a date and author.

I included support for my main points and subpoints.

I included a Bibliography or Resources Used.

Project Appearance Text areas and graphic areas are balanced.

The words are easy to read.

The words are spelled correctly.

The graphics are easy to see and relate to the topic.

The colors and patterns look good together.

Titles and headings are easy to distinguish from other text.

Sounds and music are easy to hear (for Prezi project).

There is enough time to read and clearly present all

information.

Project Preparation I planned my time wisely to assure access to needed

materials.

I prepared a clear topic and subtopics to cover.

I thought about questions I needed to answer in my

presentation.

FINAL PORTFOLIO 26

I thought about things I wanted to find for my presentation.

I used feedback from others to refine my topic, subtopic,

and details.

I thought about what materials and equipment I would

need for the presentation.

Project Resources I used a variety of resources.

I used resources that showed different perspectives.

I used resources that were reliable and credible.

I used up-to-date resources.

I used electronic resources (Internet, CD-ROM).

I used print resources (textbooks, books, magazines,

newspapers).

I cited my resources.

Teacher Made Test

The STAR Champion Academy teacher made test will be used as both a summative and

formative assessment. I currently work as an Educational Consultant serving the K-12 education

sector. I created this test to assess teacher learning at the end of a STAR Champion Academy

course that I have been teaching over the course of the school year. The test begins with the end

result in mind and is all inclusive in covering important concepts learned throughout the entire

course. This follows the practice that “most educational experts recommend that teachers create

their tests before they begin to teach the material” (Burke, 2009, p. 142). The overall learning

FINAL PORTFOLIO 27

goal in the course is for teachers to understand and interpret interim assessment data to inform

instruction and improve student learning.

Projected Teacher Reflection

Following the administration of the test I will review the assessment data to determine the

level of follow-up training that needs to be scheduled. This formative assessment data will allow

me to efficiently personalize learning by only teaching what is needed for each small group of

learners. When the final training sessions are scheduled they will be set up based on the needs of

the teachers as evidenced by the teacher made test results. The district superintendent would like

to have summative data showing that learning has occurred over the course of the training

sessions. The teacher made test is a way to share end of course summative data to demonstrate

that learning has occurred.

Projected Student Reflection

The test will allow the student (teacher) to reflect on their own learning by providing

them with assessment data on what they have learned, what they need to review, and to reassure

them that there is still time. The purpose of the test will be communicated to the students so they

are aware that this data is being collected to help prepare appropriate follow-up training sessions.

Clearly stating the purpose will help alleviate any stress that may be associated around

accountability factors. Understanding that their time is valuable and that this assessment data will

help the instructor plan meaningful follow-up sessions will be a clearly communicated goal of

the test.

Grading Scale

Sections 1-3: five true/false questions each worth 3 for a total possible score of 15; five

multiple choice questions each worth 3 for a total possible score of 15; and ten matching choice

FINAL PORTFOLIO 28

questions each worth 3 for a total possible score of 30. Sections 4-5: five constructed response

questions each worth 5 for a total possible score of 25; and three essay questions each worth 5

for a total possible score of 15. Letter grades will be given as follows: A= 90-100%; B=80-90%;

C=70-80%; D=60-70%; F= below 60%.

Students scoring an A will not need further training. Students scoring B will have the

option to attend a follow-up session. Students scoring a C or below will be asked to attend a

follow-up training session. Appropriate follow-up training sessions will be developed based on

formative assessment data from actual tests.

Teacher made test

STAR Enterprise Champion Academy

End of Course Exam

Name ____________________________________ Date _____________________

Section 1:

Questions in section 1 are related to administering a STAR Reading Enterprise test.

TRUE/FALSE: Circle the correct letter (a or b) that best answers the question or statement.

1. Student user names and passwords are found under the Renaissance Place link on the home

page.

a. True

b. False

2. The first time a student attempts to test they must be able to complete the practice test items

independently before the actual test will begin.

a. True

b. False

3. Students in the same grade level will all see the same test items administered randomly on the

test.

a. True

b. False

4. The second time a student takes a test they will begin with a test item that is written at the

beginning of the grade level they are currently enrolled in.

FINAL PORTFOLIO 29

a. True

b. False

5. The average time it takes a typical student to take a STAR Enterprise is about 15 minutes.

a. True

b. False

Section 2

Questions in Section 2 are related to interpreting STAR Reading Enterprise scores.

MULTIPLE CHOICE: Circle the letter (a,b,c, or d) that best answers the question.

6. What developmental scale is used for STAR Reading?

a. 300-900

b. 100-1200

c. 0-1400

d. 0-1200

7. What type of score is percentile rank?

a. Norm-referenced.

b. Raw score.

c. Standard score.

d. Criterion-referenced.

8. The National norm group used for STAR Reading is a balance of students from which of the

following categories?

a. Boys and girls.

b. All socioeconomic levels.

c. Urban and rural schools.

d. All of the above.

9. The IRL score on STAR Reading informs a teacher about what reading level area?

a. Independent reading.

b. Instructional reading.

c. Oral reading fluency.

d. Grade equivalency.

10. Which score is best to share with students from one administration of STAR Reading to the

next in the same school year?

a. Percentile Rank.

b. Grade Equivalency.

c. Zone of Proximal Development.

d. Scaled score.

Section 3

FINAL PORTFOLIO 30

Questions in Section 3 are related to using STAR Reading Enterprise for universal

screening and progress monitoring for RTI purposes.

MATCHING:

Match the correct answer choice with the statement by placing the correct letter in the space next

to the appropriate statement. Each response may be used once, more than once, or not at all.

___ 1. Used to determine the level of proficiency for grade 3-8 students. a. Moderate

___ 2. Helps determine which students need interventions. b. District Benchmark

____3. Set individually based on student intervention needs. c. Ambitious

____4. Goal type based on data of how 50% of national students grow. d. Intervention name

____5. Calculated after four data points e. MAP Benchmark

____6. Used to determine the level of proficiency for grade 1-2 students. f. Reference points

____7. Most often used for students identified for intervention. g. Cut scores

____8. Goal type based on data of how 25% of national students grow. h. Growth report

____9. Written by the teacher to monitor the specific intervention. i. Trend line

____10. Software guidance given on individual student growth. j. Progress monitoring

goals.

k. Customized

Section 4:

Questions in Section 4 are related to measuring growth and interpreting change with

STAR Reading.

FILL IN THE BLANK: Write the correct answer to each question on the answer space provided

or complete the statement on the answer space provided.

1. What resource document would be helpful in determining how much scaled score growth is

reasonable?

Answer: ________________________________ (Benchmarks, Cut Scores & Growth Rates)

2. The report that shows student growth between two assessment dates is the ___________.

Answer: ________________________________ (Growth Report)

3. Student Growth Percentile (SGP) is reported when there is 60 days between pre-test and post-

test dates. Which two places can teachers see SGP reported?

Answer: ________________________________ (Growth Report & Growth Proficiency Chart)

4. To whom are students compared when viewing SGP scores?

Answer: _________________________________ (National Academic Peers)

5. Which three reports provide a trend-line score for monitoring growth?

FINAL PORTFOLIO 31

Answer: _________________________________ (Progress Monitoring Report, State

Performance Report, Annual Progress Report)

Section 5

Questions in Section 5 are related to using STAR Reading Core Progress and Record

Books for Instructional Planning. ESSAY: Summarize in no more than 50 words.

6. Write a 50 word response on the difference between Core Progress and Record Books and

explain how they are related.

Answer:

7. Write a 50 word response describing how you will create differentiated lesson plans using

STAR data.

Answer:

8. Write a 50 word response about how you will use STAR data to improve student motivation.

Give specific examples of which scores and reports you will share with your students.

Answer:

FINAL PORTFOLIO 32

Metacognitive Activity

Teaching students to be active learners is more important than ever as we move students

to college and career readiness. The Common Core era is challenging educators to not only teach

students new skills and facts, but to also learn how to apply and transfer what they are learning

into real world scenarios. According to Pang (2010) active learning requires the learner to

assume some responsibility for learning. This requires the metacognitive aspects of reflection

and self-monitoring become a part of the learning environment. “In contrast, traditional passive

learning environments, such as lectures where the learning is instructor-centered, and not inquiry

based participatory, or collaborative, require the learner only to deposit information for later use”

(Pang, 2010).

Developing Critical Thinking

Cognitive processes and how one learns is only part of metacognition, and experts agree

that planning, self-monitoring, and evaluation are equally important for critical thinking and

higher order understanding (Ku & Ho, 2010). Learning logs, goal-setting, and student reflection

journals are effective tools that can help students learn to think about their learning and to

monitor their own progress.

Understanding the process of learning, reflection on past learning, and successful

problem solving will help a student make connections to learning new concepts. In order for

students to make connections from one learning experience to the next learning must be

chunked. “This process of chunking and connecting content allows learns to apply the content

with greater facility, speed, and ease” (Pang, 2010).

Students and teachers alike need to engage in reflection activity of what went well, what

was learned, and what still needs to be learned in order to make connections between the

FINAL PORTFOLIO 33

classroom and everyday life. “The more connections students are able to make between past

learning and new learning, school learning and life learning, the more likely they are to be

successful in both school and life” (Burke, 2009, p. 109). As students move up through the grade

levels and into college or careers it is helpful for them to understand the bigger picture of why

they are learning what they are learning. The more real world application and transfer activities

students engage in the deeper the learning experience will be.

Teacher Formative Assessment

Student journals and learning logs become a part of formative assessment for teachers to

gage depth of knowledge while students are working independently or in small groups. Providing

journal prompts and checklists for students to help them become reflective learners and effective

communicators of their learning are good practices to get metacognition started in the classroom.

Students will need to be taught how to reflect and keep learning logs, but when they learn the

process teachers will have evidence of their thinking and over time will be able to see how their

learning progresses. Teachers should review student journals and provide feedback often to help

students understand what they are doing well, and identify areas they could improve on.

As we move forward into teaching students how to apply the knowledge they are gaining

it will be critical that we build in metacognitive activities. Memorizing facts and learning

concepts at the surface level is not enough for students to be successful and ready for college and

careers. Providing opportunity for students to make connections and reflect on prior learning will

help them be more prepared for the post-secondary steps they take into their adult lives.

Observation Checklists

Project: Independent Work Checklist

Teacher Name: Mrs.Neuner

FINAL PORTFOLIO 34

Student Name:_____________________________ Reviewer Name: ___________________________

Date: _________________

CATEGORY RESPONSIBILITIES

Conventions My handwriting is legible.

My sentences begin in different ways.

Each sentence builds on the one(s) before it.

My sentences are complete. (have noun and verb).

Capitalization I capitalize proper nouns, like the names of people, pets,

and places.

I capitalize important words in a title.

I capitalize the first word of a sentence.

Punctuation I use a period at the end of each sentence.

I use a question mark at the end of each question.

I use an exclamation mark at the end of an exclamation.

I use commas between words in a list.

I use quotation marks in dialogue.

Characters & Setting I use descriptive words to describe characters.

I describe at least three characters identified by name.

FINAL PORTFOLIO 35

I use descriptive words to explain the setting.

Problem/Conflict I clearly describe the problem in the story.

I explain how the main characters are affected by the

conflict.

Project: Team work checklist

Teacher Name: Mrs. Neuner

Student Name:_____________________________ Reviewer Name: ___________________________

Date: _________________

CATEGORY RESPONSIBILITIES

Working with others I listen to my partner and take turns.

I complete my fair share of the project.

I stay on task and make good use of my time.

I share my opinion while also listening to others’ ideas.

Ideas I describe where the story takes place.

I describe what the characters look like.

I describe what the characters feel.

I have listened to suggestions from the teacher or peer

writers.

Punctuation I use a period at the end of each sentence.

FINAL PORTFOLIO 36

I use a question mark at the end of each question.

I use an exclamation mark at the end of an exclamation.

Conventions My handwriting is legible.

I have no grammar or spelling errors.

I have used complete sentences and each sentence builds

on the one(s) before it.

Multiple Intelligences English Language Arts Lesson Plan

Multiple Intelligences Lesson Plan

Theme: Bullying

Level: Grade 6

Common Core Standards:

CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly

and to make logical inferences from it; cite specific textual evidence when writing or speaking to

support conclusions drawn from the text.

CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze

their development; summarize the key supporting details and ideas.

CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse

media and formats, including visually and quantitatively, as well as in words.

Objectives

Students will cite textual evidence to support analysis of what the text says explicitly.

Students will determine the theme or central idea of the text and write a summary of the

text distinct from personal opinions or judgments.

FINAL PORTFOLIO 37

Students will compare and contrast the experience of reading a story to viewing a video

of the text, including contrasting what they see and hear when reading the text to what they

perceive when they listen or watch.

Multiple Intelligences

Verbal/Linguistic; Visual/Spatial; Bodily/Kinesthetic; Interpersonal

Materials

iPads for each student; Subtext App; Wi-fi internet; Main Event Bridge Graphic

Organizer; Venn Diagram Graphic Organizer; Smart Board.

Pre-requisite Learning

Teacher shares news report on statistics of student bullying and shares you tube video to

preface the theme of the lesson. Brief review of how to use a Venn Diagram to compare and

contrast.

Procedure

Teacher has created groups, added articles, embedded video, discussion questions, polls,

and multiple choice quiz questions during the planning phase, prior to instruction being delivered

within the Subtext e-reading platform.

Whole group lesson

1. Project site: http://www.subtext.com/article-bullying on Smart Board using teacher

computer and internet to share facts, statistics, and you tube video.

2. Begin class discussion on bullying and asks students to share your thoughts and feelings

about what constitutes bullying. Whole group conversations should be guided by the

teacher to keep students on task.

FINAL PORTFOLIO 38

3. Refer students to questions on the Smart Board (questions found on Main Idea graphic

organizer). Explain to students that focusing on these questions as they read

informational text will help them improve comprehension. Ask students to listen

carefully as you read the article to find answers to the questions.

4. Model close repeated reading by opening “Rockwood Elementary Takes a Stand Against

Bullying” article in Subtext and demonstrate how to cite textual evidence by highlighting

and tagging within Subtext.

5. Project the Main Event Bridge Graphic Organizer on the Smart Board. Work together

with students to complete the graphic organizer. Explain that they will be completing a

graphic organizer for another article.

6. Demonstrate how to navigate Subtext by clicking on embedded links within the article.

7. Show students how to highlight difficult vocabulary to use the dictionary and

demonstrate how to play embedded videos within the text. Discuss with students how

using these resources will add to their understanding.

8. Explain to students that they will be working together with a partner in class to complete

a Venn diagram to compare and contrast this article with the article “Kid Learns Lesson

the Hard Way” and the embedded bullying video within the article in Subtext.

9. Review independent assignments created for student to complete within Subtext, and

explain that they will complete a Main Event Bridge Graphic Organizer and write a

summary for homework.

Small Group work: Think-Pair-Share

Give student pairs a Venn Diagram Graphic Organizer. They will work together to

compare and contrast “Rockwell Elementary Takes a Stand against Bullying” article; “Kid

FINAL PORTFOLIO 39

Learns Lesson the Hard Way”, and Cyber Bullying video. They will use their iPads to access

digital print articles and embedded videos and links to support their reading. Remind students of

the resources they can access within Subtext such as dictionary and discussion blogs. Students

will turn in Venn diagram at the end of the class period.

Independent work: Homework

Students will independently complete a Main Idea Bridge graphic organizer for the article

“Kid Learns Lesson the Hard Way” listing main idea and supporting details. Student will write a

summary of the article citing textual evidence.

Assessment

Multiple choice quiz within Subtext; a completed Venn diagram; and a written Summary

and completed Main Idea Bridge graphic organizer.

Conclusion

As educators move into the Common Core State Standards era using formative

assessment data to assess authentic learning will be ever more important. The new standards

challenge educators to allow time for students to critically think, analyze, synthesize, reflect, and

apply what they are learning in the real world. Research has proven surface teaching of standards

and pushing through a pacing guide with little time for practice and application isn't working to

prepare students for college and career readiness. Involving students in self reflection of their

assessment data engages students in their own learning. Expecting students to be vested in their

learning outcomes requires them to have a shared understanding of the bigger picture of their

learning goals. "The educated students of tomorrow must be able to learn how to learn by

explaining, interpreting, applying, synthesizing, evaluating, and creating" (Burke, 2009, p. 170).

FINAL PORTFOLIO 40

References

Article of the week theme: Bullying. (2013). Retrieved from http://www.subtext.com/blog/page/2

B. F. Skinner. (2006). Retrieved from http://webspace.ship.edu/cgboer/skinner.html

Burke, K. (2009). How to assess authentic learning (5th ed.). Thousand Oaks: Corwin Press.

Common core state standards initiative. (2012). Retrieved from

http://www.corestandards.org/ELA-Literacy/RI/6

John Dewey: the father of progressive education. (2004). Retrieved from

http://www.renewamerical.com/colums/weaver/040308

Graphic organizer: Venn diagram. (2013). Retrieved from

http://printables.scholastic.com/printables/detail/?id=35520&query=venn+diagram&N=0

&Ntk=printables_minibooks&Ntt=venn+diagram&_fq=fff&No=0&spellcheck=false

Ku, K. Y., L., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking.

Metacognition and Learning, 5(3), 251-267. doi:http://dx.doi.org/10.1007/s11409-010-

9060-6

Pang, K. (2010). Creating stimulating learning and thinking using new models of activity-based

learning and metacognitive-based activities. Journal of College Teaching and Learning,

7(4), 29-38. Retrieved from http://ezproxy.sckans.edu/login?url=http://

search.proquest.com/docview/?accountid=13979

Project Based Learning Checklists. (n.d.). Retrieved from

http://pblchecklist.4teachers.org/index.shtml

Reading graphic organizer: Main event bridge. (2013). Retrieved from

http://printables.scholastic.com/printables/detail/?id=44172&query=informational+text+g

FINAL PORTFOLIO 41

raphic+organizer&N=0&Ntk=printables_minibooks&Ntt=informational+text+graphic+or

ganizer&_fq=fff&No=0&spellcheck=false

Renaissance Learning, Inc. (2013). Retrieved from http://www.renlearn.com//

Rubistar. (n.d.). Retrieved from http://rubistar.4teachers.org/index.php?screen=NewRubric

Socrates. (2011). Retrieved from http://www.philosophypages.com/ph/socr.htm

Sparks, J. A. (2007). Paulo Freire: Education as radical political transformation. Retrieved

from http:// www.visionandvalues.org/2007/09/paulo-freire-eduction-as-radical

FINAL PORTFOLIO 42

Appendix A: Graphic Organizer

FINAL PORTFOLIO 43

Appendix B: Schedule of Field Study Observations

Mrs. Raetz – Third Grade Classroom

Date Time Spent Subjects Observed

October 17, 2013 3 hours

Computer Lab,

Vocabulary/Spelling,

Math, English

November 7, 2013 1.5 hours Math

December 9, 2013 5.5 hours

Religion, Lunch,

Computer Lab,

Reading/English,

Science