Student Teaching Evaluation of Performance (STEP)

Template

© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 21

Table of Contents
Standard 1- Contextual Factors - Knowing Your School and Community
Standard 2 - Writing Standards-Based Objectives and the Learning Goal
Standard 3 - Assessment and Data Literacy
Standard 4 - Unit and Lesson Planning
Standard 5 - Implementation of Instructional Unit
Standard 6 - Analysis of Student Learning
Standard 7 - Reflecting on Instruction to Improve Student Progress

© 2018. Grand Canyon University. All Rights Reserved. Page 2 of 21

 STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

Part I: Community, District, School, and Classroom Factors

A. Geographic Location
Brevard Academy is located in Western North Carolina in Pisgah Forest, North Carolina which
is near the small city of Brevard. As Brevard Academy is a free charter school, it is available to
all surrounding districts, and has students as far away as Asheville, which is about an hour’s
drive. A bus system does pick up students in the surrounding area, of about a 15 miles radius,
however, the buses do not pick students up from individual houses. Churches, grocery stores, and
other set locations that parents must drive their children to are used as pick-up, and drop-off
locations. There are about 1,486 people per square mile according the United States Census
Bureau (2010). Class sizes are small and manageable with no overcrowding.

B. District Demographics
Brevard Academy is part of the Challenge Foundation Academy. As a charter school, it is not
part of a specific district and receives students from many districts in the surrounding area.
While the school is a Title I school, it has a low student to teacher ratio, and is able to spend
more time on individualized planning.

C. School Demographics
Brevard Academy has 244 students from kindergarten to eighth grade. The revenue to student
ratio is $9,353, which is less than the state average of $10, 591 (Public School Review, 2018).
Twenty-seven percent of the students qualify for free lunches, and fifteen percent for reduced
cost lunches. The school received a B ranking during its last testing assessment. Because of the
low student amount, it has led to less funding. The parent support for the school is high, with the
school relying on parents to help in different aspects, such as seasonal class projects items,
teacher wish-list materials, among other items.

© 2018. Grand Canyon University. All Rights Reserved. Page 3 of 21

 STEP Standard 1 - Contextual Factors: Knowing Your School and
Community

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors
Students come from a large area to attend Brevard Academy. There is a low diversity ratio with
88% or students being white. Four percent are Hispanic, two percent are black, three percent are
Hawaiian, and three percent are two or more races. The lack of diversity does not seem to affect
the curriculum as Brevard Academy strives to teach about all cultures from different parts of the
world and celebrates differences.

B. Environmental Factors
Brevard Academy recently moved into a new building in Pisgah Forest with a gymnasium, many
classrooms and two playgrounds. There is not a library or cafeteria, though each classroom has a
grade appropriate small library inside. Students eat in their classroom and may earn passes to eat
with friends from different classes and grades. Each grade has recess, including middle school
levels. Kindergarten through second grade play on a smaller playground, and third grade and
above play on the larger playground as well as have access to the field below the playground.
Arts and music are valued, as well as outdoor education. The value of physical play helps the
students remain more focused and able to learn.

C. Student Academic Factors

Behavior or
Student ELL IEP Section 504 Gifted Other Cognitive
Subgroup Services Needs
(Explain) Receiving
No Services
Boys 0 2 4 5 2 1
Girls 1 3 0 10 0 0
Instructional Time Time Time Intervention Resource Extra
Accommodations extensions, extensions, extensions, specialist room for resources and
and more more more (both high and students accommoda-
Modifications frequent frequent frequent low students), who have tions for
(Describe any breaks, breaks, breaks, Academically, exceptional students who
instructional shortened shortened shortened intellectually, needs. need
accommodations assignment, assignment, assignment, gifted additional
and modifications outdoor outdoor outdoor program help with life
regularly used to time, time, time, (AIG), skills.
meet the needs of intervention inclusion inclusion individual

© 2018. Grand Canyon University. All Rights Reserved. Page 4 of 21

students in each specialist, teacher, teacher, learning
subgroup.) individual intervention intervention computer
learning specialist specialist program.
computer (both high (both high
program. and low and low
students), students),
individual individual
learning learning
computer computer
program. program.

In the space below, discuss the possible affect these characteristics could have on the planning,
delivery, and assessment of your unit. Refrain from using student names.

These aspects have the greatest effect on planning. Students are placed in similar ability classes.
In my mentor teacher’s math classes, she has two 7th, one 8th, one Math I class. She also helps
give added advisory to one 6th grade math class. In one of the 7th grade classes and the 8th grade
class, there is an inclusion teacher who comes in to assist students who need additional help.
There is also an intervention specialist who creates additional differential lessons to help both the
gifted students and the struggling students. The specialist’s lessons are not set for certain
students, but she helps students when they need it even if they did well on a unit before a new
unit may pose more difficulty.

In the instance that students continue to struggle even after a unit has ended, they can attend an
advisory class to work on sections they need extra practice in. They use a program called
MobyMax.com, which is a school wide program that has language, social studies, science, and
mathematics. Students receive scaffolded instruction with this program.

© 2018. Grand Canyon University. All Rights Reserved. Page 5 of 21

STEP Standard 2 - Writing Standards-Based Objectives and the
Learning Goal

Unit Topic: Statistics

Unit Title: 7th Grade – Use Random Sampling to Draw Inferences About a Population

National or State Academic Content Standards

7th Grade – Standards – Statistics and Probability
7.SP.1 – Understanding that statistics can be used to gain information about a population by
examining a sample of the population; generalizations about a population from a sample are
valid only if the sample is representative of the population. Understand that random sampling
tends to produce representative samples and support valid inferences.
7.SP.2 – Use data from a random sample to draw inferences about a population with an unknown
characteristic of interest. Generate multiple samples (or simulated examples) of the same size to
gauge the variation in estimates or predictions.

Learning Goal
Students will be able to use different data-collection methods and evaluate specific
characteristics to make inferences of likely estimates or predictions.

Measurable Objectives
Students will be able to observe different data graphs to indicate specific outcomes based on the
data provided with a 70% accuracy.
Students will be able to construct different data graphs after recording and examining data with a
70 % accuracy.

© 2018. Grand Canyon University. All Rights Reserved. Page 6 of 21

STEP Standard 3 - Assessment and Data Literacy
Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’
knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used
to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning
goal and measurable objectives.
NOTE: This pre-assessment is a kahoot.com quiz. It is a fast-paced, competition-based quiz that
has a printable assessment of how each student did. If repeated, the order of each question
and the associated answer will be in a random order.

1. What is the mean of the data set?

3, 5, 6, 8, 8
a.) 6
b.) 5
c.) 8
2. What is the median of the data set?

2, 2, 3, 5, 7, 7, 7, 9, 11
a.) 7
b.) 5.9
c.) 9
3. What is the mode of the data set?

2, 2, 2, 3, 4, 5, 6, 10
a.) 10
b.) 3.5
c.) 8
d.) 2

4. Which data point is an outlier?

3, 6, 2, 8, 3, 1, 13, 4
a.) 1
b.) 14
c.) 3
d.) 13
5. Which graph might make someone believe there
was a dramatic change between 2001 and 2002?
a.) First Graph
b.) Second Graph

© 2018. Grand Canyon University. All Rights Reserved. Page 7 of 21

 6. What is misleading about this graph?
a.) The intervals on the y-axis are not even.
b.) The bar of 2013 is taller than the bar of
2012.
c.) The x-axis starts at 2011 instead of 0.
d.) The y-axis starts at 155 instead of 0.

What kind of sample was used?

7. John emails all the people in his neighborhood and asks them to respond to a survey about
what food to have at the BBQ he is hosting.
a.) Systematic Random Sample
b.) Random Sample
c.) Voluntary Response Sample
d.) Convenience Sample
8. A company wants to know how many of their potato chips are green, so they take the first 100
off the line and check them.
a.) Random sample
b.) Systematic Random Sample
c.) Convenience Sample
d.) Voluntary Sample
9. Joseph wonders what the most popular park in the city is. He randomly chooses 100 houses to
survey.
a.) Voluntary Sample
b.) Random Sample
c.) Systematic Random Sample
d.) Convenience Sample
10. Elise wants to know how many people prefer tacos to burritos. She stands at the door of Taco
Bell and asks every 5th person who walks in to take her survey.
a.) Voluntary Response Sample
b.) Systematic Random Sample
c.) Convenience Sample
d.) Random Sample

9/10 or more: Exceeds Expectations

8/10: Meets Expectations
7/10: Approaches Expectations
6/10 or less: Falls Far Below

© 2018. Grand Canyon University. All Rights Reserved. Page 8 of 21

 Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.

Number of Students

Exceeds 0

Meets 0

Approaches 3

Falls Far Below 9

Pre-Assessment Analysis: Whole Class

7th Grade Statistics and Probability

7.SP.1
Understand that statistics can be used to gain information about a
population by examining a sample of the population; generalizations
about a population from a sample are valid only if the sample is
representative of that population. Understand that random sampling
tends to produce representative samples and support valid inferences.
7.SP.2
Use data from a random sample to draw inferences about a
population with an unknown characteristic of interest. Generate
multiple samples (or simulated samples) of the same size to gauge the
variation in estimates or predictions.
From this data, I found that most students still struggled with mean, median, and mode, and some were
able to make guesses as to what the samples were called, but they were not familiar with the terminology.
I expected students to do better on the mean, median, and mode part as that was from the previous year. I
did not expect students to do well on the parts of the graph they had to infer about or the sample types,
which they did not do well on. This assessment means that it is worth reviewing mean, median, and
mode.

Making inferences is a good challenge for students as they have to think deeper than being asked to recall
formulas. I feel students will get stronger in these instances with practice and be able to differentiate
between the different sample types so long as they understand what each definition of the types are. This
means I will need to focus strongly on understanding the vocabulary in this unit and the definitions.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the

© 2018. Grand Canyon University. All Rights Reserved. Page 9 of 21

 scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.
11. What is the mean of the data set?

3, 5, 6, 8, 8
a.) 6
b.) 5
c.) 8
12. What is the median of the data set?

2, 2, 3, 5, 7, 7, 7, 9, 11
a.) 7
b.) 5.9
c.) 9
13. What is the mode of the data set?

2, 2, 2, 3, 4, 5, 6, 10
a.) 10
b.) 3.5
c.) 8
d.) 2

14. Which data point is an outlier?

3, 6, 2, 8, 3, 1, 13, 4
a.) 1
b.) 14
c.) 3
d.) 13
15. Which graph might make someone believe there
was a dramatic change between 2001 and 2002?
a.) First Graph
b.) Second Graph

16. What is misleading about this graph?

a.) The intervals on the y-axis are not even.
b.) The bar of 2013 is taller than the bar of 2012.
c.) The x-axis starts at 2011 instead of 0.
d.) The y-axis starts at 155 instead of 0.

© 2018. Grand Canyon University. All Rights Reserved. Page 10 of 21

 What kind of sample was used?

17. John emails all the people in his neighborhood and asks them to respond to a survey about what
food to have at the BBQ he is hosting.
a.) Systematic Random Sample
b.) Random Sample
c.) Voluntary Response Sample
d.) Convenience Sample
18. A company wants to know how many of their potato chips are green, so they take the first 100
off the line and check them.
a.) Random sample
b.) Systematic Random Sample
c.) Convenience Sample
d.) Voluntary Sample
19. Joseph wonders what the most popular park in the city is. He randomly chooses 100 houses to
survey.
a.) Voluntary Sample
b.) Random Sample
c.) Systematic Random Sample
d.) Convenience Sample
20. Elise wants to know how many people prefer tacos to burritos. She stands at the door of Taco
Bell and asks every 5th person who walks in to take her survey.
a.) Voluntary Response Sample
b.) Systematic Random Sample
c.) Convenience Sample
d.) Random Sample

9/10 or more: Exceeds Expectations

8/10: Meets Expectations
7/10: Approaches Expectations
6/10 or less: Falls Far Below

21.

© 2018. Grand Canyon University. All Rights Reserved. Page 11 of 21

STEP Standard 4 - Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Review of mean, X-Marks the Spot Mean Absolute Samples of a Observing How
Activity median, mode, Deviation Population Statistics Can
outlier, range, box- Mislead.
and-whisker plot
Standards and 7.sp.3 7.sp.3 7.sp.3 7.sp.1 7.sp.1
Objectives Informally assess Informally assess Informally assess Understand that Understand that
What do students the degree of visual the degree of visual the degree of visual statistics can be statistics can be
need to know and overlap of two overlap of two overlap of two used to gain used to gain
be able to do for numerical data numerical data numerical data information about a information about a
distributions with distributions with distributions with population by population by
each day of the
similar variabilities, similar variabilities, similar variabilities, examining a examining a
unit? measuring the measuring the measuring the sample of the sample of the
difference between difference between difference between population; population;
the centers by the centers by the centers by generalizations generalizations
expressing it as a expressing it as a expressing it as a about a population about a population
multiple of a multiple of a multiple of a from a sample are from a sample are
measure of measure of measure of valid only if the valid only if the
variability. variability. variability. sample is sample is
7.sp.4 7.sp.4 representative of representative of
Use measures of Use measures of that population. that population.
center and center and Understand that Understand that
measures of measures of random sampling random sampling
variability for variability for tends to produce tends to produce
numerical numerical representative representative
data from random data from random samples and samples and
samples to draw samples to draw support valid support valid
informal informal inferences. inferences.
comparative comparative 7.sp.2 7.sp.2
inferences inferences

© 2018. Grand Canyon University. All Rights Reserved. Page 12 of 21

 about two about two Use data from a Use data from a
populations. populations. random sample to random sample to
draw inferences draw inferences
about a about a
population with an population with an
unknown unknown
characteristic of characteristic of
interest. Generate interest. Generate
multiple samples multiple samples
(or simulated (or simulated
samples) of the samples) of the
same size to gauge same size to gauge
the the
variation in variation in
estimates or estimates or
predictions. predictions.

Academic Mean Mean  Mean Sample Deceive/ deception

Language and Median Median  Mean Random Sample
Vocabulary Mode Mode Absolute Sampling Bias
What academic Range Range Deviation Voluntary Sample
language will you Quartile 1, 2, 3 Quartile 1, 2, 3 Convenience Sample
emphasize and Box-and-Whisker Box-and-Whisker Systematic Sample
Plot Plot
teach each day
Outlier Outlier
during this unit? Infer
Summary of Review academic Students will have Direct instruction Survey taken Explain how
Instruction and language and how a minute to create with cues and previous day from statistics can be
Activities for the to make box-and- perfect X’s on a questions. all other classes that used to manipulate.
Lesson whisker plots. sheet provided with Students will learn I teach.
How will the Emphasize how this their right hand. about what it means Go over vocabulary
instruction and can used to show data We will record for data that moves and then use the
activities flow? and what determines everyone’s actual away from the survey to show how
Consider how the a good mean. amounts they got mean and what that the data can be used
students will and then do the means for as a sample.

© 2018. Grand Canyon University. All Rights Reserved. Page 13 of 21

 efficiently transition same with the left understanding the
from one to the hand. We will find surrounding data
next. the mean, median, points.
mode, range,
outlier, quartiles 1,
2, and 3, and
interquartile range.
They will then
create two box and
whisker plots to
compare the data
and make
inferences about
what the data
means.
Differentiation Higher level There are 5 Extension questions This is an Question high
What are the students will questions that will for students who interactive class students to describe
adaptations or provide definitions makes students finish early. assignment where what they see as the
modifications to the of the review have to fully everyone is issue.
instruction/activities vocabulary. This analyze the data. involved equally.
as determined by will in turn help the The lower students
the student factors lower students will need added
or individual remember. I will help on examining
learning needs? ask students to find the data. The
ways to remember higher level
the differences. students should
create more in-
depth explanations
Required Students will need X-Marks the Spot Math textbook for Survey from Slideshow of
Materials, pencil and paper, worksheet, 1 students to practice classes. Plots from images that
Handouts, Text, problems will be centimeter graph with. the data. compare the same
Slides, and provided. paper. Whiteboard and PowerPoint data but shown
Technology Timer markers. Slideshow differently.

© 2018. Grand Canyon University. All Rights Reserved. Page 14 of 21

 Whiteboard and Whiteboard and
markers. marker
Instructional and Cues and questions. Discuss with Cues and questions Interactive class Cues and questions
Engagement Since review from students about who Guided Practice where everyone Guided Practice
Strategies last year, have is left or right Individual practice needs to participate. Individual Practice
What strategies are students tell me handed and what Students will have
you going to use what they mean and they think it will to count the data
with your students how we determine mean for the plots. from their allotted
to keep them how to get the group data so that
engaged throughout answer. they can share.
the unit of study?
Formative Guided practice The X-Marks the Textbook questions Observational Individual practice
Assessments will lead to Spot worksheet will are turned in to be assessment will be turned in to
How are you going individual practice be turned in to reviewed. assess.
to measure the questions where I assess student
learning of your will walk around to comprehension.
students throughout determine which
the lesson? students are getting
it.
Summative, Post- A Statistics and Probability test will happen at the end of the unit.
Assessment
What post-
assessment will
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.

© 2018. Grand Canyon University. All Rights Reserved. Page 15 of 21

STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed including the pre-assessment, all lesson activities,
correlating formative assessments, and summative post-assessment. Choose one of the activities
to video record, review, and reflect on your teaching. Have your cooperating teacher/mentor
review the recording and provide feedback, if possible.

Video Recording Link: https://youtu.be/seqyEgbrhZE

Summary of Unit Implementation:

This unit was on statistics and probability. The lessons, on the whole, went well, and
students showed growth as the lessons continued. My goal is always to have students learn the
content so that they are able to retain it and use it later. We first refreshed their memory of
content they learned in 6th grade and focused a lot on recalling terms as it seemed students
struggled with remembering what the difference between mean, median, and mode were. We
then expanded on the material by doing an experiment where students had to compare how many
x’s they could make with their right and then left hand in a minute. Then students answered
questions as what the data showed and what it meant when they analyzed their data. This lesson
helped fulfill the common core standard 7. SP. 3, which compared the degree of overlap between
data.
We then focused on Mean Absolute Deviation (MAD) to show how two different sets of
data could have the same mean, but show a large variance in where the data falls. Students did
book work on this, which was interrupted by MAP standardized tests. Students needed another
refresh of how to do MAD after the MAP testing. This lesson was basically taught twice and
students had a great deal of practice with it.
In the next lesson we discussed samples of a population and sample bias. Prior to the
lesson I had taken a survey from all the classes I taught about which continent they would like to
visit. Then we discussed the different ways to take a sample from the entire population of all the
people who participated in the survey. Students learned which samples were most likely to be
reliable and which to be wary of. The lesson was concluded with a video on ways that graphs
can be used to fool the public from TEDed.
Populations and samples led into probability as we discussed theoretical and
experimental probability. This lesson used a graphic organizer that had notes on it as well as a
homework sheet. Students were able to use a website that had a spinner on it so that we could
populate 100 spins randomly. We then used that data to compare theoretical and experimental
probability and see how they compared and contrasted.

Summary of Student Learning:

Through formative assessment, students showed growth during the lesson. Since MAP
testing fell in the middle of my lesson, there was even an indication that students performed
better from reviewing mean, median, and mode prior to their tests. Student engagement seems to
be picking up in all the classes, and the lessons have been interesting and fun. Students enjoy

© 2018. Grand Canyon University. All Rights Reserved. Page 16 of 21

participating in the lessons, such as in the probability lesson where they get to spin the spinner,
and then use a website that has a spinner available for them to use.
I feel that I should have shown how to use the spinner website on the projector so that
students could follow along. One student hit something on his page that made the spinner reset.
I had him use the spinner I had used to help fill in his data instead of starting over. I think if I
had known that the spinner had the option to spin on its own before hand, he would not have had
this issue.

Reflection of Video Recording:

Upon watching the video, there are aspects that I believe went well, and others that I
would change for the future. Students were able to understand and the more we talked about the
content the more it seemed to make sense for them. I learned while doing the experiment that
there was an option to have the spinners count to 100 for us instead of making the students do
each click. This saved us an immense amount of time. In the future I will have the students
work on the following questions while the spinner is going so that there is less empty space. I
will also discuss the homework better as students seemed to have trouble with some of the
questions. Over all the students seemed to enjoy the lesson and gain comprehension of what
theoretical versus experimental probability is.

© 2018. Grand Canyon University. All Rights Reserved. Page 17 of 21

STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test

Exceeds 0 7

Meets 0 4

Approaches 3 1

Falls Far Below 9 0

Post-Test Analysis: Whole Class

Students grew greatly throughout this unit. In the beginning, students struggled to recall what
mean, median, mode, and range were. Repetition and key words that helped students remember
what those were, and then scenarios to help them differentiate and understand the underlying
qualities of different sample types helped them better understand the material. I used a variety of
ways to teach the lessons, so as to ensure whole brain learning, and appeal to kinesthetic, visual,
and auditory learners.

This lesson was challenging for me as I had never learned about Mean Absolute Deviation before,
nor did I have notes about the different types of samples of a population in my thorough notes
from when I took statistics. I did a good amount of research in order to teach the content, though
I taught Mean Absolute Deviation almost correctly, but my mentor teacher explained that there
was one more step that I missed. She helped stepped in during this lesson briefly to help. I
appreciated this as my goal is always to ensure that students walk away with the content they
need and to ensure learning.

Post-Assessment Analysis: Subgroup Selection

The students who have an IEP still remain one of my most challenging groups. Because they
struggle with retention and focus, they are not usually able to recall what it is they learned in
order to use it later.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

© 2018. Grand Canyon University. All Rights Reserved. Page 18 of 21

 Exceeds 0 0

Meets 0 1

Approaches 0 1

Falls Far Below 2 0

Post-Assessment Analysis: Subgroup

Two students out of the class have IEPS. These two students had little to no recollection of this
content from previous years. One student is better at taking notes than the other, and it reflects in
his ability to apply what he learned later. He did struggle understanding the differences between
the different samples. The other was able to recall bits and pieces, but still confused mean and
median, and I got a few of the samples. Even during times where I go around to the students as
they practice problems given, I still struggle to get him engaged. Getting this student’s
comprehension up is a success in my eyes, even if he did not get a perfect score.

In the future, I think giving these students a graphic organizer might help them take notes and fill
in specific parts. When they take notes they always do better than when they do not. The
challenge is that certain triggers can set them off and they are not able to focus for the rest of the
class. Finding their triggers and avoiding them is always on my radar, but sometimes it is
impossible to tell what sets it off. I will continue to work toward making students who have this
challenge feel welcome, wanted, and able to learn.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 0 7

Meets 0 3

Approaches 3 0

Falls Far Below 7 0

© 2018. Grand Canyon University. All Rights Reserved. Page 19 of 21

 Post-Assessment Analysis: Subgroup and Remainder of Class

This group showed comprehension and understanding of the content. They seemed to truly feel
confident of the review and the new material after we went over it. I feel confident that they
understand better now, and have since had MAP testing, where many of them grew in the area of
statistics and probability.

Repetition and understanding different scenarios will help build on this area. We have since
applied the different samples into other word problems in other parts of the unit and there were
still some that struggled, even though they had done well on the post-assessment. The context
was in probability, and they had to relate a that a random sample was taken and what proportion
based on the sampling would like that item if we related it to the population. Most students
understood what to do, however, some, who had done well, still struggled understanding.

STEP Standard 7 – Reflecting on Instruction to Improve Student

Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-
term goals to improve specific areas of your teaching practice based on the unit of instruction
and describe your plan to reach each short-term goal.

Plan to Reach the Goal (i.e., professional

Short-Term Goal development, research on the Internet,
observation of a veteran teacher, etc.)
1. Learn more ways to differentiate I have been reading blogs and articles from
lessons. other professionals about how they
differentiate. I will continue to tier my
lesson plans to reach all students. Refine
backward designed lesson plans with
different, yet similar goals for each tier.

2. Strengthen my technical skills. Work on a google classroom platform with

homework. Get more familiar with
goformative.com and geogebra.org so that
assessments and feedback become quicker
and more streamlined.

3. Continue to refine classroom Classroom management can quickly get out

management. of control if it is not upheld. I will continue
to read articles and blogs from professionals
as to see which ideas work better than others,

© 2018. Grand Canyon University. All Rights Reserved. Page 20 of 21

 and which works better with my teaching
style.

© 2018. Grand Canyon University. All Rights Reserved. Page 21 of 21