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Module 8 Assignments

M8U2A2 Student Case Study and Standard Lesson

Project Description

Overview

Over the next ten weeks you will be asked to present one case study and one standards presentation.  A case study includes an up-close, in-depth examination of a case, which may be a student with a disability or a student who is struggling in the classroom. You do not have to choose a student with special education services; you can choose one who is “falling between the cracks” in terms of service given. 

In this activity, you will select a student from your clinical classroom for whom you can conduct a case study. The student should be struggling with academic achievement or behavioral issues in the classroom. You will discuss this student with your mentor teacher to help identify as well as gather relevant information about the student. You will also prepare to teach one of the ten InTASC standards to your cohort in the coming weeks. You will choose or be assigned a date to present your case study and another date to present your selected standard. These submissions will be due at least two days before your presentation. It does not have to be completed by Module 8, Unit 2! 

 

Performance outcomes

  • Candidates collaborate with cohort peers to provide feedback on case studies about a student who needs additional intervention, enrichment, or support.

  • Candidates will demonstrate best practices in teaching by preparing and leading an online lesson on one of the ten InTASC standards.  

 

What will you do?

  1. Complete and present a student case study in a virtual class on an assigned date by your instructor. 

  2. Teach one of the ten InTASC standards in a virtual class to your cohort on an assigned date by your instructor.

For the Case Study:

  1. Meet with your mentor to select a student for the student case study to present to your cohort in the virtual class. The student should be struggling with academic achievement or behavioral issues in the classroom. Use assessment results to illustrate where the student is functioning academically, write about any interactions you or the mentor have had with parents (if none, state that), and talk about the student’s living situation (with whom the student lives, siblings, socioeconomic details, etc.). The case study should include any previous interventions that have already been tried (e.g., retention, counseling, accommodations such as preferential seating, or extended time on assignments). If appropriate, add a sample of the student’s work and another student’s work for comparison (cover or remove names). Details of the student should not lead to the discovery of who the individual is. If you can use actual work or test results, you must redact all student names from any list, using a pseudonym for your subject.

  2. Design your presentation using a presentation tool of your choice. Create a 5-7 minute video presenting your case study and upload the video to the Video Library on the learning platform. Share the video link in the Discussion Forum at least 2 days prior to your presentation so that your cohort peers can watch it before your presentation. 

  3. Give a brief recap of the case in your VC.  Seek feedback from your cohort peers during your presentation in the virtual class and take notes on any suggestions made by your peers and/or instructor. 

  4. After your peers provide feedback and suggestions on your case in the virtual class (VC) and the Discussion Forum, write a reflection about the process. Include the steps you plan to take to support the student. This reflection is not merely a summary of what was said but a deeper dive that reflects your thinking.

  5. Comment on all your peers’ video submissions when they share them on the Discussion Forum as well as in the Virtual Classroom.

For the InTASC Standard Lesson:

  1. Create an interactive, student centered lesson that you will use to lead a detailed discussion with your cohort in the virtual class on your assigned standard from the Teach Now Clinical Rubric. This lesson should be 15 minutes in length and demonstrate teaching strategies that you have learned throughout the program. It should not be a lecture, instead it should be a collaborative learning experience for the cohort.  

  2. The link to your presentation, notes, slides, or outline should be posted in the Discussion Forum at least 2 days before your virtual class lesson so that your cohort peers can view it before the virtual class.

  3. Actively participate in the discussions and activities during every standard lesson presented by your peers in the virtual class throughout the module.

  Report requirements

  • Case Study video (5-7 minutes) 2 days prior to case study VC presentation  

  • Written reflection on the case study process, including suggestions you received and your next steps

  • Presentation, notes, slides, or outline of the lesson on the selected InTASC Standard 2 days prior to the VC lesson

  Notes

By completing the case study presentation in this activity, not only will you learn more about a specific student, but you will also practice the procedure that is in place in many schools for a referral to a Student Study Team. By completing the standards lesson, you will also have the opportunity to showcase the implementation of the teaching strategies you have learned throughout the entire program, specifically strategies for teaching in a virtual environment.

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Case Study video (5-7 minutes) 2 days prior to case study VC presentation  
Written reflection on the case study process, including suggestions you received and your next steps

After summarizing cohort peers’ suggestions, I think I can take actions from the following aspects:

 

Enhance academic performance:

To improve his academic performance, especially in vocabulary, focus on Andy’s interest, several suggestions center around using Andy's fascination with trains to improve his vocabulary through reading and conversation related to trains. I am now encouraging him to make sentences in the context of taking photos in Japan. Although he struggles with making sentences, he is still willing to come to ask me for help. Currently, we have also created a plan to help him improve his scores on the final exam.

 

Communication and boundaries:

esty offers insights into Andy's possible separation anxiety and Dad's emotional state. Crystal suggests setting clear boundaries between the parent and the child to reduce emotional stress. I will tell his father that if he wants his child to be good, he cannot simply give him verbal orders and point out the flaws in his upbringing, such as the fact that he rarely does hard things with his child and only enjoys himself with him. But parenting should also involve accompanying the child through painful practice and hard work in order to achieve hard-earned success. His father is not doing a good job of this, and I am also trying to change his father's mind. I will also clearly tell him the boundaries between the teacher and the father. The father cannot blindly ask the teacher to discipline the child, and he must also do his part. Some words are true and honest but sound harsh, and I am working hard on this.

 

Accommodation:

Jacob highlights potentially using Andy's native language for note-taking and Yang suggests using preferred activities (games) as a reward for completing tasks. While immediate implementation of these changes in the classroom setting may not be feasible, I will utilize these suggestions as guiding principles as I work towards improving his English proficiency in the future. In addition to incorporating rewards as motivators, I will also adapt the level of challenge based on his progress and individual needs.In sum, I appreciate that my cohort peers provided many useful suggestions. From different perspectives, I can deeper understand aspects I hadn't previously considered. This also improves the bonds between us.

Presentation, notes, slides, or outline of the lesson on the selected InTASC Standard 2 days prior to the VC lesson

M8U6A1: Assessments and Data-Driven Instruction

Project Description

Overview

Standard 6, Assessment, is considered this week. You have utilized assessments to gather data in units 1, 3, and 5.  Now, it is time to consider how different types of assessments can assist you in gathering data and planning future instruction.  Some assessments are simple paper-pencil tests or quizzes, while others are performance tasks or group projects.  Examining the type of assessments that you utilize to gather data and reflecting upon their effectiveness can assist you in becoming a more effective teacher in the classroom. 

Performance Outcomes

  • Candidates will examine the use of assessments to gather data

  • Candidates will evaluate previous assessments and reflect upon how they can make assessments more effective at gathering data moving forward

 

What will you do?

  1. Reflect upon the assessments you have utilized to gather data in units 1, 3, and 5.  

    • What assessments did you utilize to gather data in each of the three areas?

    • Were the assessments effective at gathering student data? 

    • What changes would you make in your assessments in order to gather more complete data moving forward?

  2. In the Discussion Forum, write a reflection on the process and benefits of utilizing assessments to gather data.  Discuss what assessments you utilized to gather data in previous units, the effectiveness of the assessments, and what changes you would make moving forward. Explain the importance of data-driven instruction and expound upon why assessment data is valuable in the classroom. 

  3. Comment on the posts of at least two peers, sharing insight about how data can aid in effective instruction. 

  4. Write or record a final reflection (approximately 500 words or 3-5 minutes) on assessments and data-driven instruction.  Include what new insights you have learned from your peers and what your plan is moving forward when it comes to assessments and data-driven instruction. 

Report Requirements

  • Discussion post on assessments and data-driven instruction

  • Response to at least two peers’ discussion post

  • Final reflection 

 

Notes

As you review the work you have completed in the program so far, remember to update the e-Portfolio you started at the beginning of the program. You will be submitting the final e-Portfolio in Unit 9.

Goal setting

Reflection on data collection

M8U10 A1  Leadership and Collaboration

Project Description

Overview

In Unit 10, you will demonstrate your leadership and collaboration skills through a project that you implement at your school. In preparation for this project, you will share a project proposal with your cohort, mentor and instructor this week. Once you have received feedback from your cohort, mentor,  and instructor, you will implement your project over the next several weeks and be ready to submit a presentation outlining the various details of the project as well as a reflection of the impact that the project had on you,  your students, and your school community. 

 

Performance outcomes

  • Candidates seek appropriate leadership roles and opportunities to take responsibility for student learning and to collaborate with students, families, colleagues, or other professionals to ensure student growth and advancement of the profession

 

What will you do?

  1. This week you will develop a project proposal for leading a team of teachers in your subject area at your school. You can even choose to design a cross-curricular or global themes project involving other faculty members, staff at your school, parents, and the local community. You will be implementing and submitting a presentation of the project In Unit 10, which gives you around six weeks to work on it.

  2. You can read the articles in the Activity Resources to help you get started. Remember that you will be the teacher leader in this project.

  3. Discuss your ideas for your project focus with your cohort in the Virtual Classroom and Discussion Forum.

  4. Make use of the professional learning network (PLN) you have within your cohort, mentor, instructor, and colleagues at your school to find resources and project topics.

  5. Your project proposal should include the following:

    1. Project Purpose - why are you doing this project?

    2. Project Objective - what you plan to achieve through this project?

    3. Project Impact - how will the project impact the students, faculty, the school’s mission, parents, and local community?

    4. Project Description - explain the project idea including who will be involved in implementing it and in what capacity. Be sure to include how the project idea aligns with the school’s mission, vision, and values.

    5. Project Implementation Plan & Timeline - when during the school calendar year do you plan to implement this project and major milestones of the project? (Note that you will be implementing the project or a portion of it in the next few weeks)

    6. Tools for Measuring Success - what success criteria will you use to measure the outcomes of this project?

  6. Share this project proposal with your mentor, cohort, and instructor. Get the necessary approvals from your school to implement the project. Tip: You could request an informal interview with a school administrator to understand what type of projects would help further the school’s mission and vision and demonstrate your involvement in school-wide efforts.

  7. Give feedback comments on at least two other cohort member’s project proposals.

  8. You can choose any presentation format or tool to present your final project. Keep a record of your project implementation in the form of pictures, video shorts, and logs to include in your presentation in Unit 10.

 

Report requirements

  • Project proposal for implementing a leadership project

  • Peer Comments on at least two cohort peers

 

Notes

As you review the work you have completed in the program so far, remember to update the e-portfolio you started at the beginning of the program. You will be submitting the final e-portfolio towards the end of the program.

 

Your leadership plan might form the basis of action research you could continue in our add-on master’s degree programs. You are eligible to continue your education upon completion of TEACH-NOW to earn a master’s degree with specialization in early childhood, special education, multilingual learners, or educational technology in as little as three months.  

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