Teacher Candidate Impact on Student Learning

Early Childhood Education

(Pre K-Grade 3)

TCISL Project: Teacher Candidate Impact on Student Learning

EDC 499

Student: Iman Husain ID: 201600725                 Date:

University Supervisor:

Comments: 

Teacher Candidate Impact on Student Learning

Description

The purpose of the Teacher Candidate Impact on Student Learning (TCISL) assignment is to help teacher candidates reflect on the impact of their planning and teaching on ECE children’s learning, and to make recommendations for teaching & learning advancement.   

Teacher candidates are required to:

  • In discussion with the mentor teacher, identify a specific learning area within the Math, Science or English curriculum that needs intervention, either for the whole class or for a group of children in the class.
  • In discussion with the mentor teacher, conduct a pre-intervention assessment, or set of assessments, of learners’ ability in the selected area. These assessments can take multiple forms.
  • Based on the results of the pre-intervention assessments, design and teach a series of developmentally appropriate and connected lessons to address the needs of the learners.
  • Collect data on learners’ performance while teaching the series of connected lessons.
  • In discussion with the mentor teacher, conduct a post-intervention assessment of the learners, after you have taught the unit.
  • Report the findings from your data.
  • Analyze and use the pre- and post-intervention data to draw conclusions for teaching this curricular area to similar children in future. 
  • Present the main points of the project in a research poster. Bullet points, tables and photographic evidence should be used in the poster to summarize information. 
  • Present your poster orally to your instructor, colleauges, and COE team. 
  • Prepare a research report (1,000-1,500) words that clearly identifies all of the steps in the intervention process as well as the findings.

Assignment Instructions:

Description

The purpose of the Teacher Candidate Impact on Student Learning (TCISL) assignment is to help teacher candidates reflect on the impact of their planning and teaching on ECE children’s learning, and to make recommendations for teaching & learning advancement.   

Teacher candidates are required to:

  •  In discussion with the mentor teacher, identify a specific learning area within the Math, Science or English curriculum that needs intervention, either for the whole class or for a group of children in the class.
  •  In discussion with the mentor teacher, conduct a pre-intervention assessment, or set of assessments, of learners’ ability in the selected area. These assessments can take multiple forms.
  • Based on the results of the pre-intervention assessments, design and teach a series of developmentally appropriate and connected lessons to address the needs of the learners.
  • Collect data on learners’ performance while teaching the series of connected lessons.
  • In discussion with the mentor teacher, conduct a post-intervention assessment of the learners, after you have taught the unit.
  • Report the findings from your data.
  •  Analyze and use the pre- and post-intervention data to draw conclusions for teaching this curricular area to similar children in future. 
  • Present the main points of the project in poster format, using the provided poster template. Bullet points, tables and images can be used in the poster to summarize information. 
  • Prepare a report (1, 000-1,500) words, following the same sections as shown in the poster template, but with more detailed information. 

METHOD

Abstract

Write this section last. Here you write a short summary of your findings and conclusions.

Introduction and Context

Describe the nature and purpose of the TCISL assignment for the reader. Introduce the unit of work that you taught, and the reasons why you selected that unit. Describe the area of intervention that you focused on (e.g. Spelling), and explain its importance for the subject, the level, and the students that you taught.

The Context

  • Describe the contextual factors specific to your school, and discuss how these factors affect teaching and learning. (e.g. type of school, curriculum, resources including technology, and details about the student population that seem relevant, such as language, gender, achievement, and sociocultural factors.)
  • Describe the intended learning outcome/s you focused on in this unit of work, and explain why you chose those particular outcomes.

Pre-Assessment

  • Describe the pre-assessment strategies you used, and why you selected those particular assessment tools.
  • Analyze the performance of children in the pre-assessment, using a table, graph or chart. Do not use the actual names of the children or the school – create fictitious names.

The Instructional Unit

  • Describe your unit of work in detail here.
  • Explain how you designed specific learning experiences/activities to address the intended learning outcomes, and reflecting a variety of instructional strategies/techniques. 
  • Explain how the activity/ies stemmed from your pre-assessment information, and how they clearly address the identified learning needs of the students.
  • Describe any resources you sourced and/or created to support your teaching of the unit, including technology. 
  • Describe the types of differentiation that you implemented when teaching your unit.
  • Describe any classroom management techniques that you introduced in order to implement the activities successfully. 
  • Describe any formative/informal assessment that you conducted while teaching (e.g. monitoring and providing guidance and feedback as you walked around the classroom.)
  • Describe the post-teaching assessment tools you implemented, and why you chose those tools.

Post-Assessment

  • Analyze the performance of children in the post-assessment, using a table, graph or chart. Do not use the actual names of the children or the school – create fictitious names.
  • Describe the differences you found in learning/proficiency between the pre-and post-test results.

Discussion

  • What concepts did you, the teacher, have to understand in order to teach this unit well?
  • To what extent did children understand the procedures and concepts prior to the start of the lesson?
  • Were the challenges to the children’s understanding of concepts taught? Explain.  
  • What went well? What did you observe as being most supportive of their development of concepts and/or procedures [e.g. teacher actions, use of tools, aspects of the task itself]?
  • How well did they learn the concepts you taught?
  • What were the gaps in their learning?
  • Describe any impact on learning that you or your mentor or supervisor or peer observed due to your classroom management strategies.  
  • Describe any feedback you received on the effectiveness of the teaching resources you used. 
  • What factors explain the post-teaching test results?

Conclusions

  • What did you learn about your teaching of this unit, from the assessment results?
  • What are your strengths and areas for improvement as a teacher, according to the results?
  • What did you learn about your teaching of this unit, from the feedback you received from your mentor and/or supervisor and/or peer?
  • What might you do differently if you had to teach this unit again?  
  • How would you build further on the knowledge acquired by students in this unit?
  • What advice, if any, would you give to a) teachers and b) parents as a result of the outcomes of this project?

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