WTS 7 and 8 Independent Learning Process and Evidence

Rebecca Odden
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standards 7 and 8
EDUW 693 Instructional Design and Assessment
Sara Heisler, Instructor
December 15, 2015

Independent Learning Process Summary and Artifacts

Following the guided learning process in EDUW 693, teachers apply course learning to
complete an independent learning process. Documentation in this section provides evidence that
I can use a professional learning process to continue improving knowledge, dispositions, and
performance to benefit student outcomes with each unit I teach. Key evidence in this
documentation follows the seven-step learning process, focusing on specific practices necessary
for ongoing improving academic student performance.
LEARNING STEP 1: Expand perspectives based on educator and student standards.
LEARNING STEP 2: Assess my current educator effectiveness and student performance
outcomes based on evidence compared to educator and academic performance standards.
From that evidence, reason inductively to define area(s) most in need of improvement:
My targeted WTS/Educator Effectiveness System descriptor based on Danielson Framework
for Teaching that emerged as a next step for improvement from my previous learning process:
1. Learning activities are highly suitable to diverse learners and support instructional outcomes.
2. All represent limited/moderate/significant/high-level cognitive challenge.
3. Activities are appropriately differentiated for individual learners.

Targeted vertical descriptor from student content standards:

CCR Anchor Standard 2: Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective selection, organization, and
analysis of content.
Targeted vertical descriptor from student literacy standards:
C.Grade 1: Names, city, day/month capitals, end punctuation, saying/spelling high-frequency words
C.Grade 2: + commas before simple conjunctions, commas for a simple list/series, simple
apostrophes for 's possession and nt contractions, capitals for most proper nouns, spelling.
Speaking simple sentence structures correctly.
C.Grade 3: + writing commas/speaking pauses for introductory or inserted clause, title capitals,
addresses, simple dialogue/quotations, possessives, uses spelling rules for K-3 words
C.Grade 4: + writing/speaking complete sentences when expected.

Current student evidence that guided my expectations for the upcoming learning unit is at
Learning Step 6 for ease of comparisons during the post-assessment.
Area to research to address student performance skills most in need of improvement: How to
add more depth to my students writing.
LEARNING STEP 3: Research professional sources to find practical answers.
Most useful source name: Write Teaching (Heisler), available through Bb link.

 One new insight/practice to try: The 5Ws the graphic organizer. By providing my students
with a visual guideline they were able to chunk the assignment and not get overwhelmed.
LEARNING STEP 4: Incorporate learning into a plan.
Independent Planning Process Summary
Targeted Subject: Language Arts Topic: Writing with the 5Ws
Length of Entire Learning Unit: 3- 4 days Quarter: 1st
Students Age/Grade Level: 3rd Grade
Lesson Plan Source: myself
1. Developmental assessment to align content standards developmentally to students.
Summative Task for Learning Unit: Create a paragraph using correct grammar and punctuation
on one topic using the 5ws to guide the learning process.
Key content expectations for proficiency range for the units summative task:
Targeted Proficiency Range for Learning Unit
L: Can say/spell high-frequency words (1). Cant use commas before simple
Conjunctions (2).
M: Can speak simple sentence structure correctly(2). Cant title capitals (3).
H: Can speak simple sentence structures correctly (2). Cant use spelling rules for K-3
(3).
Key literacy skill expectations for proficiency range for the units summative task:?
Targeted Proficiency Range for Learning Unit
C.Grade 1: Names, city, day/month capitals, end punctuation, saying/spelling high-frequency words
C.Grade 2: + commas before simple conjunctions, commas for a simple list/series, simple
apostrophes for 's possession and nt contractions, capitals for most proper nouns, spelling.
Speaking simple sentence structures correctly.
C.Grade 3: + writing commas/speaking pauses for introductory or inserted clause, title capitals,
addresses, simple dialogue/quotations, possessives, uses spelling rules for K-3 words
C.Grade 4: + writing/speaking complete sentences when expected.

2. Essential Connections in Learning Plan:

Essential UNIT Question (student appeal to motivate/broaden learning beyond academics): How I
will learn to write a letter to get into college or how will I learn to pass my hunters safety or AV
test?
Essential UNIT Answer/Understanding (lasting truth/principle/rule/insight to answer EQ):
Use the 5Ws to be the basis of any paper to answer a specific question with details.
Essential Thinking Pattern to Connect EQ to EA: define by illustration (details)
Essential Connection to Expand Perspectives Based on Diverse Realities: Licenses in life they
want, and how answering a question with details can help get it.

 Essential Connection to Build Integrity, Empathy, and/or Insight: Be able to complete a science
project or book report.
3. Essential Alignment in Learning Plan: objectives, content, process, product, assessment
What to learn?
[objective(s) + content]
(start w/thinking pattern/Blooms
word)
SO: Review and define the 5Ws
of the Wolfe Den story.

How to learn?
[process]
(key strategies, teachniques,
differentiation)
PROCESS
Write 5 Ws on the smartboard to
make eventual connection to
generating own ideas.
1. Introduce question:
2. Pre-teaching using the 5Ws
of writing as guided task
where all write on same topic
and same answers.

Evidence of Learning?
[product + assessment]
(task + assessment method)

FO2: After completing the graphic

organizer.
APPLY knowledge about the
Ws to begin to write a
paragraph.
Students will write a W sentence
to begin the paragraph.

Add in own process now

Generate key ideas on graphic
organizer.

T = Write a W sentence.
A= Teacher check

FO3: Finish writing the other 4

W sentences to form the
paragraph.
FO4: Write a topic sentence for
the paragraph as a group.

DIFFERENTIATION( Student will

use the iReadWrite app to write his
paragraph)
Write a sentence on the board for
students to see.

Model how to write a paragraph

on the elmo, using correct
grammar, punctuation and topic
sentence.
SLOs: PRODUCT/ CREATE

Finish sentences that provide details.

FO1: Fill out graphic organizer

using the 5 Ws on assigned topic.
Define by GROUPING the 5Ws.

T = Orally say a w
A= Say to the group
T = Fill out graphic organizer
using word bank on the board
A= Teacher check

5 Ws provides concreteness to
students.

Write a complete paragraph with

correct grammar, punctuation, topic
sentence, and 5 W sentences.

T = Write 5 w sentences.
A= Teacher check
T = Check for I/My, the topic
word = favorite pet and answer
with name of pet. ANALYZE/
A= Oral check. Each reads own
sentence to make sure its
complete. EVALUATE???
Sum. Task: 1 paragraph
Summative Assessment Method:
Teacher assessed

LEARNING STEP 5: Implement plan and gather educator and student evidence.
LEARNING STEP 6: Assess evidence compared to pre-assessment results (How far have
students come in comparison to starting abilities?) and standards (How far to go in comparison
to grade level expectations at end of year?).
Source of student performance evidence prior to the learning unit: 5Ws writing from previous
unit.
Source of student performance evidence at the end of one week into the learning unit: 5Ws
writing on new topic.
Whole class Performance at Beginning of Learning Unit:
At the beginning of the unit, if you asked the students to write about a topic, 1 out of the 6
students would write 3 sentences. 5 out of 6 sentences would write less. All of these students
would not stay on topic. 50% of the students would use correct grammar.
Whole class Performance at End of One Week into Learning Unit:
At the end of the week unit, 5 out of 6 students produce more than 3 sentences without
prompting. All students are able to stay on topic when prompted to use the 5Ws. 90% of the
students remember to use correct punctuation and grammar in all sentences.
Lowest Performance Sample Prior to Learning
The students were given the option to write about their favorite snack or their favorite
holiday. I prompted the students to provide details, capital letters and correct punctuation.

Lowest Performance Sample at End of One Week:

All students created
the same formative
writing assessment
no matter the level.
The students were
given the topic, My
favorite animal is
The students
were provided with
support throughout
the process, such as
brainstorming a
word bank as a
class, creating a
topic sentence and
being given a
graphic organizer. If
the students
completed the
paragraphs they
went back and coded
the 5Ws. With these
tools these are the
writing assessments
that my 3rd grade
students created.

Median Performance Sample Prior to Learning

Median Performance Sample at End of One Week into Learning Unit

 Highest Performance Sample Prior to Learning

 Highest Performance Sample at End of One Week into Learning Unit

LEARNING STEP 7: Reflection of Entire Learning Process and Student Outcomes

Most significant insight, attitude, or practice that worked best for more efficient and effective
learning as an educator: This practice was effective in my classroom because it challenged me to
become more prepared, it helped me become a better writer and seeing the students increase
daily was my drive to keep going.
My next independent step(s) for more efficient and effective learning as an educator: To
introduce the How to the writing step.
Most significant insight, attitude, or practice that worked best to improve student outcomes in
this learning unit: The 5Ws was most effective with this group of learners because we started
orally and then moved onto writing. With special education learners you need the repetition and
steady increase of rigor to see success. This was evident in their writing samples.
My next independent step(s) for improving teaching practices to benefit student learning: To
continue to practicing what we are doing and to incorporate independence with the students in their
learning.