The candidate completes and attaches this questionnaire to the portfolio for approval by the DSU methods instructor and DSU supervisor.
1. (Indicator 5) Organizes instruction to take into account differences among learners in
their capabilities. (i.e. remedial vs enrichment, tasks varied according to Bloom’s levels, tasks varied according to van Hiele model)
1a. Provide an example from this unit where you based instruction on an assessment of
your student’s past performance:
1b. Provide an example from this unit where you have planned different assignment(s) for different students (based upon their capabilities):
1c. List an example from this unit where you provide a range of materials to achieve the same objective (or a set of related objectives) compatible with the range of learner
capabilities:
1d. Provide an example from this unit where remedial or enrichment activities/materials
in addition to regular instruction are available for specific students:
2. (Indicator 5) Organizes instruction to take into account the differences among
learners in their learning styles. (These may vary according to teaching techniques, presentation methods, types of materials used, different resources used, or types of assessments used.)
2a. List an example from this unit where different resources are utilized to accommodate
more than one learning style to achieve the same objective (or a set of related objectives):
2b. List an example from this unit where you provide different presentation methods to
accommodate more than one learning style for the same objective (or a set of related objectives):
2c. Give an example from this unit where an assignment has two or more options to accommodate more that one learning style:
2d. Provide an example from this unit where you have matched resources or procedures with a specific student’s learning style:
3. (Indicator 5) Organizes instruction to take into account differences among learners in their rates of learning.
3a. Provide an example from this unit where you will allow students to work at their own rate (pace) toward some of the objectives some of the time:
3b. List an example from this unit where special provisions are available for learners who work more slowly than others:
3c. Give an example from this unit where students who finish early are provided content-related enrichment activities:
3d. List from this unit different objectives (two or more) considered to be enrichment and not for the entire class:
4. (Indicators 4 and 6) Uses teacher-made or teacher selected evaluation materials or
procedures to obtain information about learners and learner progress. To show
knowledge of students’ needs, interests, and experiences provide the following with your portfolio.
Group Description pages Interests and/or attitude surveys Pre- and Post-assessment instruments
Assessment (grading) procedure to include record of individual progress 4a. Discuss the pre-assessment procedure planned for this specific unit:
4b. Provide an example from this unit where you planned classroom instruction based on knowledge of students’ background experiences (Examples: Help learners recall past experiences in content or activities that are needed for success in new class activity. Provide needed general knowledge related to the lesson).
4c. Provide an example from this unit where you planned classroom instruction based on knowledge of students’ interests (Examples: Use existing interests of learners as a link to new activities, stimulate new interests in activities with unusual, unexpected or thought- provoking events/questions).
4d. Describe how the learners will be evaluated throughout the unit (formative evaluation):
4e. Describe how you will conduct a summative evaluation of learners progress on the unit:
4f. State how you will keep a record of individual progress on each objective of this unit:
5. (Indicators 4 and 6) Communicates with individual learners about their needs and progress.
5a. Give a specific example from previous lessons where you have used classroom questioning to help learners identify their own learning problems:
5b. List how you will provide the learners feedback on their progress during this unit: 5c. List how you will provide the learners information on their summative test scores: 5d. Provide an example of a conference held with a student to discuss a specific learning or motivational problem:
6. (Indicator 7) Plans lessons that integrate knowledge from several subject areas.
6a. Provide an example from this unit that shows connections within the mathematics discipline. The purpose of this example is to show mathematics as an integrated whole rather than a piece-meal presentation of isolated mathematical concepts. (Examples: Illustrate in your lesson procedures the connections among mathematical topics. Explain or model connections that relate mathematical procedures or show more than one
representation of the same concept).
6b. Provide an example from this unit that shows connections between mathematics and other disciplines. (Examples: Art and mathematics, history and mathematics, literature and mathematics, science and mathematics, etc.)
7. (Indicator 8) Incorporates multiculturalism and diversity in lessons.
7a. Describe the cultural diversity of your class.
7b. Provide an example from this unit where you planned class activities and/or different assignments based upon an awareness of multicultural differences in your classroom. (As examples, these may be cultural contributions to the study of mathematics, cultural characteristics and connections to mathematics that are particular to your community, or a variety of teaching methods that meet the diversity of the class.)
Domain VI: Professionalism and Partnerships
This last set of discussion questions will be used during student teaching with your student teaching portfolio.
You will respond to the individual items after you have taught your portfolio.
8. Obtains information on the effectiveness of instruction.
8a. Compare the results from the pre-assessment to the post-assessment. Discuss the changes that illustrate your effectiveness to increase students’ knowledge. Compare to other written records that are available to you.
8b. List how your learners are given formal opportunities to inform you of their perceptions of your effectiveness:
8c. List a specific example of how you received information on your effectiveness from peers or administrators:
8d. List any other method(s) by which you determine the effectiveness of your instruction:
9. Revises instruction, as needed using results and observational data.
9a. Provide a specific example if you ever made changes in your instructions during a class period and list the basis for making the change:
9b. Provide a specific example of making revisions in your instructions from day-to-day and the basis of making this change:
9c. After teaching a unit, list specific changes you made in a later unit and the basis for those changes:
9d. Based upon any of this year’s units, list possible changes for the unit next year and the basis for the changes:
STUDENT TEACHER ASSESSMENT INSTRUMENT DELTA STATE UNIVERSITY
MATHEMATICS
DSU SUPERVISOR FORMATIVE ASSESSMENT
Student Teacher ______________________________ ID Number_________________ Evaluator ___________________________________ Semester/Year _____________ Use Reference Guide to assess performance on a scale of 1 (low) to 4 (high)
PLANNING AND PREPARATION FIRST SECOND
(PORTFOLIO) ASSESSMENT ASSESSMENT
4. Assessment procedures and materials _______ _______ 5. Uses information about students _______ _______ 6. Uses knowledge of students needs, _______ _______ interests, and experiences
7. Plans lessons that integrate knowledge _______ _______ from several subject areas
8. Incorporates multiculturalism and _______ _______ diversity in lessons