You are on page 1of 29

PSU

TEACHER WORK SAMPLE

Your First and Last Name:

Melissa Stebbins

Date Submitted:

Dec 5, 2016

District where you completed


the TWS:

I001

Name of School Building


where you completed the
TWS:

Wyandotte High School

Content Area of your TWS:

Technology & Engineering Education

TWS Unit Topic:

Introduction to Robotics

Grade Level of the


Classroom / Students in
Which the TWS Unit Was
Completed:

6th Grade Entry Level Course

Pittsburg State University

Teacher Work Sample

I. Contextual Information and Learning Environment Factors


A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
Wyandotte is a rural community 7 miles from the Missouri border in Oklahoma. The town itself is very small consisting of about a 10 block by 10 block radius.
The school buildings take up a quarter of that area. The school district services a much larger area however. They majority of the school district is the surrounding
rural area consisting of the area to the Missouri border in one direction and half the distance to the town of Miami, OK in the other direction. There are not many
business in town.
Wyandotte Public schools in unique from many of the other county school districts because the Middle and High Schools share one building. The Elementary
school is 20 feet from that building. All three schools share a cafeteria. As well as the Middle School and High school sharing a lunch period. All 3 schools share
a gymnasium as well and most assemblies are combined as long they are age appropriate and relevant for all students.
The district gets most of its community help from the Wyandotte Nation Tribe. Due to the lack of businesses the main source of tax revenue is generated by the
local casinos and one major gas station and a small dollar store.

Table 1.1 Class Contextual Information (limited to 1 page)


Grade level ___6____ Content area (e.g., mathematics) Technology & Engineering Ed
Topic (e.g., geometry)_Intro to Robotics___
Age range of students __11-12 years______
Number of male students ___7_______
Total number of students ___9_________
Number of female students ___2______
Percentage of students receiving free lunch __52.73%__
Percentage of students receiving reduced lunch_____16.36%_____
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban ______ Rural __X____
Ethnicity of students (give numbers)

Language proficiency of students (give


numbers)

Pittsburg State University

______ African American or Black


______ Native American/Alaskan Native
______ Asian or Pacific Islander
__9 __ Fluent English Proficient

Teacher Work Sample

__1 __ Hispanic or Latino


__8___ White
______ Other (specify) __________
______ English Language Learners

Identified special needs categories


represented (give numbers)

_______ Specific Learning Disability


_______ Hard of Hearing
_______ Deaf
_______ Deaf-Blind
_______ Other Health Impaired
___1___ Multiple Disabilities
_______ Brain Injury
_______ Established Medical Disability (0-5 yrs)
_______ At risk for developmental disabilities

__1____ Speech/Language Impaired


_______ Visually Impaired
_______ Orthopedically Impaired
_______ Emotionally Disturbed
_______ Autism
_______ Mental Retardation
_______Gifted
_______ Developmentally Delayed
_______ Other (Specify)_______________

Subgroup Selected (describe the group): I have chosen the females to be my subgroup. Each member has their own distinct personality
yet they both share similarities. It is apparent they have different learning styles preferences.
Rationale for Selection: I chose the females because they are the clear minority in the class even though females make-up 61% of the
student population. Typically, the general population does not think of girls as participating in Technology & Engineering Education
classes. There might even be a slight stigma that says they shouldnt build things with their hands.

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)


Specific Descriptions
Student Characteristics
Intellectual Characteristics Even though all students in this class are the same grade level their readiness and cognitive abilities vary as well as
- Including readiness,
the developmental levels. 6th grade is a year of major growth for most students and they do not all grow and mature
cognitive abilities, learning
at the same speed. This is evident in the class. Several students are on a higher level and a two student are several
needs, developmental levels, levels lower due to their disabilities. Learning needs were met by following IEPs and extra assistance when required.
etc.
Previously demonstrated
The pre-test data for this unit was the basis for previously demonstrated academic performance and abilities. I was
Pittsburg State University
Teacher Work Sample
3

academic performance/
ability:
% Above standard __3__
% Meets standard __4__
% Below standard __1__
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.

surprised by the number of student who met standards or above as they have no prior robotics or engineering
education. Only 1 student was below average. Out of the 9 students, 4 met standard performance and were above
standard performance. Scores for the pre-test ranged from 1% to 90%.
Characteristics among the students vary somewhat but not a great deal. It is clear that some of the students are better
friends with each other but they all speak to one another in class and are cordial to each other. Some are more
talkative than the rest and some are more reserved than most. Maturity varies in class as well.
For the most part, emotional characteristics do not very much at all. A couple of students do have emotional days. I
believe this to be because of their disabilities. Their particular disability seems to make it harder for them to control
their emotions.
Attitudinal characteristics vary somewhat. Most of the students are eager to learn every day. For a couple of
students, school is a struggle and they do not care to be there. The simply try to make the best of the situation.
Getting to participate in hands-on learning helps to make school more palatable to them. This leads into motivational
characteristics. Those students that struggle require more motivation from the instructor. Some that do not struggle
are lacking motivation as well. They would simply rather socialize. They require more redirect. The rest of the class
(about half) require are self-motivated and enjoy the intrinsic reward of a job well done.

Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.

Personal characteristics of the class do not vary a great deal. The class is mostly male with only two girls. This is
typical of most Technology & Engineering classes. No one in class requires any accommodations for physical needs.
Social skills do vary a bit. A couple of students forget to keep their hands to themselves on occasion. However, on a
daily basis, almost all students are polite and respectful. The students have been together for several years at least if
not their whole school career thus far. Two of the students have special needs and the rest of the class does a good
job of not making them feel different. This goes beyond just the classroom, as observed from my lunch duties.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
After observing class, I have concluded that instruction will need to vary from day to day depending on the stage of the unit. Some students
respond well to lecture but not all. Those that do are the ones who are come to class prepared, follow procedures and pay attention as soon as they sit
down. Those that do not are the students who do not care for school and would rather socialize or just have difficulty with reading and writing.
Those same students who have motivational issues with lecture, blossom when instruction is given by demonstration as well as with the hands-on
portion of the units.
Because there is no para for the two students with special needs time management is essential. Instruction moves slower due to the extra
attention they require. Extra days may need to be added to each unit especially this one as the robots themselves are made of many tiny parts and the
Pittsburg State University

Teacher Work Sample

instruction booklets are pictorial. Flexibility will also be essential. As stated above, there are students who have emotional characteristics who
sometimes cause outbursts. This not only requires more attention from the instructor but also the ability to adapt on the instructor and other students
part.
It has been observed thus far that the students who do not perform as well with typical school work such as reading and note taking excel at
the mechanical part of class. One student with special needs can explain what each machine in the shop is and how it works. They have the potential
to perform above standard in this class.

C. Sub- Groups/Students Information


Describe this
Why was this
subgroup/student
subgroup/student
using information
selected?
from Table 1.1
A.P. (Student Initials)
6th grade female student
Caucasian

SUBGROUP
I suspect she may need an
or
IEP
FOCUS
STUDENT Reduced lunch

What was learned about this subgroup/student?

I chose this student


because she is half of my
subgroup from Table 1.1.
The girls share some
similarities but have more
differences.

Intellectual
After observing this student in other classroom, it became apparent that she performs better with
subject matter she is interested in. She is more interested in class work that requires the use of
your hands. She is clearly a bodily kinesthetic learner. Student is slower to retain information
unless a strong anticipatory set is used or a preparatory set to catcher her attention from the start
of the unit.

Social
A.P. is social and gets along with all the other students in class. She relates better to the students
with IEPs and the less motivated students. She has no problem talking to them. She however,
does not seem to talk to the students who over achieve in class. I believe this is because they
make her uncomfortable.

Personal
From the information, I have been able to gather, I have concluded that the student does not have
a strong home life. Hygiene has been an issue with her a couple of times this semester. She is
not involved in any extracurricular activity. I made an effort to get more of the females involved
in the Technology extracurricular, TSA but was not able to get her to join.

SUBGROUP
S.W. (Student Initials)
or
FOCUS
6th grade female student
STUDENT
Caucasian

I chose this student


because she is half of my
subgroup from Table 1.1.
Girls would typically stick
together in this type of

Pittsburg State University

Intellectual
S. W. is very intelligent. She does not ask many questions in class but I believe that to be due to
her shyness. She excels at bookwork and hand-son learning. She has not struggled in class and
when called upon to answer questions she always has the correct answer. She had one of the
highest scores on the unit pre-test.

Teacher Work Sample

I suspect she is Gifted but


have not seen any formal
proof

class were males are the


majority but this has not
been the case with this
subgroup.

Non Free/Reduced Lunch

Social
Student seems to have many friends and is makes friends easily despite being shy. She hardly
ever talks in class and always raises her hand to speak. She mostly keeps to herself during class
and focuses on getting her work done. Student has worked well when paired in groups and
shares responsibility with her teammates.

Personal
Student always has a nice neat appearance. She is in band and joined TSA at the beginning of
the year. She is also planning on becoming a part of the robotics club once it starts. I believe S.
W. is in so many extracurricular activities because she has a strong stable support system at
home. She seems to be economically advantaged. One would not be able to participate in so
many activities without being so.

D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)


My approach for both focus students was nearly identical.
Both student received lecture based instructions as well as skills demonstration. Again, both students received individualized help when needed. The difference
being that A.P. required much more one on one time. Some of this was due to slower retention and some of it was due to her being pulled out of class early to
leave school several days during the unit. She also required more incentive to take a more active role in her team during the actual construction of the robots.
With regards to following class procedures such as beginning of class and clean up, A.P. requires no extra instructions. She seems to flourish at step by step
procedures and takes a leadership role in clean up.
S. W. also flourishes with the class procedures. She follows the instructions for the engineering notebook project 100%. She is one of two students to do so. She
works methodically through the instructions booklet for the robot with few questions. S.W. was given extra handouts on robotics to prepare ahead of time for the
upcoming robotics club after school. She shows proficiency in the mechanical part of robotics and is expected to do as well with the programming portion. This
will expand her knowledge of robotics farther than most classmates as programming is not covered in introductory robotics.

Pittsburg State University

Teacher Work Sample

II. Instructional Design


A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
The current topic for my 4th hour 6th grade Technology & Engineering Education class is Introduction to Engineering and Robotics. I adapted this unit from
curriculum found on the Vex Robotics website. Vex offers all customers free curriculum for each robotics system they sell. However, the curriculum for the
system we are using was designed for grades 9-12 and it was meant to be a semester long. It is essential for all student to realize they use the design process (also
called the problem solving process) every day in their lives.
The objectives for this unit cover the first five levels of Blooms Taxonomy ensuring the chance for maximum retention by all students and learning styles. This
unit meets International Technology & Engineering Education Associations Standards for Technological Literacy. I chose not to use Oklahoma PASS standards as
they are a more generic version of the STL and the benchmarks are not clearly defined for any grade level as the STL does.

B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Obj.
No.
1
2
3
4
5

Unit Objectives

Level(s)
(e.g. Blooms
Taxonomy)

The students will state what engineering is and how it relates to robotics. STL2.M

Knowledge

The students will be able to correctly produce entries into their engineering notebooks. STL 8.E
The students will be able to explain what the basic components of a robot are and determine which system they belong to
with 80% accuracy. STL 12.H

Synthesis
Comprehension
Analysis

The students will be able to correctly assemble the Vex Clawbot using the directions provided in the kit. STL 12.H
The students will be able to operate the Clawbot well enough to maneuver the obstacle course and deliver the ball without
dropping it or crossing obstacle course boundaries. STL 12.K

Application
Application

C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
Pittsburg State University
Teacher Work Sample
7

The Oklahoma Pass obectives do not have clearly defined benchmarks for all standards. All unit objectives are tied to the ITEEA Standards for
Technological Literacy.

Pre-Assessment:

9/6- 10 Question Pre-Test Delivered (M.C., T/F)

All unit objectives were covered by the use of assessments, handouts, and lab activities.

Formative

Lesson
STL
Standard
will
develop and Instructional
understanding Activities/
of the core concepts of technology.
Lesson
Date#2- Students
R
Assessment
I

Objective(s) Strategies

(formal/informal)

Describe Specific Adaptations/


Differentiation

Objective: The student will state what engineering is and how it relates to robotics.
Informal- Group
Benchmark:
M . Technological
systems
include input,
processes,
output,
and,
at times, feedback.
9/6
T/R/I
1&2
Lecture
Presentation/
Group
Discussion
1

Read questions aloud for student with reading


Discussion
disability.
FormalEntry
in
STL Standard #8- Students will develop an understanding of the attributes of design.
engineering notebooks Made sure to give the lower achieving readers
9/7
R/I
1&3
Lecture/Handout/Group Discussion
2
Informal- Group
smaller paragraphs to read to maintain confidence.
Objective: The student will be able to correctly produce entries in their engineering notebooks.
Discussion
Benchmark: E. Design is a creative planning process and leads to new and useful products Informaland systems.
Group
Made sure to give the lower achieving readers
9/8
R/I
1&3
Lecture/Handout/Group Discussion
3
Discussion
smaller paragraphs to read to maintain confidence
STL Standard #12- Student will develop the abilities
to use and maintain
Demonstration/Hands-On
Projecttechnological products and systems.
Paired the lower achievers with higher achievers to
9/12
T/R
1-4
Informal- Observation
4
Based/Group Discussion
improve skills.
Objective: The students will be able to explain what the basic components of a robot are and
determine
FormalEntrywhat
in system they belong to with 80% accuracy.
Hands-On
Projector
Based/Group
notebooks how
Paired
the lower
Benchmark:9/13
H. Use information
provided
in manuals,
protocols,
by experienced people engineering
to see and understand
things
work.achievers with higher achievers to
T/R
3&4
5
Discussion
Informal- Group
improve skills.
Discussion
STL Standard #12- Student will develop the abilities to use and maintain technological
products and systems.
Hands-On Project Based/Group
Some team members were moved to create a
9/16
T/R
3&4
Informal- Observation
6
Discussion
Objective: The students will be able to correctly assemble the Vex Clawbot using the directions provided in the kit.smoother work environment.
Demonstration/Hands-On Project
Informal- Group
Benchmark:
H. Use information
provided
9/26
T/R/I
3&4 in manuals, protocols, or by experienced people to see and understand how
N/Athings work.
7
Based/Group Discussion
Discussion
Hands-On Project Based/ Group
9/27#12- Student
T/I
3&4&5 the abilities to use and maintain technological
InformalObservation
N/A
will develop
products
and systems.
8STL Standard
Discussion
Formal- Time Score
9/28studentsT/I
Hands-On
Based to maneuver the obstacle course and deliver
N/Athe ball without dropping it or crossing the
9Objective: The
will be able to3&5
operate the
ClawbotProject
well enough
for the obstacle course
obstacle course boundaries.
9/29- 10 Question Pre-Test Delivered (M.C., T/F)

Summative
Assessment:
Benchmark: K.
Operate and maintain systems in order to achieve a given purpose.

Table 2.1 Instructional Design Unit Plan


T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Pittsburg State University

Teacher Work Sample

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K
does this
scored and/or the criteria to be
used
this assessment
assessment used for evaluation.
address?
Pre-Assessment
(Diagnostic)
Formative Assessment
- Informal

Formal assessment including


multiple choice and true/false
questions.
Group Discussion and
Observation.

Formative Assessment
- Formal

Engineering notebooks

Summative
Assessment

Formal assessment including


multiple choice and true/false
questions.

Covers the key points from both into


to engineering and into robotics.

1-4

Scored using a Grading Key and used to


determine Diagnostic Data.

Chosen to check for continued


understanding as building
commenced.

1-5

Grading scale and corresponding


requirements assigned to rubric.

Documents student learning as


project based activity progresses.

1-5

Grading scale and corresponding


requirements assigned to rubric.

Covers the key points from both into


to engineering and into robotics.

1-4

Scored using a Grading Key and used to


determine Summative Data.

Narrative for Instructional Design


II. E.
Why are the lessons sequenced in this
manner?

The lessons in this unit were planned in this order so that students will begin with a good foundation for all
units in this class as well as future Technology & Engineering Education courses. Engineering is after all
the basis for our content area.

II. F.
What learning strategies were incorporated
into this unit?

Visual/Spatial- During lecture parts of the robotics systems were used for visual reference.
Bodily/Kinesthetic- Students worked in the shop after lecture concluded to allow for more space for the
robots as well as the hands-on activity of constructing the robots themselves.
Interpersonal/Intrapersonal- The engineering notebooks were completed individually, however the

Pittsburg State University

Teacher Work Sample

How do the instructional strategies/activities


address the learning objectives for this unit?

constructing of the robot was completed in a cooperative learning group.


The lecture strategy addresses the objectives 1-3 for this unit. It provides the foundation needed for the
project based learning that addressed objectives 4 and 5. . The group discussions allow the instructor to
check for knowledge and allow the students to make connections knowledge and use of the knowledge
giving them a better understanding of objective 1 as well as a chance to demonstrate their ability to
complete it.

II. G.
How will critical thinking and problem
solving strategies be implemented? Give
specific examples of use.

Critical thinking and problem solving were at the heart of the project based portion of this unit. Despite the
fact that the Vex kits came instruction booklets, once it was time to drive the robots parts went rolling
across the floor. This was the prime time for the student to utilize their growing critical thinking skills to
determine where the part came from and how to reattach it better originally done. Another opportunity to
use these skills was the obstacle course itself. Students were not given instructions on driving strategies to
traverse each obstacle. They had to determine the best course of action on their own and troubleshoot when
their choice did not work.

II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)

The students were given several handouts during lecture. My strategy for covering these handouts was to
popcorn read them and pause for group discussion were appropriate. This allowed us to cover all the
material as well as ensure that the whole class participated. It was a good way to ensure that the struggling
readers were exposed to the material and had a chance to be included. The students must read the
instruction booklets at their own pace during the construction phase. They may choose who reads them.

How will technology be integrated within the


unit? Explain both teacher use and student
use.

The teacher portion of technology integration was taken care of with the laptop, a desktop computer and the
classroom projector. The students had the best part of the technology integration, the robot kits themselves.

How does the unit demonstrate integration of


content across and within content fields?

Robotics is a great way to get students excited about STEM. STEM is in and of itself integration among
fields. Robotics allows instructors an interesting platform to engage students who otherwise may not have
much interest in STEM.

II. J.
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the whole class?
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the identified
sub-groups / students?

Pittsburg State University

The test questions were read aloud for the one student with a reading disability. He also struggles with
writing so he was given assistance with that. The handouts were provided so that all student would have a
reference and allowed them to study at their own pace instead of taking notes. Not all students can process
information at the same speed in this class.
A.P did not require any adaptations or accommodations for this unit outside of the popcorn reading during
lecture. She thrives in the shop environment.
S.W. was given extra handouts for use during the robotics club meetings and upcoming competitions.

Teacher Work Sample

10

Provide a copy of two complete detailed lesson plans in Appendix B.

Pittsburg State University

Teacher Work Sample

11

III. Teaching and Learning


A. Narrative: Daily Teaching Reflections (limited to 4 pages)
Day 1: Today I began class by introducing the topic for the next unit which was Introduction to Engineering and Robotics. I explained that they
would all being given a small booklet of graph paper that was to be their engineering notebook for this unit. I also covered that we would first learn
about the design process and engineering and how it relates to the field of robotics. Next on todays agenda was the diagnostic pre-test. To
accomplish this I handed a booklet to each student and gave them instructions on how to use it. Then the students took the pre-test and wrote their
answers in the engineering notebook. Before leaving class, the student turned in their notebooks for evaluation.
Day 2: Today before class began I placed several of the different types of parts to the robot kits on the table at the front of the classroom. I believe
this was a good way to catch the students attention. They were focused and excited from the start to finish of class. Before lecture began I handed
back their notebooks. Then we discussed the different parts of the robotic kits and how some of them are fragile and all of them are expensive and
we should take care of them. We also discussed which system each type of part belongs too. Near the end of class, I asked the student to draw
their dream robot for todays notebook entry.
Day 3: Engineering and the design process were the topic for discussion today in class. I created a handout using the Vex curriculum on the website
as a reference. Our time this semester is much shorter than Vex allocates for robotics so it had to be abbreviated for time management purposes and
to accommodate the difference in grade levels as it was written for high school. We read through the handout and I informally checked for
knowledge by asking questions as we went. I related engineering back to the students by telling a brief story of how elevators got mirrored walls.
The seemed to really connect with it.
Day 4: Day 4 began with me establishing procedures for getting equipment out at the beginning of class and putting it away during clean up. We
designated spots in the robotics cabinet for robots in progress and I announced who was on a team to the class. Surprisingly there was no grumbling
for the crowd when I did so. Then we began the process of getting out the robot boxes and handing out instruction booklets. This took quite a bit
more time than I expected so from now on I will set a reminder on my phone to do this during the break between classes. Most teams made decent
progress despite the loss of time. Clean up went slow but smoothly. I need to streamline this process as well. Perhaps by assigning roles.
Day 5: Again, today we built on the robots. This will take some time to finish. The robots have many, many parts and my cooperating teacher had
to make copies of the original booklets because he only had one complete booklet left. The black and white images are difficult to read. The
dynamics of the teams are becoming more apparent. Some students had to be reminded to share the workload and some had to be encouraged to
take some of the workload. Clean up went much more smoothly today. I did assign each student a task. It is not a permanent task. They will rotate.
Day 6: Individual personalities are starting to become evident. One group has the class clown but he is offset by the classic over achiever who
would rather do all the work himself. They require redirect quite often to make sure the work is being shared and equal participation is happening.
That same group also has one of the student with and IEP. He has a hard time sharing the work but I have made it my goal to get him to work with
Pittsburg State University

Teacher Work Sample

12

the group. His preference is to work alone it seems. He is very mechanically inclined and does well with the picture instructions. He needed zero
verbal instructions from be on how to read the booklet. Robots are starting to take shape. After clean up, the student reflected in their notebooks.
They were given the prompt, What has been the hardest part of building a robot so far.
Day 7: Today marks our halfway point through the unit. All teams are at least a day behind schedule. Some teams because they are just slower
workers but most teams are behind due to rushing through the step and not counting the correct number of holes to install screws and pieces.
Because of this we went straight to work.
Day8: Again, today roll was taken and we went straight to work on the robots. As the student are working I ask each student a question referring to
the handout they were given on Day 1. Positive answers were given. Some needed encouragement but other team members were quick to help. A
key point for today was the two students with IEPs creating their own group together and starting from scratch on a new robot. We dont have
another kit for them but we have enough spare parts for them to make a modified robot. It will be almost identical as the others.
Day 9: Day 9 was another straight to work day. 6th graders only take Technology and Engineering Education for 1 semester so we cannot get too far
behind schedule or it will affect later units. The new group almost caught up to the group who has one student who thinks he is an over achiever but
cant seem to follow the instructions properly. Not taking the time to read the instruction properly requires the team to redo much of their work.
After cleanup was finished students were given the prompt What have you learned about working in teams while building your robot? for their
notebook entry.
Day 10: Today while working in the shop, it dawned on me that I do not have a seventh claw for the newly formed team who is creating their robot
out of spare parts. Each team is making progress although at their own speed. I take the time again to informally ask the students what the parts are
called and what they do. When asked if they had used they thought they had used the design process even thought they had a pre-established set of
instructions, the light bulbs when off in some of their heads. All teams have had to use the steps but especially the ones who have had to take apart
some of their work to correct it. At lunch, I asked my contact at Depco if it was possible to borrow a claw assembly for the next couple of weeks.
He happily agreed. Now all teams will have a completed robot.
Day 11: Some teams completed their robots early in the class period and could begin practicing their driving skills. For the ones who were still
working on their robots, we took the time to reflect as they worked. The topic of discussion was why they thought they werent done yet. They
werent quite making the connection so I prompted the reflecting with this question, Do you think if you had slowed down sooner and paid more
attention to the instruction pictures you wouldnt have had to rebuild so much? Then I followed up with, Wouldnt you have gotten done much
sooner without the rework? After thinking about each question respectfully, they agreed. All teams were finished with their robots by the end of
class period. There was just enough time to ask the students what they thought the competition would be. Students wrote their answers in their
notebooks.
Day 12: Practice was the name of the game today in class. All teams are now have completed robots. Each member of the team was allowed to
drive the robot in 5 minute increments to allow practice turning, moving forward and reverse and picking up objects of varying sizes and putting
them down. Teams practiced maneuvering around shop machines and driving over make shift ramps. Communication among team members and
good manners were essential for everyone to get adequate time to gain the needed skills. There were a few minor setbacks but students used the
Pittsburg State University
Teacher Work Sample
13

steps of the design process to figure out what needed repaired or corrected on their robot.
Day 13: Today was the big day! The two of the high school students helped with setting the obstacle course up. They in fact helped design it the
day before. They are part of the newly formed high school robotics team so this was good for them to participate. Each team member had a chance
to drive the robot through the obstacle course to demonstrate their mastery of the control systems. The goal of the obstacle course was to pick up the
green ball and deliver it safely to the end of the course. Students were told the ball was plutonium and if they dropped it before reaching the
containment warehouse they would cause an explosion. This course requires mastery over the claw controls as well as they robot drive system.
Day 14: Today is the last day of the Introduction to Engineering and Robotics unit. Once everyone was seating and roll was taken we proceeded
with taking the post. Student were once again instructed to write their answers in their engineering notebooks. Once all tests were completed a class
discussion was held on the good aspects of the assignment and things we could improve on in the future. Students were asked to write some of the
comments and suggestions in their notebooks before turning them in at the end of class to be evaluated.
B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
Classroom Rules/Expectations
General Classroom Rules
1. Be on time, on task, and ready to learn EVERY DAY.
2. Do not talk without permission.
3. Listen and follow directions the first time.
4. Respect yourself, others and the school.
5. Be responsible for your OWN learning.
1.
2.
3.
4.
5.

Laboratory Rules
Never enter the lab without instructor permission.
Follow all safety guidelines.
Only use tools and equipment after receiving permission from the instructor.
Only use tools and equipment in the manner intended.
Clean up after yourself.

Reinforcement Plan
1st offense- verbal warning
2nd offense- conversation with instructor after class
3rd offense- phone call to parents/guardians
4th offense- office referral
Pittsburg State University

Teacher Work Sample

14

Preventative Strategy:
Several students could not keep from talking to their neighbor during lecture and roll call. They were separated and there have been no further issues.

C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
The best way to get student in a Technology & Engineering class motivated is to show them the project they striving towards. They expect right away to use their
hands and build something somehow. You must keep them interested while you give them the background knowledge need to accomplish this. For these students,
the best way to do this was to relate it to something in their world. During the engineering portion of lecture, I related engineering to elevators and society. This
worked well. For the robotics portions of the unit, we discussed bomb diffusing robots and how they can be very similar to the model of robot they were building.
This was a major motivator for them.
My main strategy for student to student interaction was putting the students in cooperative learning groups to construct the robots. This was an area of struggle for
some. The type A students wanted to build the whole robot. They had difficult time allocating jobs within the group. Many had to be reminded to let others to
some of the work. The more mellow students had to be encouraged to speak up when they saw a member of the group making mistakes that cost them time. In the
end, I believe all student came out of their comfort zone at least a little and I have seen progress with all students interacting with each other in class and outside of
class.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
The main strategy for student to student communication was the group discussions during lecture and project based learning. This allowed the students to feed off
each others ideas. It also allows the students who arent as comfortable making the key point in class first to participate because they can elaborate on a point
already presented. Students who may not otherwise speak up felt more comfortable and student who may not otherwise communicate with a particular student in
class were able to make connections to all classmates. This was good for student teacher communication as well but I believe the best strategy for student teacher
communication was the individual conversations conducted between instructor and student. The more reserved student felt comfortable enough to ask questions
without fear of embarrassment.

Narrative: Analysis of Assessment


Pittsburg State University

Teacher Work Sample

15

E. Pre-Assessment
Overall analysis of results.

Discuss the results in reference to


the learning objectives.
Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?

Most students were at the established proficiency on the Pre-Assessment. The covered all objectives. It consisted of
5 multiple choice questions and 5 true/false questions. Scores ranged from the lowest score of 1/10 to the highest
score of 9/10. The average score was 50%.
There were questions to reference all learning objectives on the test. This a new area of study for most students. One
has and interest as a hobby. I suspect most student are just good guessers or have good reason skills.
The data gathered from the Pre- Assessment reinforced my schedule of lessons. It did however, created two more
handouts than I had previously planned.
For the slower readers, they can use the handouts and make their own notes on them or highlight as they follow along.
In the shop, no one needed any differentiation. I believe this to be due to the ability for most every individual to excel
with hands- on learning.

F. Formative Assessment

Overall analysis of results.


Discuss the results in reference to
the learning objectives.
Are students learning what was
intended they learn?

The results of the formal assessments were evaluated using a rubric for impartiality. All students made a best effort at
filling in their engineering notebooks. They reflections to the writing prompts given were genuine and thoughtful.
The obstacle course was timed with penalties assessed for going over boundaries. All students were given two
chances to traverse the course with the option to keep the best score. All students were considered proficient in their
driving skills.
All students were focused or required little redirect during both lecture and project work. I feel all student met the
appropriate benchmarks to improve on the Post Test.
I feel all student learned the intended material for this unit. I do however, believe they retained the information
pertaining to the project based learning better than the lecture based portion.

Discuss any adaptations based on the After reviewing the first reflection, I had to write the reflection prompts in the engineering notebooks for the two
students with IEPs. This allowed them to focus on their reflections and not spend all their energy trying to remember
results of formative assessments.
what I said.

Identify differentiation needed to


help all students meet the goals and
objectives of this unit.

Extra days to finish constructing the robot were added to the unit and one extra day of the obstacle course
finale was also added to ensure that all students could participate.

Pittsburg State University

Teacher Work Sample

16

G. Summative Assessment
What did the disaggregated data of
the assessment reveal?
Discuss the results in reference to
the learning objectives.
Did all students learn what was
intended they learn? Explain.

All students but two made improvements on the Post Test. One of those two scored 9/10 on both the Pre Test
Assessment and the Post Test Assessment but missed different questions. The other scored 1/10 on the Post Test and
had previously scored 5/10. I believe this is due to a lack of focus during the Post Test. When verbally questioned he
knew the answers to most questions.
All but one student met the objectives according to the Pre & Post Tests assessments. According to participation in
the project based learning all students met the objectives.
While not all students met proficiency on the Post Test assessment, I believe all students did learned what they were
intended to learn. Some students do not test well. One reason I used a rubric for assessment as well.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data
Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Pittsburg State University

Teacher Work Sample

17

IV. Self-Evaluation and Reflection


A. Narrative description of Successful Activities and future implications
Based on the analysis of all the assessment
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1:
The students will be able to correctly produce
entries into their engineering notebooks. STL 8.E

Objective 2:
The students will be able to operate the Clawbot
well enough to maneuver the obstacle course and
deliver the ball without dropping it or crossing
obstacle course boundaries. STL 12.K

Give more than one reason for each of the successes identified.
The engineering notebook was a great way for the students to demonstrate what they learned about the
engineering design process. They were all able to make entries correctly and accurately according to
directions. Students were also able to apply the design loop to trouble shoot their robots when the parts
started to fall off while driving.

Every member of class could navigate the obstacle course with minimal penalties. Each student improved
their time on the second trip through the course as well. An unforeseen benefit of the obstacle course was
the comradery and encouragement provided to the drivers by their fellow students even though it was a
competition.

Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
In the future, I would have the students complete more types of entries and get more detailed with their entries. For the obstacle course, I would add
more complex obstacles and give them more time to practice so their fine motor skills with the controller would improve as well as adding a few seconds
of autonomous programming.

B. Narrative description of Least Successful Activities and future implications


Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.

Pittsburg State University

Teacher Work Sample

18

Objective 1:
The students will state what engineering is and how
it relates to robotics. STL2.M

Objective 2:
The students will be able to correctly assemble the
Vex Clawbot using the directions provided in the kit.
STL 12.H

When questioned a few weeks later, the students couldnt remember many of the key vocabulary words that
went with the engineering handout.

Although the students did correctly assemble the clawbots all groups had some setbacks and some groups
had many setbacks. Part of this was due to the instruction booklets being in black and white. I believe the
rest of the issues were simply due to students not listening when instructions were given.

Discuss at least TWO things to do differently in the future to improve students performance.
To help with retention of vocabulary, I would give the students the list and have them look up the definitions using the internet and have them write them
in their notebooks. To alleviate the issue with building the clawbots and make learning more conducive, I would order new booklets from Vex or find a
ways to make color copies so the students can more easily distinguish details on the pictures.

TABLE 4.1 Communication Log

Date

Person Contacted

Method of
Contact

9/9

Academic Advisor

9/30

SPED Professor

Follow Up
(if
necessary)

Reason for Contact

Result or Impact on
Instruction

Meeting

Advice on how to handle student with


special needs and cooperative groups

Student successfully participated in


group setting.

N/A

Meeting

Advice on strategies to for getting a student


to better control the volume of his voice

Borrowed a PRIM to consult for the


weekend. Tried several strategies
and student was better able to
control his voice.

N/A

Pittsburg State University

Teacher Work Sample

19

Add rows as needed

C. Narrative Reflection on Impact of Communications (limited to 1 page)


Communication was vital to receive help with this particular student. When this student cannot control the volume of his voice he distracts the rest of the class and
instruction has to stop so that the instructor may deal with him. It was also vital to get him integrated into the class by participating in the cooperative learning
groups. He needs the added social skills.

D. Narrative Reflection on Future Professional Development (limited to 1page)


Identify at least TWO aspects of instruction that could be improved.
Explain reasoning.

What specific professional development opportunities/activities will


help to acquire that knowledge or skill?

Aspect 1:

On October 4, 2016 I attended a professional development seminar over Vex


Robotics at Tulsa Tech sponsored by Oklahoma CareerTech. Not only did I
gain 7.5 hours of professional development credits but I took my knowledge to a
new level already even though I have only touched the tip of the iceberg.

Having taught a unit on robotics with somewhat limited knowledge myself, it


has become evident to me that I need to deepen my repertoire so that I may
teach more advanced lessons in the future.

Aspect 2:
Now that I know the vocabular for this unit did not stick with my students, I
believe I need to work on my re-teaching strategies and skills. I do not have
much experience in this area.

Pittsburg State University

I will begin with asking my academic advisor for strategies to research. I will
also seek to expand my knowledge in all teaching strategies during my graduate
level courses beginning this spring.

Teacher Work Sample

20

REFERENCES

References
Oklahoma Public School Directory. (2016, November 16). Retrieved from data.ok.gov:
https://data.ok.gov/dataset/oklahoma-public-school-district-directory
Unit 1: Introduction to Engineering. (2016, August 25). Retrieved from VEX EDR Curriculum:
http://curriculum.vexrobotics.com/curriculum/intro-to-engineering
Unit 2: Introduction to Robotics. (2016, August 28). Retrieved from VEX EDR Curriculum:
http://curriculum.vexrobotics.com/curriculum/intro-to-robotics
Wyandotte Middle School. (2016, November 16). Retrieved from Public School Review:
http://www.publicschoolreview.com/wyandotte-middle-school-profile
Wyandotte School District. (2016, November 16). Retrieved from Public School Review:
http://www.publicschoolreview.com/oklahoma/wyandotte/4033240-school-district

APPENDIX A
Pittsburg State University

Teacher Work Sample

21

Pittsburg State University

Teacher Work Sample

22

APPENDIX B
Course Title:6th- 8th Tech Ed
Lesson Title: Introduction to Engineering & Robotics

Lesson Plan # 1

Lesson Objective: Upon completion the student should be able to do:

The students will state what engineering is and how it relates to robotics. STL2.M

The student will be able to correctly assemble the Vex Clawbot using the directions provided in the kit. STL 12.H

The student will be able to correctly produce entries into their engineering notebooks. STL 8.E

The students will be able to explain what the basic components of a robot are and determine which system they
belong to with 80% accuracy. STL 12.H

Tools and Materials Needed


Pencil
Engineering notebook
Handout
Vex Clawbot kit
Teaching Aids Required
Teachers handout
Engineering Notebook example
Laptop
Vex robotic pieces
Informational Assignment (readings): N/A
Individualized Informational Assignment for Special Students:
See IEP where applicable
References:
http://curriculum.vexrobotics.com/
Introduction or Preparatory Set:
Ask if they see anything that has been engineered in the classroom. Explain that everything has
been engineered and lead into the explanation of what engineering is and what engineers do on a
daily basis.
Advanced Organizer:
Have various pieces of the Clawbot kit out on the table. Ask the student if any of them have ever had a toy made
of pieces like this.
Presentation Outline:
1) Have students take the pre- test.
2) Read through and discuss handout introducing engineering, the design process and robotics.
3) Have the students sketch what they think a robot looks like in their notebooks.
4) Explain how the small pieces are easy to lose and the electrical components are delicate as well
as briefly discuss the remaining parts of the kit and safety.
5) Talk about working in teams and cooperation to accomplish a goal.
Demonstration:
Hold up an engineering notebook and make a sketch on one of the pages.
Lesson Summary (conclusion):
Review handout materials. Examine the parts of the Clawbot. Discuss responsibility with tools and equipment.
As a class discuss how the design process is used by many people every day.

Pittsburg State University

Teacher Work Sample

23

Application/Activity:
Hold up an engineering notebook and make a sketch on one of the pages.

Course Title:6th- 8th Tech Ed


Lesson Title: Introduction to Engineering & Robotics

Lesson Plan # 2

Lesson Objective: Upon completion the student should be able to do:

The students will state what engineering is and how it relates to robotics. STL2.M
The student will be able to correctly produce entries in their engineering notebooks. STL 8.E
The students will be able to explain what the basic different components of a robot are and how they perform their
function with 80% accuracy. STL 12.H
The students will be able to operate the Clawbot well enough to maneuver the obstacle course and deliver the ball
without dropping it or crossing the obstacle course boundaries. STL 12.K

Tools and Materials Needed


Pencil
Engineering notebook
Vex Clawbots and controllers
Teaching Aids Required
Laptop
Timer
Tape
Plastic ball (Plutonium)
Informational Assignment (readings): N/A
Individualized Informational Assignment for Special Students:
See IEP where applicable
References:
http://curriculum.vexrobotics.com/
Introduction or Preparatory Set:
Have the obstacle course created in the shop and taped off on the floor and the plutonium set up.
Advanced Organizer:
Ask the students if they remember seeing a bomb defusing robot on the television or in a movie. Discuss how
those robots are similar to the one they built.
Presentation Outline:
6) Review that we will be testing the robots and driving skills today.
7) Explain the competition: Drivers must
a) Navigate the obstacle course without crossing the borders marked on the floor
b) Retrieve the plutonium without damaging it
c) Bring the plutonium back to containment warehouse without causing an explosion
Demonstration:
Walk the students through the course.
Lesson Summary (conclusion):
Discuss the criteria and constraints involved in building the clawbots. What were the most difficult ones?
What did you learn that you didnt expect to learn? Talk about working in teams and cooperation to
accomplish a goal.

Pittsburg State University

Teacher Work Sample

24

Application/Activity:
Use the clawbots to successfully navigate the obstacle course and retrieve the ball (plutonium) without dropping it
or crossing the boarders marked on he floor. Make an entry in the engineering notebooks with the positives and
negatives of using a system to solve a problem.

Pittsburg State University

Teacher Work Sample

25

APPENDIX C
Course Title:6th- 8th Tech Ed
Lesson Title: Introduction to Engineering & Robotics

Pre Test/ Post Test

Multiple Choice: Select the best answer to the multiple choice questions below and right only the
corresponding letter in your engineering notebook.
1. Engineering at its fundamental level is?
a. A math
b. Problem solving
c. Science
d. Art
2. Which of these is not a definition of design?
a. To conceive if fashion in the mind
b. To formulate a plan for; devise
c. To duplicate and existing idea
d. To plan out in a systematic, usually graphic form
3. And engineering notebook is?
a. A record of the design process
b. A loose leaf binder with engineering notes and calculations
c. An electric document detailing the designing process
4. Which of the following is not part of the simple 3 step design loop?
a. Implement
b. Test
c. Ideate
d. Design
5. A robot is?
a. A mechanical device used in industry, research and education
b. A mechanical device made of many components
c. Both a and b
True/False: Read each statement below carefully. Put a T in your engineering notebook if you think the
statement is true. Put a F in your engineering notebook if you think the statement is false.
6. Motors and gears are the same thing.
7. The cortex is the brain of the robot.
8. Vex robots can only be controlled with remote controllers?
9. There is only one kind of sensor available for building Vex robots.
10. You can plug motors and sensors into any port on your robot.

Pittsburg State University

Teacher Work Sample

26

Course Title:6th- 8th Tech Ed


Lesson Title: Introduction to Engineering & Robotics

Pre Test/ Post Test Key

1. B
2. C
3. A
4. D
5. C
6. F
7. T
8. F
9. F
10. F

Pittsburg State University

Teacher Work Sample

27

Formal Assessement- Engineering Notebook Entry

Pittsburg State University

Teacher Work Sample

28

Disaggregated Data

Pittsburg State University

Teacher Work Sample

29

You might also like