WTS 7 and 8 Independent Learning Process and Evidence

Erika Galewski
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standards 7 and 8
EDUW 693 Instructional Design and Assessment
Sara Heisler, Instructor
December 15, 2015

Independent Learning Process Summary and Artifacts

Following the guided learning process in EDUW 693, teachers apply course learning to
complete an independent learning process. Abbreviated documentation for each step provides
evidence that I can use a professional learning process to continue improving knowledge,
dispositions, and performance to benefit student outcomes with each unit I teach. Key evidence
in this documentation follows the seven-step learning process, focusing on specific practices
necessary for ongoing improving academic student performance.
LEARNING STEP 1: Expand perspectives based on educator and student standards.
LEARNING STEP 2: Assess my current educator effectiveness and student performance
outcomes based on evidence compared to educator and academic performance standards.
From that evidence, reason inductively to define area(s) most in need of improvement:
My targeted WTS/Educator Effectiveness System descriptor based on Danielson
Framework for Teaching that emerged as a next step for improvement from my previous
learning process:
Standard #8: Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and physical development of the learner.
Knowledge
The teacher knows how to select, construct, and use assessment strategies and instruments
appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
The teacher understands measurement theory and assessment-related issues, such as validity,
reliability, bias, and scoring concerns.
Dispositions
The teacher values ongoing assessments as essential to the instructional process and recognizes
that many different assessment strategies, accurately and systematically used, are necessary for
monitoring and promoting student learning.
The teacher is committed to using assessment to identify student strengths and promote student
growth rather than to deny students access to learning opportunities.
Performances
The teacher uses assessment strategies to involve learners in self-assessment activities, to help
them become aware of their strengths and needs, and to encourage them to set personal goals for
learning.

 The teacher evaluates the effect of class activities on both individuals and the class as a whole,
collecting information through observation of classroom interactions, questioning, and analysis
of student work.
The teacher maintains useful records of student work and performance and can communicate
student progress knowledgeably and responsibly, based on appropriate indicators, to students,
parents, and other colleagues.
Danielson Domain 4: Professional Responsibilities
Component 4b: Maintaining Accurate Records
Student completion of assignments
Student progress in learning
Targeted vertical descriptor from student content standards:
Math Operations and Algebraic Thinking
Kindergarten
- Understand addition as putting together and adding to, and understand
subtraction as taking apart and taking from. (L)
First Grade
- Represent and solve problems involving addition and subtraction.(M)
- Understand and apply properties of operations and the relationship
between addition and subtraction.(L)
- Add and subtract within 20.(L)
- Work with addition and subtraction equations. (M)
Second Grade
- Represent and solve problems involving addition and subtraction.(M)
- Add and subtract within 20. (M)
- Work with equal groups of objects to gain foundations for
multiplication. (H)
Third Grade
- Represent and solve problems involving multiplication and
division.(H)
- Understand properties of multiplication and the relationship between
multiplication and division. (H)
- Multiply and divide within 100.(H)
- Solve problems involving the four operations, and identify and
explain patterns in arithmetic

 Targeted vertical descriptor from student literacy standards:

Literacy Conventions Source:
Summarized descriptors for speech and writing standards adapted from Wisconsin Early
Learning Model Standards and Wisconsin CCSS for Literacy in All Subjects
Vertical Conventions Standards
C.EL, Row 7, Age 5-6/Kindergarten: Forms correct letters and pronounces
correct letter sounds, capital for I and names, use multi-word sentences (L)
C.Grade 1: Names, city, day/month capitals, end punctuation, saying/spelling
high-frequency words (M)
C.Grade 2: + commas before simple conjunctions, commas for a simple
list/series, simple apostrophes for 's possession and nt contractions, capitals
for most proper nouns, spelling. Speaking simple sentence structures
correctly. (M)
C.Grade 3: + writing commas/speaking pauses for introductory or inserted
clause, title capitals, addresses, simple dialogue/quotations, possessives, uses
spelling rules for K-3 words (H)
C.Grade 4: + writing/speaking complete sentences when expected, commas
with conjunctions, spelling (H)
Current student evidence that guided my expectations for the upcoming learning unit is
at Learning Step 6 for ease of comparisons during the post-assessment.
Area to research to address student performance skills most in need of improvement:
The area in most need of improvement is mathematical problem solving steps and explaining
mathematical reasoning in speech and writing.
LEARNING STEP 3: Research professional sources to find practical answers.
Most useful source name: www.mathcats.com
One new insight/practice to try: Egg carton equal grouping, interactive online
multiplication tables and circle and stars equal grouping games.
LEARNING STEP 4: Incorporate learning into a plan.
Independent Planning Process Summary
Targeted Subject: Operations and Algebraic Thinking Topic: Multiplication
Length of Entire Learning Unit: 4 weeks
Quarter: 2nd
Students Age/Grade Level: 8-10 years old/3rd Grade
Lesson Plan Source: Larson, M.et all. (2012). Go! Math. Houghton Mifflin Harcourt Publishing.
1. Developmental assessment to align content standards developmentally to students.
Summative Task for Entire Learning Unit: McOwens Farm Performance Task Design a garden with
multiplication & word problems to accompany their garden.
Key content expectations for proficiency range for the units summative task:

 Differentiation. None
Targeted Proficiency Range for Learning Unit
L. Gr. 1: Represent and solve problems involving addition
M.Gr.2: Work with equal groups of objects to gain foundations for multiplication.
H. Gr. 3: Represent and solve problems involving multiplication.
Understand properties of multiplication.
Differentiation. None:
Key literacy skill expectations for proficiency range for the units summative task:
Differentiation. Writing scaffolding graphic organizer
Targeted Proficiency Range for Learning Unit
L. Gr. K: Forms correct letters and pronounces correct letter sounds, capital for I and
names, use multi-word sentences when writing about math.
M. Gr. 1: Names, city, day/month capitals, end punctuation, saying/spelling highfrequency words
H. Gr. 2: + commas before simple conjunctions, commas for a simple list/series,
simple apostrophes for 's possession and nt contractions, capitals for most
proper nouns, spelling.
Differentiation. None
2. Essential Connections in Learning Plan:
Essential UNIT Question (student appeal to motivate/broaden learning beyond academics):
How can arrays, equal groups, and repeated addition model multiplication products
and factors?
Why is it possible to get the same answer using different numbers, strategies, or
operations?
How do I show it is possible to get the same answer using different numbers,
strategies, or operations?
Essential UNIT Answer/Understanding (lasting truth/principle/rule/insight to answer EQ):
Arrays can help organize multiplication factors in a visual way.
Arrays, equal groups, and repeated addition help organize multiplication products and
factors in a visual way.
Essential Thinking Pattern to Connect EQ to EA:
Define by example using grid paper to model a given multiplication equation.
Essential Connection to Expand Perspectives Based on Diverse Realities:
Relate multiplication arrays to growing rows of garden produce, rows of toys in a toyshop.
Essential Connection to Build Integrity, Empathy, and/or Insight:
Discuss the importance of agriculture and the amount of crops grown on areas of land
around the world. Make a plan to help food pantries/kitchens/shelters by donating rows
from your garden. What would the arrays look like before and after your donation.

3. Essential Alignment in Learning Plan: objectives, content, process, product, assessment

What to learn? [objective(s) +
content] (thinking pat./Blooms)
SO: Understand arrays, equal
groups and repeated addition as
representations of
multiplication.
FO1: Apply equal grouping to
model 1-digit multiplication
equations.

How to learn? [process] (key

strategies, teachniques, etc.)
Hands on completion of array
modeling, repeated addition,
and equal grouping using
various 1-digit multiplication
equations.
Hands on exploration using
videos, IPAD apps, and
drawing paper/boards.

FO2: Create arrays to represent

multiplication equations.

Teacher modeling
Math Journaling

FO3: Match repeated addition

equations to represent 1-digit
multiplication equations.
FO4: Apply the Commutative
Property to multiply 1-digit
numbers.
SLOs: Analyze word problems
to multiply 1-digit numbers.
Illustrate strategies to multiply
1-digit numbers with accuracy.

Task card matching activity

Teacher modeling
Think/Pair/Share
Developing writing/word
problems
Solving number sentences in
writing and orally

Product + Assessment? (task +

method for evidence)
T = Array grid paper, repeated addition
sentences, and equal group drawings to
model multiplication sentences and solve.
M= Peer Check/Teacher Monitor
T = Use items (toy cars) to model how to
use group items equally to represent and
solve multiplication equations.
M= Self Assess Student checklist
T = Use grid paper to design arrays for a
garden (rows) of crops to represent and solve
multiplication equations.
M= Self Assess -Exit Slip
T = Match repeated addition equations with
corresponding multiplication equations.
M = Partner check/Teacher check
T = Write number sentences to demonstrate
commutative properties.
M= Pair/Share
Sum. Task: McOwens Farm Performance
Task Design a garden with multiplication
& word problems to accompany their
garden.
Sum. Method: Teacher Collection of project
Whole Class Share students visit the
gardens and solve the word problems
designed by their classmates.

LEARNING STEP 5: Implement plan and gather educator and student evidence.
LEARNING STEP 6: Assess evidence compared to pre-assessment results (How far have
students come in comparison to starting abilities?) and standards (How far to go in comparison
to grade level expectations at end of year?).
Source of student performance evidence prior to the learning unit: Go Math Pre-assessment
Source of student performance evidence at the end of one week into the learning unit: Go Math
Assessment
Whole class Performance at Beginning of Learning Unit:
Show What You Know Math Assessment: H = 9/22 M=7/22 L=6/22
Story Problem Response: H=7/22 M= 5/22 L= 10/22

 Whole class Formative Performance at End of One Week into Learning Unit:
Multiple Choice Test: H= 14/22 M=7/22 L= 1/22
Story Problem Response: H= 9/22 M= 8/22 L=5/22
During the pre-assessment, seven students scored in the median range in math skills. On the
post-assessment, seven students scored in the median range as well, but five additional students
scored in the high range and only one in the low range. On the story problem response and
writing pre-assessment, five students were in the median range, and that improved to eight
students on the post-assessment.

 Lowest Performance Sample Prior to Learning

Six out of twenty-two

students made errors with
skip counting, repeated
addition, and solving a
multi-step story problem.

Ten out of twenty-two

students made errors with
equal grouping and
solving a multi-step story
problem.

 Lowest Performance Sample at End of One Week

Differentiated objectives, content, process, product, assessment:

Only one student out of

twenty-two students made
errors with the
commutative property and
skip counting. This
student could model
repeated addition and
equal groups to represent
multiplication.

Only five out of twentytwo students made errors

with solving a multi-step
multiplication problem.
An enhanced graphic
organizer was given to
students to help them
organize and explain their
thinking.

 Median Performance Sample Prior to Learning

 Median Performance Sample at End of One Week into Learning Unit

 Highest Performance Sample Prior to Learning

 Highest Performance Sample at End of One Week into Learning Unit

Differentiated objectives, content, process, product, assessment:

Fourteen students earned

100% on the postassessment involving:
repeated addition, the
commutative property of
multiplication, equal
grouping and skip
counting.

Nine students out of

twenty-two students were
able to correctly solve a
multi-step multiplication
problem using: repeated
addition, equal groups, a
number line, or an array to
represent a multiplication
sentence. An enhanced
graphic organizer was
given to students to help
them organize and explain
their thinking. These nine
students were able to
explain their mathematical
thinking using complete
sentenced, spelling and
grammar with the graphic
organizer.

LEARNING STEP 7: Reflection of Entire Learning Process and Student Outcomes

Teacher-as-Learner Perspective: Most significant insight, attitude, or practice that worked best
for more efficient and effective learning on my part in comparison to my previous learning
process: I need to reflect more consistently on how I can expand my own perspectives as an
educator. I need to challenge myself to think in different ways and monitor my own
understanding of content. I also realized the importance of self-reflection and selfassessment as an educator. I can improve my own understanding by reflecting on my own
learning process and make learning goals based upon my reflection and assessment.
My next independent step(s) for more efficient and effective learning as an educator:
I need to consult the literacy standards and content standards and make vertical alignments
for each. From there I need to revisit my curriculum maps and make adjustments based on
the standards, as well as assess the level that I am addressing the literacy standards in all
content areas. I need to be more knowledgeable about the vertical standards in the content
standards.
Most significant insight, attitude, or practice that worked best to improve student outcomes in
this learning unit:
Content: Students need exposures to multiple ways to solve or represent a multiplication
problem. This can be related to all math practices. When teaching multiplication, students
worked with number lines, arrays, equal grouping, and repeated addition to represent
multiplication equations. Students were able to choose the method of their choice to
demonstrate their understanding of beginning multiplication concepts. Hands-on activities
worked best for students. We used counters, grid paper, interactive number lines, and
other manipulatives in order for students to connect the concept. The use of Hot Wheels
toy cars was motivating for students, and gave a great visual for equal groups.
Literacy: The use of the mathematical writing graphic organizer helped students to organize
their problem solving steps logically. It also supported their writing skills by providing
scaffolding for the writing process. Students were better prepared to explain their thinking
in writing and improved from ten students falling in a low proficiency range at the beginning
of the unit, to only five students in the low proficiency range at the end of the week. I would
expect that number of students to decrease even further at the end of the entire
multiplication unit.
My next independent step(s) for improving teaching practices to benefit student learning:
I plan to continue to provide opportunities for students to work with mathematical concepts
in a number of different ways using hands on activities as much as possible. I also plan to
continue to provide opportunities for students to respond to math problems in writing. In
addition to writing about their own problem solving steps and explaining their thinking, I
plan to develop activities where students create their own word problems and math journals.
I need to connect the literacy standards more consistently in math, and gradually increase
my understanding of how to incorporate these standards across all content areas. If I focus
on one content area at a time, the process will not be so overwhelming.