EDUC 696 Practicum I

 Instructional Unit

Purpose:

The overall purpose of the unit assignment in Practicum I is to guide candidates in the development of their individual competency in long term planning, in using assessments to guide instruction, and in evaluating the impact of their instruction upon the students in their class.

Specifically, through the module assignment, candidates will demonstrate the following:

• Knowledge of the students in the assigned classroom
• Knowledge of the unit content
• Knowledge of appropriate state content standards, pacing suggestions, and sequencing
• Effective planning by
  • Using knowledge of students, learning theory, curriculum, and content to develop appropriate learning opportunities for the students
  • Using multiple teaching strategies
  • Providing learning opportunities that encourage problem solving and creativity
  • Adapting for diverse students
  • Using analysis of pre-assessment to select learning opportunities for the students
  • Using multiple assessments to guide daily instruction
• Quality analysis of the post assessment and the instructional impact on the students.
• Ability to reflect on long term planning, implementation, assessment, and impact on students.

The Practicum I instructional unit will be reviewed and supported by the Mentor Teacher during the three stages.  The unit will be scored by the University Supervisor and Mentor Teacher after the unit has been taught and all reflections are complete. The unit rubric will be submitted to the University Supervisor with the Practicum I paperwork at the end of the internship. Candidates have the option to create and Unit Binder to house the unit materials or develop and share the unit electronically, using a Taskstream folio.   Candidates placed at the elementary grades will teach the unit with their assigned class. Candidates at middle school will deliver the unit to one section/class in their assigned content area.

Directions:

     The unit will consist of series of lessons on a content topic designated by the Mentor Teacher.  Due to the variety of possible topics, the unit has purposely been made flexible. However, all units must integrate the writing process or writing to learn strategies. Technology must be integrated effectively in at least one unit lesson. A process of backward mapping should be used for the unit preparation and implementation, keeping the end result and unit goals in mind. Three steps should be followed- Preparation, Implementation and Reflection. Documentation of these three steps will be the essence of your instructional unit. 

Stage One:  Preparation

Thoughtful preparation for teaching is the first step towards effective instruction and student learning. After consulting with the Mentor Teacher, candidates must identify the desired results for their instruction during the preparation stage. Below is a list of the preparation elements that are required for teachers to consider as they plan long term instruction.

1. Goals: Identify the Unit topic, as determined by your mentor, the grade level and the curriculum. Determine the overall goals, state standards and possible lesson objectives, as well as pacing schedule. The mentor teacher should sign the signature form after the initial conference.
2. Students: Gather information about the students.  Use the Class Profile and other tools (interest inventory, attitude survey, TPACK chart) to gain knowledge about the student population, interests, needs and performance levels in the class.
3. Assessment: Consider methods of assessment for unit/lesson standards and objectives. Develop and conduct a pre-assessment to determine student’s prior knowledge of the unit topic. Analyze data and use results to plan lessons appropriately.
4. Materials and resources:  Identify possible materials and resources for lesson planning, instruction and student use.
5. Instruction and Management: Consider lesson introductions and procedures, universal design for learning elements, flexible groupings, and classroom management practices.
6. Writing and Technology Integration: Identify how you will utilize the writing process across the unit or integrate writing to learn strategies in lessons. Determine where student technology use will be included in at least one lesson.
7. Home connection: Draft a home/school newsletter to introduce yourself and to inform parents about the unit topic. Identify possible topic-related activities that could be completed by parents and students at home

Based on your knowledge of students, the unit content and consideration of the elements described above, sketch a visual overview of your unit lessons (web, graphic organizer, etc).  This overview will address each area listed above as well as provide a timeline and a sequence for your unit.

Once the Preparation Stage steps are completed, arrange to complete the Content Planning Interview with the University Supervisor.  Prepare for the interview by including the following materials in the Unit Binder or on Taskstream. The University Supervisor will ask questions concerning the unit planning. (See the questions on the Content Planning Interview Form.)  The university supervisor will offer suggestions and confer with the mentor teacher.  At the conclusion of the conference, the university supervisor will sign the unit signature form.

1. A listing of the unit goals and the content standards to be addressed in the unit.
2. The sketch of unit overview
3. Completed Class Profile
4. Written answers to the Content Planning Interview questions
5. Listing of the unit resources
6. A copy of pre-assessment, the results and data analysis
7. A complete sample lesson plan for the unit (long format)

Once the Content Planning Interview is complete and your mentor teacher has approved your unit planning, you should develop the remaining unit lessons on Taskstream.

Stage Two:  Implementation

       During the second stage of the unit, the developed lesson plans will be taught.  Candidates should revise daily lessons based on the assessment data from previous lessons. At the end of each lesson, the candidate will reflect on the lesson and identify strengths and needs in their teaching, as well as changes to the lesson if it were to be taught again.  All completed lessons should be placed in a Unit Binder or in a Taskstream folio.  Note that even though a five day unit is planned, the actual teaching of the plans may take additional days. The following components related to teaching must be included in the unit.

1. At least 5 Taskstream lesson plans, using the long lesson plan format
2. Evidence of writing integration across the unit (highlighted)
3. Evidence of technology integration in at least one lesson (with digital recording of instruction)
4. Samples of student work completed during unit. Identifying information should be removed.
5. Home-School communication on unit topic (Home School Newsletter/Parent Website)
6. Instructional and planning resource list, including appropriate children’s literature

Candidates should conference regularly with the Mentor Teacher about the unit during Stage Two. The University Supervisor will plan to observe at least one of the unit lessons unless there is scheduling conflict. 

Stage Three:  Reflection

During this stage of the process, candidates will be reflecting on the success of the unit  and analyzing students’ learning.  The following items must be completed and included in the unit binder or Taskstream folio.

1. Assessment Analysis:  Include pre-assessment data and analysis. Review daily formative assessments and reflect on how the lesson standards and objectives were met in each lesson.  Complete post assessment and compile the results in to a table or graph. Review the class data and identify two subgroups (girls vs. boys or middle ability group vs. high ability, etc.). Interpret the results for the class and the subgroup results for the unit.
2. Unit Reflection: Record your reflections on the unit by answering the following questions that are appropriate for the content you taught:
   1.  What was the best lesson of the unit?  Why?  Which lesson needed the most improvement?  Why?
   2. What learning opportunities did you plan and complete that demonstrated attention to diversity within the classroom?
   3. How did you engage and motivate all students during the unit? How did you develop student’s creativity, problem solving and critical thinking skills?
   4. What evidence do you have of student impact?
   5. What variety of assessments did you use?
   6. What challenges did you face in classroom management and how did you solve them?
   7. What did you learn from preparing and implementing this unit? 

Grading: 

   The completed unit is to be submitted first to the mentor and then the university supervisor for assessment.  The unit represents a sample of your teaching and long term planning ability.

The following items are to be included and submitted for review for the unit assignment.

1. Title page with Unit title, the candidate’s name, and the date.
2. Unit signature sheet
3. Unit Overview: List of goals and standards, visual overview
4. Description of class context, based on class profile and knowledge of students
5. Written responses to Content Interview Planning questions
6. Home-School Newsletter /Parent Website
7. Daily lesson plans with reflections and appropriate student products.
8. Assessment analysis
9. Unit Reflection
10. Resource list

     The mentor teacher and the university supervisor work as a team to determine the score on the rubric after both have had time to review the materials in the Unit.  The rubric included will be used to assess the Unit Assignment.  The score is shared with the candidate.  If a criteria score is in the ineffective range, the mentor and university supervisor will conference with the candidate explaining what parts need to be resubmitted.  The candidate needs to score in the developing range for all criteria in order to pass EDUC 696 Practicum I.

A copy of the scored rubric will be collected by the university supervisor during the final evaluation conference.  The unit rubric and the content interview rubric are included in the materials collected by the University Supervisor for submission to the Office of Clinical and Field Experience at the end of the semester.