Student Teaching Work Sample · Web viewDerry Area High School is located in Derry, Pennsylvania....

Student Teaching Work Sample

Web Design:

FLASH Animation Introduction

13 Students, 9-12th Grade

Description of Work Environment

Description of Work Environment

Derry Area High School is located in Derry, Pennsylvania. The school

district is composed of three municipalities, Derry Township, Derry Borough, and

the Borough of New Alexandria. It is a public school that serves approximately

800-900 students each year in grades 9-12. The high school student to teacher

ratio is an average of 15-1. DAHS is demographically made up of 98%

Caucasian/White, 1.1% African American, and the remaining Hispanic, Asian, and

American Indian are less than 1%. Roughly 37% of students receive reduced or

free lunch and many come in for breakfast in the morning before school begins.

Most of the student body is made up of lower/middle class society.

The business department at DAHS is made up of three teachers who all

teach different classes. One of the business teachers spends their day at

Grandview Elementary School, only teaching at the high school for periods 8 and

9. The business department offers a diverse group of classes ranging from Web

Design to Accounting and their enrollment is steady. The class that participated in

this work sample is my 7th period Web Design class. This class is made up of 13

students. There are seven females and six males ranging from grades 9-12. 100%

of the students are Caucasian/White.

Before coming into Web Design, students have not had any contact or

experience working with Adobe Dreamweaver and Flash. There is a difference in

the students’ abilities based on their previous general interaction with computers

and the Internet. There is also a large difference in creativity between some of the

students. Overall, this class’s performance and ability to accomplish tasks is

excellent.

Planning for Instruction in an Inclusive Setting

Planning for Instruction in an Inclusive Setting

Rationale

Learning how to create a FLASH movie is a skill many students would never

think of learning. Almost all students visit one website a day. What many of these

students do not know is what kind of elements they are looking at. Many of today’s

websites contain FLASH movies and objects, and some websites run solely on

FLASH. Students interested in Web Design learn to recognize different elements

that website developers use. FLASH is one of the most popularly used elements,

and the program also provides student’s with a blank canvas allowing their

creativity and personalization to be utilized. It is not only important for students to

utilize their creativity, but it is important for them to be able to use their skills to

develop a more advanced website incorporating their own FLASH creations.

Prerequisite Skills

In order to effectively develop the skills taught in this unit, students need to

have a bit of a background with technology. To determine the amount of

knowledge before introducing FLASH, a pretest was given based on Adobe’s

FLASH program. After carefully reviewing the student’s pre-test, I was then able

to assess that all students were starting at the same general point of skill level.

This provided me with an understanding of how the unit should be developed and

where I needed to begin.

Unit Plan

Course: Web Design Teacher: Jessica AllenUnit: Adobe Flash Days to Complete: 12-14Grade Level: 9-12

Purpose of Unit: The purpose of this unit is to teach students how to create a visual attraction to a webpage. This unit should help students better understand why companies use Flash animation by recognizing different ways they can boost website traffic as well as repeat visitors. Students should recognize the importance of keeping Flash movies current and up to date. By the end of the unit, students should have enough skills developed to create their own Flash animations and apply them to improve their “About Me” websites from Chapter 4.

This unit meets the following standards:

PENNSYLVANIA STANDARDSReading, Writing, Speaking, and Listening

Information, Communication, and Technology LiteracyEvaluating Media Sources1.9.5.B Understand and evaluate media as a source of information and entertainment.

Reading, Writing, Speaking, and ListeningSpeaking and Listening1.6.8.A Listen critically and respond to others in small and large group situations

Respond with grade level appropriate questions, ideas, information, or opinions

NATIONAL BUSINESS EDUCATION STANDARDSInformation TechnologyVII. Web Design and Development1. Level 1-2

Apply appropriate web design concepts Design and create web pages incorporating various types of media Design and create web pages incorporating navigation and linking

MarketingI. Foundations of Marketing

1. Level 2-Explain ways companies show concern for customers

I. Unit Objectives

Upon completion of this unit, the student will be able to accomplish the following objectives:

Utilizing their knowledge of Adobe Flash, students will be able to create a color changing object with 100% accuracy.

Utilizing their knowledge of Adobe Flash, students will be able to create a Flash movie using motion tweening with 100% accuracy.

Utilizing their knowledge of Adobe Flash, students will be able to create a Flash movie using shape tweening with 100% accuracy.

Utilizing their knowledge of Adobe Flash, students will be able to draw different objects on a canvas with 95% accuracy.

Utilizing their knowledge of inserting textboxes, students will be able to insert a textbox in Adobe Flash with 100% accuracy.

Utilizing their knowledge of animation, students will be able to recognize a Flash object on a website with 95% accuracy.

Utilizing their knowledge of Adobe Flash, students will be able to identify basic buttons on the toolbar with 100% accuracy.

Utilizing their knowledge of exporting, students will be able to export a movie from Flash into Dreamweaver with 100% accuracy.

Utilizing their knowledge of Dreamweaver, students will be able to insert and format a Flash object into Dreamweaver with 100% accuracy.

Utilizing their knowledge of Adobe Flash, students will be able to duplicate a Flash movie example with 95% accuracy.

Given a study guide, students will be able to correctly identify and define vocabulary words with 100% accuracy.

II. Topics and Outcomes

A. Introduction to Flasha. At the end of the lesson, students should be able explain what

animation is. They should be able to understand the concept of frame-by-frame animation and demonstrate the basic functions of Flash. They should be able to identify all basic function buttons within the Flash toolbar. They should be able to identify how to export Flash documents and explain why you would use that function.

B. Falling Leaves Projecta. At the end of the lesson, students should be able to apply basic

Flash skills to a project. They should be able to successfully duplicate a Flash movie using their basic knowledge. They should be able to develop an image in Flash using Shape Tools.

C. Flash DYO (Design Your Own)a. At the end of the lesson, students should be able to design one

Flash object for each webpage for their “About Me” website. They should be able to design an object relatable to the topic of the webpage and also successfully add that Flash object to their webpage by exporting it to Dreamweaver and inserting it to the correct webpage.

III. Vocabulary

1. Animation – The result of many images shown quickly after the other to create the effect of movement

2. Flash – Software used to create a movie file for a website3. Instance – A reference to a symbol4. Key Frame – A frame that contains an image that can be edited5. Layering - A component of Flash that can be compared to images drawn on

transparent sheets of paper placed one on top of another6. Morphing – A technique that turns one image into another7. Motion Tweening – A form of morphing that moves one object from place

to place8. Onion Skinning – Displaying 2 or more frames at the same time to help

position and edit images9. Shape Tweening – A form of morphing that changes one objects shape into

another 10.Timeline - A Flash movie component which correlates images to a

particular moment in the movie

11.Workspace – The gray area around the Stage, which can be used as temporary storage area while working

IV. Individual Difference

The teacher will accommodate for individual differences by:

Providing unit objectives and group discussions while working through guided practice.

Integrate technology into the classroom through computers and internet access.

Provide both verbal and written instructions through guided practice and objectives placed on Welcome screen.

Provide visual aids; show examples of previous project for visual learners.

Covering material at a pace all students can work at comfortably and effectively; those that require more time may use study hall or homeroom periods, tutoring after school is available.

Hands on activities – projects, guided practice ESL students will be seated accordingly so that they may be closely

monitored for difficulties ESL students will have work accommodated to their specific needs; if

extra time is needed it will be permitted only during designated times.

V. Survey Statements/Motivational Techniques

The following methods will be utilized throughout the unit to enhance learning and increase student interest:

1. Guided Practice

Introducing Flasho Students will work with the teacher through guided practice.

The guided practice comes out of the Textbook and takes the students through step-by-step. The students will learn and develop key skills in Flash.

2. Activities

Introducing Flasho Students will design any kind of Flash object. The object must

be at least 30 frames long and contain either motion or shape

tweening. A progress check will be used to grade and students will share their Flash object with the class.

Falling Leaveso Students will work with a rubric and duplicate a Flash movie

shown to them. They will have a still frame image to look at. This movie will require them to draw using Shape Tools and also use layers. The will need to figure out whether to use shape or motion tweening to get the objects to move like the example.

3. Do Your Own (DYO)

Update “About Me” Websiteo Students will create a Flash object for each page within their

“About Me” website. They will need to have some type of Flash movie that is related to the page’s topic and they will need to be able to explain how they created their moving Flash object.

4. Discussion

Flash:o What is Flash?o Why do websites use Flash?o Do you notice Flash when you visit web pages?o Do you think Flash is attractive to the viewer?o Is Flash only used for advertising?o What are some websites that have good/bad Flash objects?

Update “About Me” websiteo Why is it important to keep your website up to date?o Why is adding Flash important to your website?o What does Flash provide to the viewer rather than what your

website looks like prior to this project?o What are some ways you are going to improve your website

with Flash?

VI. Materials Used

Computer with Adobe Dreamweaver and Flash, Internet capability Textbook: “The Web Collection: Flash, Dreamweaver, and Fireworks

MX 2004” Computer with Capability of collaborating with a projector and screen Projector Printer (black and white) Pens/Pencils

Project Examples Pre-Test & Post-Test Handouts

o Pre-Test & Post-Testo “Falling Leaves Project”o “Falling Leaves Project” Rubric

VII. Suggest Evaluation

Class participation Discussion participation Progress checks on activities DYO evaluations (rubric) Extra Credit (If time allows) End of Chapter Exercises

VII. Time Schedule

Day 1 - 6

Lesson Topic: Introducing FlashLesson: 1. Pre-Test – What do you know about Flash?

2. Identify: What is Flash?3. Guided Practice developing students’ understanding and skills of

key termsActivity: 1. End of Chapter ExercisesHomework: NoneEvaluation: Pre-Test outcomes & Completion of End of Chapter Exercises

Day 7 - 10

Lesson Topic: Flash – Falling Leaves ProjectLesson: 1. Identify: Flash Text – What is more important to you? The movement or the text?

2. Falling Leaves Project IntroductionActivity: 1. Falling Leaves Project – students will duplicate a movie shown to themHomework: NoneEvaluation: Post-Test – students will complete a post-test given to them

Day 11 - 16

Lesson Topic: Flash – DYO (Design Your Own) Lesson: 1. Identify: Is Flash attractive to viewers? Should it be used on every

webpage? 2. Review “About Me” websites3. Show examples of improvements of my own website

Activity: 1. Students will create one Flash image for each webpage within their “About Me” website. (Approx. 6 Flash images)Homework: NoneEvaluation: DYO will be graded based on the following: 4 points for each website updated with a Flash object providing the student with a total possible score of 24 points.

Lesson Plans

Lesson Plan #1 - Chapter 7

Title “Introducing Flash”

Duration: 5-6 days

Objectives

At the end of the lesson, the student should be able to explain what animation is.

At the end of the lesson, the student should be able to create a frame-by-frame animation.

At the end of the lesson, the student should be able to demonstrate the basic functions and features of Flash.

At the end of the lesson, the student should be able to identify how to create an animation using shape tweening.

At the end of the lesson, the student should be able to export flash documents.

Standards

This lesson meets the following standards:

PENNSYLVANIA STANDARDS



NATIONAL BUSINESS EDUCATION STANDARDSInformation TechnologyVII. Web Design and Development

1. Level 1-2 Apply appropriate web design concepts Design and create web pages incorporating various types of media Design and create web pages incorporating navigation and linking

CommunicationIV. Technological Communication1. Level 1

Use basic applications (word processing, spreadsheets, databases, presentations, and graphics.

DANIELSONS STANDARDSDomain One: Planning and Preparation

- Knowledge of students- Setting instructional outcomes- Designing student assessment

Domain Two: The Classroom Environment- Creating an environment of respect and rapport- Establishing a culture for learning- Managing classroom procedures- Managing student behavior- Organizing physical space

Domain Three: Instruction- Communicating with students- Using questioning and discussion techniques - Engaging students in learning - Using assessment in instruction- Demonstrating flexibility and responsiveness

Domain Four: Professional Responsibilities - Reflecting on teaching- Maintaining accurate records- Showing professionalism

Beginning Activities

Preliminary Activitieso Setup and test equipmento Work through lesson and exercises prior to classo List overview of lesson on PowerPoint “Welcome”o Assessment of learners

Materials Neededo Computero Adobe Flash and Dreamweaver Softwareo Projector

o Textbook (only instructor)

Anticipated Difficulties and Solutions

Difficulties Solution

Computer Malfunction Refer to alternate lesson

Assessment of Learners Difficult Students will be encouraged to help each other while working through guided-practice

Methods/Media Guided Practice using textbook, projector, and Dreamweaver and Flash Software

BODY OF LESSON

Introduction

What is Flash?o Used to create movies for websiteso Button, animated texto Can be created directly in Dreamweaver

http://www.youtube.com/watch?v=CEQTnnIXdso

Development

Students will learn and apply key elements in Dreamweaver and Flash through guided practice:

o Create Flash Buttons in Dreamweaver

o Arrange Flash Buttons in a Web Page

o Use Flash Movie Files

o Create Flash Text in Dreamweaver

o Flash Tool Panelo Create a Flash

movie

o Frame-by-Frame animation

o Editing techniques

o Export a Flash document

o Shape and Motion Tweening

o Create symbolso Layers

http://www.youtube.com/watch?v=CEQTnnIXdso

o Animating Texto Importing Sound

and Video files

Application

Students will apply their previous knowledge of Dreamweaver and combine them with their newly developed skills by:

o Guided Practiceo End of chapter Exercises

Review

Students will review by completing exercises at the end of the chapter

Evaluation

Students will be evaluated by completion of exercises along with progress checks

Homework: None

Reflection of the Lesson

This lesson went really well. The students became thoroughly excited once they started to see all the different things you can create in Flash. I think the YouTube video helped, although I would like to find a more interesting one. The video I used was kind of dull, and didn’t really show the students all the different things to develop with Flash. I also think I would direct them to specific websites to show them the different ways website designers use Flash. I also would stress the importance of Flash not only being used for advertisements on websites but also ways to display pictures and grab the viewer’s attention.


Title “Flash – Falling Leaves Project” Duration: 3-4 Days

Objectives

At the end of the lesson, the student should be able to apply basic Flash skills to a project.

At the end of the lesson, the student should be able to design a movie in Flash.

At the end of the lesson, the student should be able to develop an image in Flash using shape tools.

At the end of the lesson, the student should be able to produce a Flash movie similar to the example provided to them.

Standards









DANIELSONS STANDARDSDomain One: Planning and Preparation

- Knowledge of students

- Setting instructional outcomes- Designing student assessment






Materials Neededo Computero Adobe Flash Softwareo Projectoro Textbook (only instructor)




Assessment of Learners Difficult Students will be encouraged to help each other

Methods/Media Guided Practice using textbook, projector, and Flash Software

BODY OF LESSON

Introduction

FLASH texto What is more important to you?

The movement or the text? Why?

Development

Post-Testo Students will complete post test for a gradeo Post test will contain the same information as the pre-test

Application

Students will apply their knowledge of Flash by successfully completing Falling Leaves Project

o Students will work independently o Rubric will be provided prior to beginning of project

Review

Students will review basic Flash concepts prior to the day of this lesson/project

o Students should feel comfortable and confident with Flash basic skills before starting this project.

Evaluation

Students will be evaluated on completion of project guidelines stated on rubric

Homework: None


This lesson did not go exactly how I had hoped. Because of network issues between the school’s server, along with the complications of Windows 7 with the version of Flash we have on our computers, many computers kept freezing multiple

times. The freezing of the computers caused the students to become frustrated, but I quickly pointed out that these issues do happen, so we worked on a solution together. I think next time I may just allow them to design their own projects instead of duplicating this project. While it was a good idea and many students still worked hard to achieve the correct outcome, many students allowed their frustrations to get the best of them and quickly shut down their motivation.


Title “Flash – DYO (Do Your Own)”

Duration: 5-6 Days

Objectives

At the end of the lesson, the student should be able to apply basic Flash skills to a project.

At the end of the lesson, the student should be able to design a movie in Flash.

At the end of the lesson, the student should be able to develop a Flash object relating to their “About Me” website from Chapter 4.

At the end of the lesson, the student should be able to explain how they created their Flash movie object.

At the end of the lesson, the student should be able to demonstrate how to add their Flash movie to their “About Me” website from Chapter 4.

Standards









DANIELSONS STANDARDS

Domain One: Planning and Preparation- Knowledge of students- Setting instructional outcomes- Designing student assessment






Materials Neededo Computero Adobe Flash Softwareo Adobe Dreamweaver Softwareo Projectoro Textbook




Assessment of Learners Difficult Students will be encouraged to help each other while working through

guided-practice

Methods/Media Guided Practice using textbook, projector, Dreamweaver and Flash Software

BODY OF LESSON

Introduction

Have the students look at different websites containing Flasho What does Flash bring to the webpage?o Is it attractive to viewers?o What are some different ways to use Flash?

Development

Students will view their “About Me” websites from Chapter 4o Discuss what ways Flash could improve their websites

Application

Students will apply their knowledge of Flash by creating one Flash image for each webpage within their “About Me” website (6 Flash images)

o Students will work independently

Review

Students will review basic Flash skills by creating their Flash movieso Each webpage will have to have a Flash movie, so students will

be practicing/reviewing their skills repetitively

Evaluation

Students will be evaluated on completion of Flash movieso A due date will be set, those who aren’t completed by the due

date will receive deduction points Homework: None


The students really impressed me with this project. I think I would rather use this project instead of the Falling Leaves project. This project allows the student to use their own creativity which they clearly enjoyed. I’d give them more time to design their Flash movies because many students felt they could have created more elaborate things given more time. I would rather the students enjoy the project and give 100% than rush them through a skill that is important.

Assessment of Student Learning in Inclusive Setting

Assessment of Student Learning in Inclusive Setting

For the pre-test of this unit, I decided to test the students on their

vocabulary of the different elements used in Adobe FLASH. Because of network

issues, I provided the students with a paper-version of the exam, having the copies

prepared for the students prior to the beginning of class. Each student was given

a paper-based test and asked to answer the questions using pencil. When

completed, the students were to hand in the test to their Period’s turn-in bin.

Students Pre-Test PercentA 12 60%B 4 20%C 10 50%D 8 40%E 18 90%F 10 50%G 10 50%H 12 60%I 14 70%J 12 60%K 10 50%L 10 50%M 16 80%

Possible Points 20

The students did not seem to have any prior knowledge of Adobe Flash software,

which is pretty common for a high school student. Many of these students come

from homes that do not have computers, so this is all new software to them. It was

clear from the pre-test that I was going to need to start from the very beginning of

what Flash is and where it is found. I decided that in order for the students to

understand what Flash is used for, they were going to have to recognize why Flash

is used and also what it looks like.

Formative Assessments:

The formative assessment worked with exercises at end of the chapter from

the textbook. The exercises tested students on their basic skills in Flash. They

were required to create both shape and motion tweening objects. The students

also learned how to import sound into a Flash movie. I offered my assistance when

needed, but directed the students to answering their own questions by probing

questions back to them. I stressed how important completing this work with great

accuracy was because they would need to understand these skills for upcoming

projects.

During guided practice prior to this assessment, I continually asked students

if there were any skills that they wanted reviewed. Many took the opportunity to

review during this time to obtain a better understanding of the skills being taught.

Those students who understood the skills received a 100%.

Students Exercises 3,4,5 PercentA 15 100%B 10 67%C 10 67%D 15 100%E 15 100%F 15 100%G 15 100%H 15 100%I 10 67%J 15 100%K 10 67%L 15 100%M 15 100%

Possible Points 15

There were neither special needs students nor an English Language

Learners (ELL) in this class. I do have two students who are gifted. I keep

enrichment activities for those students who complete projects before the majority

of the class is over, but this class tends to all work at the same pace. I make sure

to place those gifted students next to those students who are struggling, and they

willingly help those who need it. I make it clear that all directions and step-by-step

instructions are provided to them at all times by referring to the textbook and I

encourage students to refer to that help whenever needed.

Alternative Assessments:

The alternative assessment was made up by assigning students a DYO (Design

Your Own) project. I developed the idea to allow the students to express their own

creativity and improve their “About Me” websites that they had developed back in

Chapter 4. The students were to create at least one Flash object/movie for each of

their web pages within their “About Me” site. That would bring them to a total of 6

Flash objects for their 6 pages. They were allowed to design anything they

wanted, but it had to be related to the specific page’s topic. For example, if they

were talking about their favorite movies, they needed to design some kind of text

or pictures moving then export and insert into Dreamweaver. This required the

students to remember where to store their images and files and how to

manage/site websites in Dreamweaver.

Students Updated About Me PercentA 24 100%B 12 50%C 24 100%D 24 100%E 24 100%F 0 0%G 24 100%H 24 100%I 16 67%J 24 100%K 24 100%L 24 100%M 24 100%

Possible Points 24

There were two students who had not completed their “About Me” website

which caused them to lose points on this project as well. Both of these students

were given multiple opportunities to complete their “About Me” site, but the

deadline date had passed so they will be penalized for their lack of effort in this

continuing project. Also, one student is out on medical leave for multiple weeks at

a time and has yet to complete this activity. Overall, those students who put in the

time and effort received the grades that they worked for.

Post Test Assessments:

The post test that the students took was exactly the same as their pre-test. I

debated a lot on whether or not to make an entire new test, but because of the

results of the pre-test I felt like they deserved a second chance to correctly

complete the test. I did not tell the students that the test was going to be the pre-

test they took, but many students did not notice anyway. Because of the amount of

work in between the pre-test and the post test along with the time frame I felt it

was fair to provide them with the power to show me that they actually learned the

terms and knew what each function did. I feel happy with the results of this Post

Test. I think the reflection on the student’s scores is appropriate for the kind of

effort each student put in throughout the unit.

Analysis of Student Learning

Students Post Test PercentA 18 90%B 20 100%C 14 70%

Individual Student Learning

Student A

Student A is a good student. She is always willing to answer questions and rarely

misses points on assignments or in class projects. Although she does lose focus on

some occasions, she recognizes this and tries her best to stay on task. She enjoys

Unit Plan GradesStudents Pre-Test Exercises 3,4,5 Updated About Me

A 18 15 24B 20 10 12

working and is always prepared when the bell rings to begin class. Student A

received a 95% in the unit.

Student B

Student B is a bit touchy and seems to have his good days and his bad days. He

gets very frustrated when he does not understand what is being taught but has

been caught many times not paying attention. He seems to only do the bare-

minimum but sporadically has days where he goes above and beyond what I ask

him to do. He received a 78% in this unit, which I believe is a fair reflection of

what he put into the class.

Student C

Student C seems to only to the minimum to get his work done. He sometimes does

not even complete all the requirements of the project/assignment. He has to

constantly be reminded to stay on task and to stay off of computer games. Because

of this he loses participation points frequently, but those will not take effect until

the end of semester grades are calculated. When he tries he is able to accomplish

tasks at hand fairly well, but he allows others to keep him off task easily. Student

C is receiving a grade of 78%.

Student D

Student D came into this class later in the semester. He caught up extremely fast

and is always on task. He is a quiet student who does not talk much, but is not

afraid to ask for help when it is needed. It is hard to tell if he enjoys the class or

not, but he rarely misses points on any assignment. Student D received a 95% for

this unit.

Student E

Student E is one of my gifted students. He is very passionate about the class and

hopes to pursue a career in website development in the future. He is always

willing to go above and beyond what I ask of him and has even shown the class a

few skills that both I and my cooperating teaching were unaware of. He is an

extremely intelligent student who rarely misses any points on a

project/assignment. This student received a grade of 100% in this unit.

Student F

Student F is a brilliant student. However, because of medical reasons she has only

been in class for about 2 weeks total this entire school year. When she is present,

she accomplishes more than most students. She is a self learner and really works

hard when she is in school. Because of her attendance issues, she received a 54%

in this unit. However, she will have the privileges to make up this work whenever

she is present in school.

Student G

Student G is a very dedicated worker. She rarely misses any points, but does have

her moments of putting in 100%. She is constantly helping those students around

here who need help which is a great characteristic to have in one’s self. She works

well independently and that is why she received a 100% in this unit.

Student H

Student H is one of the most dedicated workers in this class. She sits and works

bell to bell, even if she finishes something early. She thoroughly enjoys designing

Flash objects and she has excelled on a daily basis. She has a true talent for Flash

and has come up with some very creative designs. She always makes sure she is on

the right track when it comes to assignments and projects which is why she

received a 100%.

Student I

Student I is a bright student who gets distracted easily. The work that he puts in is

the minimum of what is expected but it is clear from his class participation that he

has the knowledge to become better. I encourage him daily and let him know

when I think he could improve on something. I think he is the type of student who

just needs a little extra motivation to get through an assignment/project. Student I

received an 84% in this unit, which could have been higher if he worked toward his

full potential.

Student J

Student J is a gifted student who consistently needs reassurance that she’s

completing the project/assignment the correct way. If someone needs help in class

she is right there willing to give them some pointers. She gets excited about topics

learned in class and really enjoys the web designing part of this class. She comes

up with some great ideas when it comes to websites and if very dedicated to her

work. Student J received a 100% in this unit which is a true reflection of her hard

work and dedication.

Student K

Student K is a very quiet girl who struggles to learn many of the tasks. I always

noticed her becoming lost while I was guiding the class through practice and I

always took the time to help her individually. She surprised me sometimes with

her work. Some days the work she gave me showed that she did not put much

effort into it. Other days she worked hard and the outcome showed. Because she

fluctuated in the effort she gave she received an 84% which is a good reflection of

her work.

Student L

Student L is a hard working individual who enjoys web design. She gets stuck on

some skills but is not afraid to ask for help. She likes to receive reassurance that

she is completing a project correctly before she really gets into it. Student L also

has stayed after school on more than one occasion to work on her

assignments/projects to make sure they were completed before the due date. This

dedication is truly reflected by her 100% in this unit.

Student M

Student M is very intelligent and very hard working. He came into the class late,

but has picked up all of the skills in a fast pace. He is a perfectionist when it comes

to his work and is not shy about showing off his creations. He really enjoys

showing students what he creates and is more than willing to help them create

something similar so that they comprehend the skill correctly. With all of his

precision and rarely missing points on anything, a 100% is a true reflection of

Student M’s hard work in the classroom.

Interpretation of ResultsOut of the 13 students in my Web Design class, I feel that their grades fairly

reflect the amount of work they put into each of the projects and pre/post test. The

scores from the pre-test to the post test were outstanding, mainly because the

students had no prior knowledge of Adobe Flash. Those students who still missed

some questions on the post test were easily recognized because they did not study

and did not ask questions when the review was taking place.

I received a lot of positive feedback from the students letting me know they

really enjoyed this unit. They very much enjoyed designing their own Flash images

for their “About Me” websites. Almost all students shared their newly updated site

with the entire class and you could see the sense of accomplishment on their faces

as they showed off their site to their peers. Only one student did not want to

share, but that was because she did not complete the project and knew that hers

was not of the quality of the rest of the class. She was offered tutoring times

multiple times during the project but refused to come to any of them, so her

project reflected the time and effort she put into it.

I have realized through this unit that students really enjoy being able to use

their own creativity. It is not always about giving them so much structure that they

can’t let their own individuality shine through. Some of my students’ best work

throughout this unit was Flash movies/objects they created having no

requirements. They were allowed to design anything they wanted to, school

appropriate, and their designs amazed me.

Reflection of Teaching Effectiveness and Professional

Growth

Danielson’s Domains

Planning and Preparation

1. All computers equipped with Adobe Dreamweaver.2. All computers equipped with Adobe Flash.3. Each project was reviewed by me a week in advance.4. Each project was again reviewed by me the day before the lesson.5. 15 Copies of each handout placed in my own personal Web Design Folder.6. 15 Copies of the pre-test and post test placed in my own personal Web Design Folder the day before they were administered.7. Growth of teacher/student relationships8. Understanding concepts – I was able to relate the content to student’s everyday lives.

Planning and Preparation is the key to any part of a unit or lesson plan. I

went through each activity a week before teaching the students so that I

understood what I was going to be teaching them. I also wanted to work out any

kinks or errors that either I or the textbook may have made so that when I taught

the class I was prepared to correct those mistakes. I have learned from many

observations and my own personal experience to be prepared well in advance, as

well as refresh your memory on what you will be teaching prior to every day. I

also caught one or two errors the 3rd time reading through one an assignment, so I

feel very strongly about doing so. I also came to a quick realization that I had an

unrealistic time frame for many projects when I first started making lesson plans.

Because I prepared so far in advance, it was easy for me to push certain topics

back and also bring others forward that fit more appropriately in another topic

area.

The Classroom Environment

1. Objectives clearly stated on the projector screen – “Welcome Screen.2. Briefly explained what was to be covered in the next day’s lesson.3. Created a welcoming, warm environment for all students.4. Rules were explained the first few days of class; If they were broken they were reinforced and those who needed were disciplined appropriately.5. Students did not need to raise their hand at all times; this allowed a free form of discussion to take place many days and students felt comfortable participating.

A classroom environment is what makes or breaks some students. I also

believe it is just as important as the objectives that the teacher is working to

accomplish. The students always enter the classroom with a happy, positive

attitude. Because this class has been taught by me since the first day of school this

year, they felt comfortable asking me questions when they needed help and some

students enjoyed sharing stories about their lives with the rest of the class. Even

though the work was sometimes tedious to some, their attitudes about the class in

general always stayed positive and that impacted everyone else around them to

feel the same way.

Instruction

This domain was used when I was planning the activities, projects, and

assessment for the students. I made sure that I was flexible when it was needed

and also made sure I was delivering the content in a reasonable manner. Some

elements I had to slow down and really make sure the students understood what

was being conveyed to them, other elements I quickly moved through. I also made

sure that the directions I communicated to the students were clear and precise. I

provided rubrics whenever necessary so that the students knew what was

expected. There was one project whose due date was adjusted to provide the

students with an amount of time that was suitable to all of them. I did not want the

students to have any anxiety about their projects which is why I allotted extra time

for students to work on the project. If students became confused while working on

the exercises, I took a step back and reviewed that skill with them to refresh their

memory and answer any questions they may have had.

Professional Responsibilities

1. I completed reflections on each daily lesson stating what the pros and cons of the lesson were.2. I made sure all assignments were graded in a timely manner and returned to students.3. I made sure all students had an equal amount of time to make up work – All students were provided with the same extended due date if it was granted.

4. I conducted myself professionally by my clothing, language, and attitude towards teaching. 5. I kept my grades and attendance records up to date – grades were entered as soon as the assignment was graded and attendance was kept for every block every day. 6. I attended Faculty Meetings as scheduled.7. I attended In-Service Days.8. I attended and participated in Parent/Teacher Conferences.

Being able to conduct myself in a professional manner was no problem for

me. I attended each faculty meeting, whether or not the information pertained to

me, as they were scheduled. I also attended department meetings and

participated in discussions about improving the Business Education department. I

was able to participate in Parent/Teacher Conferences and got to speak about

students in a professional manner which was a great experience.

Most Successful Classroom Activity

I believe the most successful classroom activity that the students completed

in this unit was their updates to their “About Me” websites. The students blew me

out of the water with the amount of skill they obtained throughout the guided

practice, exercise practice, and the Falling Leaves Project. They were very

passionate and excited to work on this project when they walked into the

classroom those few days and that spoke volumes to me as a teacher. I believe the

students enjoyed this project because it allowed their creativity to shine through

and it also allowed them to make their websites look more advanced.

Most Unsuccessful Classroom Activity

The most unsuccessful classroom activity in this lesson was the Falling

Leaves Project. I thought they were going to really enjoy this project, but the

server and compatibility issues with the school’s computers/software really

discouraged many of the students. The students became frustrated easily

throughout that project, which did not allow them to feel any motivation towards

working on the project. In the future, I would either get rid of this project all

together, or change it to another outcome with similar requirements as the original

guidelines.

Professional Growth

Since I began student teaching at Derry Area High School, I have learned

many different things about both myself and my teaching style. I have learned that

you can never be too prepared for lessons. At first I was barely making the 40

minute time lot for the class, but quickly learned that I needed to over-prepare for

classes, and that it was okay to spill into the next day. I realized that it was better

to push back other lessons than to simply skim the topics that I wanted to teach.

I also learned that I have a creative side of myself when it comes to

designing lessons. Most classes that I have taught during my student teaching

were taught from the textbook, but there were two classes that I taught that did

not use textbooks. In Publisher, they have half of the semester learning about

Entrepreneurship. This section is not taught by a textbook, which meant I had to

develop my own lessons and activities. I really enjoyed developing the curriculum

on my own and was surprised at the reaction of the students. The students were

participating more than usual and I was even told by some students that they were

really enjoying the activities. This boosted my confidence because I now knew that

I was capable of developing successful activities and curriculum without a textbook

in front of me.

I learned that I needed to be very flexible and recognized that no classes

were the same. Each class had a different atmosphere which I did not know prior

to student teaching. I also learned that the pace I planned to cover material was

not always going to be realistic. Some students needed extra help, and sometimes

the class just got confused, so it was important to recognize when that was

happening and take a step back.

Goals for Improvement

Because teaching is a life-long learning job I hope to attend conferences and

participate in extra-curricular activities. I hope to attend conferences and web

seminars that will further improve my knowledge of Business Education as well as

various other topics relatable to the classroom. I also hope to incorporate many

DYO (Design Your Own) projects within lessons. Students really enjoy those

projects more than the routine textbook exercises and it allows their creativity to

be present within their hard work. I want to better myself every year as a teacher.

I want to have more real life examples to provide to students, and also learn more

about them and their interests to try to incorporate what they enjoy into my

lessons/projects.

Appendix

Met Expectations – Pre-Test

Did Not Meet Expectations – Pre-test

Met Expectations – Post Test

Did Not Meet Expectations – Post Test

Falling Leaves Project Directions

Falling LeavesAdobe Flash Project

1. Drawing a leaf

Use the line tool to draw a straight horizontal line on your stage.

Use the arrow tool to bend this line up.

Use the line tool to draw a horizontal line to connect the two ends of the curved line.

Use the arrow tool to bend the straight line down to make the bottom of the leaf.

Use the line tool to make a stem.

Use the arrow tool to bend the stem to a curve.

Select the fill paint bucket and outline color to a shade of brown.

Draw a line down the center of the leaf and bend it a little.

Draw in straight lines from the leave spine to the edges.

SAVE YOUR WORK! Save to My Documents<Web Design<Chapter 7 Use the arrow tool to highlight your drawing and click Insert<Convert to symbol.

Create a new symbol called “Falling Leaves”

2. Making Falling Leaves Movie Clip

Open your library and drag the leaf symbol into the falling leaves symbol. Insert key frames in frames 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, and 60. SAVE YOUR WORK! Use your arrow tool to move your leaf in frame 5

to the right side of the screen and down a bit. Move frame 10 to the left and down more. Frame 15 should be to the right and down more. Continue to move leaves down the stage where

the key frames were inserted. Pivot the leaves using the arrow tool and the

rotate option to rotate the leaves slightly on one side.

On frame 60, set an effect on your leaf as alpha = 0.

SAVE YOUR WORK! On frames 1, 5, 10, 15, 20, 25, 30, 35, 40, 45, 50

and 55, set the tweening on the frames panel to be Motion Tween.

Duplicate the falling leaves movie clip. Open the falling leaves copy. Click on the timeline numbers and add frames by hitting the F5 key in random places. Duplicate the falling leaves movie clip again. Open this clip and add frames for the clip randomly again. Continue duplicating clips until you have 10 leaves falling down. Add frames to those clips randomly, so that no two leaves have the same path when they

fall down. SAVE YOUR WORK!

3. Constructing your movie

Place your falling leaves movie clip and its copies just above the stage of your main scene.

You may want to flip some over horizontally by clicking modify<transform<flip horizontal.

Every third clip, apply a tint effect on the effects panel where the color is yellow with a value of 40%

Every other third clip make the effect value red and give it a value of 27%

Add the image of the jack-o-lantern found in A108<Student File<Web Design. Place the image on the bottom of the stage, so that the leaves will fall towards the jack-o-

lantern. SAVE YOUR WORK! Make sure your status bar is in Frame 1 and hit the Enter key. Your movie should look similar to the image below, except yours will be animated!

o Your pumpkin image will be different.

Work Sample – Jessica AllenDerry Area High School

Web Design Fall 2011

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