JRT2_Task1 - Fowler
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Western Governors University *
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JRT2
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English
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Feb 20, 2024
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JRT2 TASK 1: Unit Evaluation
Task 1
JRT2
Savannah Fowler
November 7, 2019
A Written Project Presented to the Faculty of the Teachers College of Western Governors University
JRT2 TASK 1: (PLUS TITLE- MAX 50 CHARACTERS)
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Evaluation Plan
The product that will be evaluated by the teacher is an instructional unit. The instructional unit is an ELA unit based on text features and text structures. The instruction unit will test and increase the students’ knowledge and comprehension of the subject. Description of Audience
The participants in the evaluation are 6
th
grade students in a rural middle school. The classes
are a mixture of low poverty students and middle-class students, students with IEPs and ELL students. The class is mostly Caucasian and African American students. Nearly two thirds of the class are students who are labeled “at-risk” in the ELA classes. There is a lot of behavior issues within the two ELA classrooms and six students out of the two ELA classes have been removed and
placed in alternative school. These 6th graders are struggling with identifying text features and text structures in non-fiction text and how to create their own if they were writing their own non-fiction text. This topic was previously taught in elementary school and was a pre-requisite for their 6th grade English class. The students will take place in answering the survey. The other set of participants in the evaluation are the other English teachers that are using this instructional unit. These teachers are both females and both have worked at this middle school for several years. They are both veteran English teachers and have a good amount of experience teaching this unit and material. These participants will take place in the interview for the evaluation. Type and Purpose of Evaluation
This evaluation is a formative evaluation. The purpose is to monitor the learning process of students throughout the instructional unit. This is needed to give the students and teacher continuous
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feedback throughout the unit, to see if there should be changes to the material, activities, pacing, and the way it is presented. Evaluation Questions
1.
Which sections of the instructional unit did not engage learners?
2.
Which assessments did students show growth on the most? 3.
How was the students’ prior knowledge accessed and expanded in this unit?
4.
How well was the material related to student and the purpose of using in real-world settings?
Potential Interview
While evaluating the instructional unit, the lead teacher who created the unit will interview the other two English teachers who used the unit within their classes. The teacher using this interview wants to accomplish a few things. She wants to know how the students reacted and engaged with the lessons in their class, how well the students performed, and what advice the teachers would give to improve the unit to make it more interesting, engaging, and higher rigor. The
interview will align with the evaluation questions because the questions are related to each other and will help give feedback to the evaluator. Interview Questions
1.
How well did the students engaged with the unit? 2.
What activities did the engage with the most? 3.
Which activities did the students find uninteresting?
4.
How were the students expected to show various levels of rigor in their work?
5.
How did the teacher pace the lesson?
6.
How well did the students know the material prior to the lesson?
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7.
How were the students able to connect this material to the real-world?
8.
As a teacher, how would you improve the unit?
Type of Interview
For the interview, a semi-structured instrument was chosen with open-response questions. This type of interview and questions were chosen because it allows ownership and new ideas to come from the interviewee. This allows the teacher who is giving the interview to get as much information from the other person versus if a closed question interview was given. A closed question, structured interview does not allow the interviewee to elaborate on their answers. A unstructured interview was also not chosen, because the person conducting the interview wanted to stay on topic and relate to the evaluation that was being conducted. Potential Questionnaire/Survey
The evaluator has also planned to give a survey/questionnaire to the students are learning the
instructional unit. This would be beneficial to the teachers who have been teaching the material to see how the students are comprehending the material, if they are engaged, and enjoy what they are learning. This instrument would be administered by the lead teacher who created the unit. This relates and aligns with the evaluation questions because it allows the evaluator to get feedback from
the other end of the spectrum – the students who are learning the material.
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Questionnaire or Survey
1.
How engaged were you during the lessons?
1 2 3 4 5
2.
Did the teacher do a good job of teaching the material?
1 2 3 4 5
3.
Did you remember most of this material before the lessons? 1 2 3 4 5
4.
Do you feel comfortable with them material now?
1 2 3 4 5
5.
How prepared were you for the unit test based on the information taught?
1 2 3 4 5
6.
Were the lessons interesting and fun?
1 2 3 4 5
7.
What were your favorite activities in this unit? _______________________________________________________________________
8.
Are there any improvements you would suggest to the teacher for this unit?
_______________________________________________________________________