Student Teaching Evaluation of Performance (STEP)

Template

© 2018. Grand Canyon University. All Rights Reserved. Page 1 of 22

 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

Table of Contents
STEP Standard 1 - Contextual Factors: Knowing Your School and Community .............................. 3
STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal ............................ 7
STEP Standard 3 - Assessment and Data Literacy ........................................................................... 8
STEP Standard 4 - Unit and Lesson Planning ................................................................................ 10
STEP Standard 5 - Implementation of Instructional Unit ............................................................. 16
STEP Standard 6 - Analysis of Student Learning ........................................................................... 18
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress ................................. 20

© 2018. Grand Canyon University. All Rights Reserved. Page 2 of 22

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

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

A. Geographic Location
This school is located in Murrieta, California. The population of this city is 111,674 as last
recorded in 2016 (City of Murrieta, 2016). Murrieta is a stable city. For example, their
unemployment rate is at its all time lowest with only 3.4% of the population being unemployed.
(City of Murrieta, 2017). My perception of the city supporting education is that it is strong. The
city offers classes such as Preschool Prep to families that help them prepare their young students
for school. These classes are inexpensive and offered to any residents in the city.

City of Murrieta. (2017, November). Unemployment rate drops to a record low in Murrieta.
Retrieved January 17, 2018, from
http://www.murrietaca.gov/news/displaynews.asp?NewsID=800&TargetID=1

City of Murrieta. (2016). Murrieta, California. Retrieved January 17, 2018, from
http://www.murrietaca.gov/

B. District Demographics
Murrieta Valley Unified District serves 23,385 students from transitional kindergarten to high
school. MVUSD employees 2,180 employees to create a total population of 25,565 people.
Students have the opportunity to participate in, “highly acclaimed visual and performing arts
programs, championship interscholastic athletic programs, and nationally recognized student
activities programs” (MVUSD, 2017). MVUSD is a consistently high performing district in the
Riverside county (MVUSD, 2017). Although there is not a specific population, there are
currently 6 elementary schools who are served under Title 1 in this district. These characteristics
make it clear that these young students need high quality lessons and activities to prepare them
for their future in this school district. It will be important for me to create unique and hands-on
activities that can live up to the high expectations that are placed on MVUSD educators.

MVUSD. (2017). Murrieta Valley Unified School District. Retrieved January 17, 2018, from
https://www.murrieta.k12.ca.us/

C. School Demographics

© 2018. Grand Canyon University. All Rights Reserved. Page 3 of 22

Antelope Hills Elementary currently serves 842 students from transitional kindergarten to the 5th
grade. This is one of the elementary schools that is not Title 1. Antelope Hills is located between
a few different neighborhoods. Most of these neighborhoods are gated and are rather wealthy
communities. This specific schools serves a lot of the children from the gated communities. My
lesson plans are usually written with Title 1 schools in mind. These characteristics can impact
my lesson plans as I have more resources available so I can create more hands on activities
without the fear of not having the materials readily available in the classroom or at the school.
Outdoor activities would be more possible here as they have large open fields in a safe
community.

© 2018. Grand Canyon University. All Rights Reserved. Page 4 of 22

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

Part II: Demographic, Environment, and Academic Factors

A. Student Demographic Factors
The grade level of this classroom is TK (transitional kindergarten). This is for the students who
have late birthdays and couldn’t make the kindergarten cut off but are too old for preschool. All
the students are currently five years old. There are 12 girls and 15 boys. The classroom is
predominantly white with a few exceptions. There is one Korean student, three African
American students, and three Asian students. All of the students in the classroom come from
families who are very well off financially.

B. Environmental Factors
The classroom set up is very organized. There isn’t very much built-in storage areas so most of
the materials are in bins around the classroom, generally under tables where possible or on
shelving units. Along one wall there are desks with five computers, there is a fine motor center
next to the entrance with a dramatic play center directly across from it. There is a table in the
middle of these centers where parent volunteers can come and help with different activities that
need to get done. There are three pods of tables for the students to sit at and a large area rug for
whole group time. The classroom is very organized and there are endless amounts of materials
that can be used for free play or lesson plan activities. There is also a set of classroom iPads that
are available to the students.

C. Student Academic Factors

Behavior
Student Subgroup ELL IEP Section Gifted Other or
504 Services Cognitive
(Explain) Needs
Receiving
No
Services
Boys 0 1 0 0 0 0
Girls 1 2 0 0 0 0
Instructional Accommodations Fifth More Text Text Text Text
and Modifications grade one-on-
(Describe any instructional peer one
accommodations and modifications tutor on time,
regularly used to meet the needs of Friday’ regular
students in each subgroup.) s, check
instructi ins.

© 2018. Grand Canyon University. All Rights Reserved. Page 5 of 22

 onal aid
interven
tions,
repetiti
on
vocabul
ary
activitie
s,
weekly
goals.

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.

All of these factors will play greatly into planning lessons. I will need to consider that even
though these students come form the same general culture they are still vastly different. For
instance, two of the kids have parents who are deployed overseas. It will be important for me to
be sensitive of that and even use it as a learning experience if possible. Having so many different
resources available to me will allow me to make diverse lesson plans that can include unique
building materials and technology to enhance the students learning. The outside environment of
the school is very safe and has plentiful resources such as large open grass areas and
playgrounds. I can incorporate these as well by doing outdoor activities to change it up for the
students and to get them excited.

A few of the students have learning disabilities. It will be important for me to keep this in mind
while lesson planning to ensure that these students will be able to learn the content. For example,
one of these students struggles with expressive language and it is difficult to get even a few
words out of her at a time. However, she is very good at reading for her age. I can use this
information to modify activities so that she can understand the content better. It will also be
beneficial for me to not call her out during whole group times so that she won’t get embarrassed
and instead question her more during one-on-one time when she won’t be as self-conscious.

© 2018. Grand Canyon University. All Rights Reserved. Page 6 of 22

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

Unit Topic: Health and Nutrition

Unit Title: Growing Up Healthy

National or State Academic Content Standards

RSLTK 10 – Actively engage in group reading activities with purpose and understanding.
MDTK 3 – Classify objects into given categories; count the numbers of objects in each category
and sort the categories by count.
WTK 2 – Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply some
information about the topic.

Learning Goal
Students will know what qualifies as healthy and non-healthy food. Students will know that
individuals need to practice good exercise to remain healthy.

Measurable Objectives
Students will be able to organize seven healthy and non-healthy food using images from The
Beastly Feast by Bruce Goldstone with 90% accuracy.

Students will be able to identify at least five good habits of exercise using personally drawn
pictures with 100% accuracy.

© 2018. Grand Canyon University. All Rights Reserved. Page 7 of 22

 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.

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 3

Meets 6

Approaches 16

Falls Far Below 2

© 2018. Grand Canyon University. All Rights Reserved. Page 8 of 22

 Pre-Assessment Analysis: Whole Class

Based on the data collected from this pre-assessment, I believe that my objectives will help them
learn what they need to about this topic.
This pre-assessment will help me greatly in planning the unit. It is clear that I will need a lot of different
activities where they are learning how to determine if a food is healthy or not. I will need to go over the
definitions of healthy and non-healthy and we will be doing a lot of activities where they will be able to
organize those items into those categories. It will also be fun to do some sort of group activity where they
come up with three different meals that are balanced between healthy and non-healthy food so they can
eventually be scaffolded into learning about keeping a balanced diet.
During this unit, it is going to be very important for me to focus on the meaning of healthy and non-
healthy food. Additionally, it will be important to go over foods that might have healthy ingredients but
are not totally qualified as a healthy food source. For example, a lot of the kids marked the burrito as a
healthy food. Although I intended this one to be a non-healthy food, some kids thought that because you
can put healthy items into a burrito, that qualified it as healthy. During my lessons I will make sure to go
over lots of food that can have healthy ingredients but might not be the best choice to eat every day.
Going along with that, I will make sure that I go over that it’s okay to eat non-healthy food but it’s
important to have a balance.

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
scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.

© 2018. Grand Canyon University. All Rights Reserved. Page 9 of 22

 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 Healthy Food Exercise Healthy Food & Review Review
Activity Exercise
Standards and Standards: Standards: Standards: Standards: Standards: WTK 2 – Use
Objectives RSLTK 10 – RSLTK 10 – MDTK 3 – RSLTK 10 – a combination of drawing,
What do students Actively engage Actively engage Classify objects Actively engage dictating, and writing to
need to know and in group reading in group reading into given in group reading compose
be able to do for activities with activities with categories; count activities with informative/explanatory
each day of the purpose and purpose and the numbers of purpose and texts in which they name
unit? understanding. understanding. objects in each understanding. what they are writing
MDTK 3 – category and sort MDTK 3 – about and supply some
Classify objects Objective: the categories by Classify objects information about the
into given Students will be count. into given topic.
categories; count able to verbally categories; count
the numbers of name and display Objective: the numbers of Objectives: Students will
objects in each proper forms of Students will be objects in each be able to identify at least
category and sort exercise from the able to display category and sort five good habits of
the categories by book Run and proper forms of the categories by exercise using personally
count. Hike, Play and exercise through count. drawn pictures with 100%
Bike: What is Wheel of accuracy.
Objective: Physical Activity? Exercise game Objective:
Students will be by Brian P. with 100% Students will be
able to identify Cleary & Martin accuracy. able to organize
the healthy food Goneau with 90% seven healthy and
versus the non- accuracy. Students will be non-healthy food
healthy food able to identify using images from
using images healthy food and The Beastly Feast
from The Beastly non-healthy food by Bruce

© 2018. Grand Canyon University. All Rights Reserved. Page 10 of 22

 Feast by Bruce by playing Goldstone with
Goldstone with Nutritional Bingo 90% accuracy.
75% accuracy. with 90%
accuracy.
Academic Food, healthy, Exercise, Food, healthy, Food, healthy, Exercise, stretching,
Language and non-healthy, stretching, non-healthy, non-healthy, walking, running,
Vocabulary fruits, vegetables, walking, running, fruits, vegetables, fruits, vegetables, swimming, weight lifting.
What academic junk food, swimming, junk food, junk food, protein.
language will you protein. weight lifting. protein, exercise, Will discuss other forms
emphasize and stretching, of exercise that the
teach each day Will discuss other walking, running, students can think of on
during this unit? forms of exercise swimming, their own.
that the students weight lifting.
can think of on
their own (sit-ups,
push-ups, lunges,
etc.).
Summary of As a whole group, As a whole group, Teacher will lead As a whole group, As a whole group, teacher
Instruction and the class will read class will read the class in a the class will re- will re-read the exercise
Activities for the The Beastly Feast book about discussion about read The Beastly book, Run and Hike, Play
Lesson by Bruce exercise together, what we learned Feast. Teacher and Bike: What is
How will the Goldstone. The Run and Hike, the past two days will encourage Physical Activity? By
instruction and teacher will lead a Play and Bike: regarding healthy students to Brian P. Cleary & Martin
activities flow? discussion about What is Physical food, exercise, remember what Goneau. Class will
Consider how the the healthy food Activity? by and why it is each food item discuss the center that had
students will found in the book Brian P. Cleary & important for us. was just by been done previously
efficiently transition and the unhealthy Martin Goneau. As a whole looking at the (outdoor activity from
from one to the ones. We will talk After the book, group, students picture. Teacher Tuesday). Students will
next. more about other teacher will guide will participate in will ask if recall the different forms
food items that we class in discussion a game of Wheel students of exercise that we
know are good for about exercise and of Fitness. remember if the physically did and ones
us and ones that why it is Students will get food was healthy that we talked about.
aren’t. important for us. into a circle or not.

© 2018. Grand Canyon University. All Rights Reserved. Page 11 of 22

 Students will go Class will discuss around the whole Students will Students will watch a
to their centers. upsides to carpet area. The gather in a circle short video about the
At one station, exercise and what wheel will consist around the whole importance of exercise.
students will be happens when we of different group carpet. In Teacher will guide
required to create don’t do it. exercise moves: the middle of the conversation about the
a poster with their Students will go jumping jacks, group there will video and what the
group. They will outside and push ups, lunges, be a basket of students learned.
be separating participate in stretching, and sit plastic food from Students will go to their
images of food three different ups. Teacher will The Beastly Feast. desks: summative
into “everyday” centers that will spin the wheel Each student will assessment about exercise
foods (fruits, last five to seven and students will be given a plastic (drawing five pictures of
protein, and minutes each. One do five of bowl. Every different forms of
vegetables) and center will be whichever the pin student will go exercise).
“sometimes” food stretching, one lands on. Teacher around and pick
(sugary and fatty center will be will explain and one of the plastic
foods). Images walking around show class how to foods and put it in
will be from The the recess area, appropriately do their bowl. After
Beastly Feast. and one will be the exercise move the student picks
Another station “lifting weights” in the classroom up a food, they
will have several using full food as they come up. will say what their
supermarket ads. cans. Class will do this food is and if it is
With a partner, After every group for 15-20 healthy or not.
students will go has gone through minutes. Once every
through the ad each station, the Students will then student has had a
and circle all the class will head head over to their turn, the whole
food they believe back inside. There table groups. class will work
is healthy and will be a bucket Each student will together to split
cross out the ones of books that are be given a bingo the class in half.
that aren’t. The about exercise. card with bingo Those with
last station will Students will have chips. Bingo healthy foods will
have pictures of the opportunity cards are full of go to one side of
healthy and non- look through and different healthy the classroom and
healthy food. and non-healthy those with

© 2018. Grand Canyon University. All Rights Reserved. Page 12 of 22

 Each student will observe these food. Whenever a unhealthy foods
have a paper plate books. picture is called, will go to the
and will be teacher will ask ifother side.
instructed to the food is Students will take
create what they healthy or non- the post
believe is a healthy. How assessment test.
healthy meal by many times For the remainder
gluing the images Bingo is played of the day, there
on their plate. depends on how will be a salad bar
fast the individualset up. Students
game sessions will be allowed to
are. Class will pick their
most likely play ingredients, wash
for 20 minutes. their food, take it
to a teacher to cut,
and then enjoy!
Differentiation Teacher will All students in the Students with All students in the All students in the
What are the intentionally classroom are motor difficulties classroom are classroom are capable of
adaptations or group and partner capable of will be placed capable of completing these tasks
modifications to the up students who completing these right next to the completing these without needing special
instruction/activities work well tasks. As there is teacher for better tasks. Teacher modifications.
as determined by together so they one student who modeling will be sensitive
the student factors can efficiently is already mostly opportunities. to any food
or individual complete the capable of Students with fine allergies. Water
learning needs? activities together. reading, teacher motor difficulties stations will be set
will sit with this will be given the outside just in
student during the thicker bingo case students get
reading time and chips (bingo too excited.
have the student cards come with a
read one of the set of thick and
simpler books. thin bingo chips).
Required The Beastly Feast Food cans, Run Exercise wheel, The Beastly Feast Run and Hike, Play and
Materials, by Bruce and Hike, Play bingo cards, by Bruce Bike: What is Physical

© 2018. Grand Canyon University. All Rights Reserved. Page 13 of 22

 Handouts, Text, Goldstone, and Bike: What is bingo chips, Goldstone, non- Activity? By Brian P
Slides, and printed out Physical Activity? teacher’s Bingo healthy/healthy Cleary & Martin Goneau,
Technology images of food by Brian P. guide. food assessment, exercise video:
form the Beastly Cleary & Martin plastic food, all https://www.youtube.com/
Feast, paper Goneau, kinds of real food, watch?v=
plates, poster assortment of buckets of clean NbEeaBULvys, exercise
paper, glue, exercise books. water for washing assessment.
grocery ads. stations, paper
bowls, forks,
seasonings, glove.
Instructional and Ask questions Ask questions Engaging game Ask questions Ask questions during the
Engagement during the during the of Bingo. Asking during the reading. Fun song-video
Strategies readings. Relating reading. Fun questions during reading. Hands on about the importance of
What strategies are it to their outdoor activities the game. Fun activities with exercise.
you going to use preferences - what that require them exercise activity fake and real food.
with your students is your favorite to be active and that requires them Teamwork with
to keep them and least favorite involved. to be active and their peers.
engaged throughout food? and have involved.
the unit of study? you ever eaten
this food before?
Formative Questioning, Questioning, Questioning, Questioning, Questioning, observation,
Assessments observation, observation. observation. observation, exercise assessment.
How are you going reviewing their reviewing what
to measure the work. assortment of
learning of your salads they have
students throughout made.
the lesson?

© 2018. Grand Canyon University. All Rights Reserved. Page 14 of 22

 Summative, Post-
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 22

 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/ZGzaOHwv3H4

Summary of Unit Implementation:

For my video, I chose to include the exercise introduction day. I spent some time going over what
exercise was with the students. After that, the class split into their color group and did three different
centers where they walked around the school’s grass field, did stretching, and weightlifting with food
cans. From the beginning, the lesson didn’t start off the way that it was supposed to. I was going to read
the book Run and Hike, Play and Bike: What is Physical Activity? by Martin P. Cleary & Martin Goneau
which is a book that I had found on a library app installed on my iPad. However, my iPad was not
working this day and wasn’t allowing me to pull anything up. This made it impossible to read the book.
This wasn’t a huge obstacle to get around because I had an exercise video that I was going to play them
later in the week so I just decided to play it a few days early. On top of that, it was really cold outside. All
the centers were supposed to be done outside but my mentor teacher and I had decided to keep
weightlifting inside so that the students wouldn’t be out in the cold for too long. Luckily, these factors
didn’t stop the lesson from still being a good one.

Summary of Student Learning:

During our class discussion, the students seemed to be understanding the concept of exercise very well.
I could tell that every student was familiar with exercise whether they’ve had experience with their
parents or from preschool. As this was the first day we were talking about exercise, I didn’t expect them
to be experts on the topic. The students responded very well to the instructional video and even
remembered a few key details from it. They responded better than I had expected to the weightlifting. I
was excited about this center specifically but also worried that their motor skills might hinder them.
There was only one student who repeatedly dropped the food cans. I had already been expecting this
from him as he constantly struggles with holding a crayon. But after a few minutes, his grip was getting
stronger which was encouraging to see. Although I didn’t keep the video going for the other rotations,
each group of students really enjoyed the weightlifting. All of their arms started to get sore which was a
perfect opportunity for me to explain to them that their muscles are sore from being worked so much
which was in turn, making them stronger. They all loved this! It was very encouraging to go through the
rest of the week as they kept telling me that they were “weightlifting” with milk jugs or their juice
bottles! This center was instrumental in explaining just how important exercise is for our bodies and
most to every student had grasped that concept by the end of our center rotations.

Reflection of Video Recording:

© 2018. Grand Canyon University. All Rights Reserved. Page 16 of 22

After discussing with my mentor teacher, I think that I can improve upon my attention getter strategies.
When I first started coming into the classroom I was amazed with how quiet and well-behaved they
were. As they have gotten more comfortable with me I have definitely seen that they are a little more
rowdy. I need to be using more attention getters when they start getting too chatty so that I can refocus
their attention. Having better classroom management skills, such as attention getters, is one thing I
would like to improve on for my future. One thing that I did was planning an engaging activity that the
kids had a lot of fun with but also learned a lot from. This is something that I would love to keep
building. I want to have a lot of various activities that I will use in the years to come that are not only
engaging and hands on but are also relatable to the students so that they can learn from them.

© 2018. Grand Canyon University. All Rights Reserved. Page 17 of 22

 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 3 17

Meets 6 9

Approaches 16 1

Falls Far Below 2 1

Post-Test Analysis: Whole Class

The students learning outcome was better than I could have hoped for! The majority of the class
fell under the category of exceeding and meeting after the unit which was really encouraging to
see. We had gotten a new student between the pre-test and the post-test. He has been struggling in
the classroom since he’s arrived. He struggles with most center activities like identifying the
beginning sounds of words, can’t identify numbers, doesn’t know how to write his name, etc. I
was happy to see that on both assessments, he got everything right. Even his drawings for the
exercise assessments were understandable. I could tell the students had grasped both the idea of
healthy/non-healthy food and the importance of exercise because they come into the classroom
talking about the healthy food their parents bought at the grocery store and what they’ve been
doing as exercise at home. They even ask me if we can do more exercise in the classroom.

The lessons I had planned were very effective. This a very relatable unit and it was relatively easy
to plan activities that the students would have a lot of fun with but would also learn the important
key details. This unit is an important one as this is something that they will need to be
knowledgeable of for the rest of their lives. The data from the assessments show that the activities
were effective in teaching the majority of the student’s which foods we can eat “everyday”, the
foods which we should only eat “sometimes”, and how/why we should exercise.

Post-Assessment Analysis: Subgroup Selection

Subgroup: IEPs. I chose this subgroup because the current three students with IEP’s had been
varying in their pre-test assessments. There has also been challenges with two of these students
between the pre-assessment and post-assessment. I wanted to see if those challenges played into
the test.

© 2018. Grand Canyon University. All Rights Reserved. Page 18 of 22

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

Number of Students Number of Students

Pre-Test Post-Test

Exceeds 1 1

Meets 0 0

Approaches 1 1

Falls Far Below 1 1

Post-Assessment Analysis: Subgroup

The data shown is concerning because the student who had been exceeding at the pre-test is
know only approaching during the post-test. This is one of the students who has been having
new challenges between the time the pre-test and post-test had been taken. These new
challenges are most likely the reason for her progress going backwards. The student who
had fall under approaches is now exceeding but that was no surprise because he is able to
grasp most concepts quickly. As for the student who falls far below, he stayed consistent in
falling far below in the post-test as well.

Although one of the student’s progress had grown, it is concerning to see that one fell backwards
and one didn’t progress at all. I should have been more attentive to these students during the
lessons and activities. For future lessons, I will be sure to think of more ways to differentiate the
instruction to make it attainable for these students. My mentor teacher and I should discuss ways
to help these students overcome the recent challenges to make it sure it won’t affect their progress
in the classroom any more than it already has.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 2 16

Meets 6 9

Approaches 15 0

© 2018. Grand Canyon University. All Rights Reserved. Page 19 of 22

 Falls Far Below 1 0

Post-Assessment Analysis: Subgroup and Remainder of Class

The remaining students in the classroom progressed very well. Most of the students had fallen
under approaching during the pre-test but had either moved into meets or exceeds. The data
shows that the instruction had been very effective. The students were able to show what they had
learned through the activities and the majority of the class had retained the concepts and
information.

During this unit we had focused mainly on fruits and vegetables as the healthy or “everyday”
foods. To further their knowledge on this subject I would introduce different types of food like
grains and protein foods that could be considered “everyday” food. Although these types of foods
were discussed, I would go further into depth about them. I would have them plan some sort of
meal that contained fruits/vegetables but also had proteins and grains in it as well to get a
balanced meal. For exercise, I would introduce them more to unconvential types of exercise. This
could be jump roping, hopscotch, tag etc. They’re familiar with these things but probably
wouldn’t consider them to be exercise. I would want them to understand how easy and fun it
could be to exercise even when they’re at home.

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. Inserting more of my student’s Over time in the classroom, I became very
interests. familiar with all my students. I learned more
about their home life, what they were
interested in, and their likes/dislikes.
Something I would like to do is insert more
of their interests into activities and lessons to
make it more relatable. Even though this unit
was about food and everyone can relate to it,
it would’ve been nice to do an activity or
center where they got to somehow use their

© 2018. Grand Canyon University. All Rights Reserved. Page 20 of 22


2. Including more technology.
3. Differentiating instruction for higher
level students.
© 2018. Grand Canyon University. All Rights Reserved.
favorite kinds of food. To do this in the
future I will survey the students about their
interests that pertain to a certain topic. After
that I will try to include their interests into
my lesson planning to make it more
relatable.
Although I have learned a lot about different
technology tools I noticed that I didn’t put a
lot of effort into incorporating it into my
lessons. There is such a wide range of
technology tools that can be used in the early
childhood classroom and I want to take more
advantage of them especially in student
teaching when I can practice. To reach this
goal I am going to make more of a conscious
effort to include them in my next unit plan. I
will begin by researching on the computer
what tools can work best in the early
childhood classroom. I will explore these
options as best I can and then narrow down
my options to just a few that I believe will
work best. Before implementing them, I will
discuss with my mentor teacher how best to
use these tools in the classroom.
I found it relatively easy to accommodate to
the lower level students during this unit.
However, I overlooked my higher level
students. Even though all of them did well
with this unit I think it’s important to find
ways to accommodate to them as well so
they are being challenged and not getting
bored. To reach this goal I am going to
discuss with my mentor teacher about ways
that we can accommodate them and if they
are already doing anything of this sort. Next,
I will research on the computer to see if there
any tips from teacher blogs. Next, I will
write down what I will do in my unit plan so
that I will remember to actually do it during
the unit of instruction. After that I will
constantly observe to make sure that the
accommodations are working and I will edit
where necessary.
Page 21 of 22
© 2018. Grand Canyon University. All Rights Reserved. Page 22 of 22