What is an instructional unit

Implementation Of Instructional Unit

Implementing an instructional unit requires analysis of student learning and reflection of teacher practices. To this point, pre-assessment data has been analyzed and a unit designed to address learning needs. The next step is to implement a unit and analyze data to determine learning outcomes.

Implement the unit you have designed. You have already implemented and analyzed the pre-assessment. In this topic, you will implement all lesson activities, correlating formative assessments, and the summative post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment to review and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.

Complete STEP Standard 5 by summarizing, in 500-750 words, your experience teaching your unit. Include the following:

Summary of Unit Implementation

Discuss each lesson activity and whether the execution of each lesson went exactly as planned.
Describe the engagement strategies used and if they helped foster the learning goals.
Summary of Student Learning

Describe your initial perception of the overall student learning.
Describe the results from your observations and each measurement of learning that supports your initial perception of student learning. (Note: This summary is intended to be brief. It does not need to include detailed data results on formal assessments, as you will be analyzing these more closely in the next topic.)
Describe one student’s learning or response that caused you to rethink your plans.
Describe how you responded to that student including why you thought this would improve student progress, and what effect, if any, it had on the student.
Reflection of Video Recording

Describe your perceptions of your teaching performance.
Identify one thing you would like to improve upon in your future teaching (be specific), and one thing you felt you did well and how you will build upon it.

Student Teaching Evaluation of Performance (STEP) Template
Table of Contents
Student Teaching Evaluation of Performance (STEP) Template 1 Table of Contents 2 STEP Standard 1 - Contextual Factors: Knowing Your School and Community 3 STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal 5 STEP Standard 3 - Assessment and Data Literacy 6 STEP Standard 4 - Unit and Lesson Planning 7 STEP Standard 5 - Implementation of Instructional Unit 10 STEP Standard 6 - Analysis of Student Learning 11 STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 13

STEP Standard 1 - Contextual Factors: Knowing Your School and Community
Part I: Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following link:

STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

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

Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link:

STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).

STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal
Unit Topic: Click here to enter text.

Unit Title: Click here to enter text.

National or State Academic Content Standards

Include both the standard code and the title. Be sure to only include standards you will provide instruction for and that will be assessed.

Learning Goal

Provide the overall learning goal for this unit. What do you want students to know and be able to do at the end of the unit?

Measurable Objectives

List the measurable objectives for this unit. Make sure the objectives are measureable and only include the objectives you plan to assess and you have evidence the students have met or not met the objectives.

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.

Copy and paste, or insert a picture of the pre-assessment.

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.

Pre-Test: Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter "De Delete” or Insert.”" "

Number of Students

Highly Proficient (90%-100%)

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Proficient

(80%-89%)

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Partially Proficient

(70%-79%)

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Minimally Proficient

(69% and below)

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Pre-Assessment Analysis: Whole Class

Based on the data above, what changes, if any, will you make to your selection of national or state academic content standards, the learning goal, or measurable objectives?
Based on the data above, describe in 1-3 paragraphs the effect this data could have on the planning, delivery, and assessment of your unit.

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.

Copy and paste, or insert a picture of the post-assessment.

© 2018. Grand Canyon University. All Rights Reserved. Page 12 of 13

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 Activity

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Standards and Objectives

What do students need to know and be able to do for each day of the unit?

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Academic Language and Vocabulary

What academic language will you emphasize and teach each day during this unit?

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Summary of Instruction and Activities for the Lesson

How will the instruction and activities flow? Consider how the students will efficiently transition from one to the next.

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Differentiation

What are the adaptations or modifications to the instruction/activities as determined by the student factors or individual learning needs?

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Required Materials, Handouts, Text, Slides, and Technology

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Instructional and Engagement Strategies

What strategies are you going to use with your students to keep them engaged throughout the unit of study?

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Formative Assessments

How are you going to measure the learning of your students throughout the lesson?

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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.

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STEP Standard 5 - Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-assessment. In this topic, you will implement all lesson activities, correlating formative assessments and the summative post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.

Video Recording Link: If you are turning your video in through OneDrive, just note it here.

Summary of Unit Implementation:

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Summary of Student Learning:

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Reflection of Video Recording:

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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

Pre-Test

Number of Students

Post-Test

Highly Proficient (90%-100%)

# #
Proficient

(80%-89%)

# #
Partially Proficient

(70%-79%)

# #
Minimally Proficient

(69% and below)

# #
Post-Test Analysis: Whole Class

Based on your analysis of the whole class post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.
Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. Cite examples and provide evidence of student learning to support this analysis.

Post-Assessment Analysis: Subgroup Selection Pre-Test - Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or “Insert.”

Using the information obtained in Standard 1, select one subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-3 sentences).

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

Number of Students

Pre-Test

Number of Students

Post-Test

Highly Proficient (90%-100%)

# #
Proficient

(80%-89%)

# #
Partially Proficient

(70%-79%)

# #
Minimally Proficient

(69% and below)

# #
Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.

Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. If there is a student or group of students who have not mastered the objectives, discuss what you will do in future days to aid students' understanding with respect to the unit’s objectives. Cite examples and provide evidence of student misconceptions to support this analysis.

Post-Assessment Data: Remainder of Class

Number of Students

Pre-Test

Number of Students

Post-Test

Highly Proficient (90%-100%)

# #
Proficient

(80%-89%)

# #
Partially Proficient

(70%-79%)

# #
Minimally Proficient

(69% and below)

# #
Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph, describe the effectiveness of your instruction for this unit using the findings from your analysis.

Based on your analysis of student learning, discuss the next steps for instruction, including an objective that would build upon the content taught in this unit of instruction.

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.

Short-Term Goal

Plan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.)

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