Teacher Work Sample BOE Response Info... · Web view12.14.1 Accounting Cycle – Apply the...

Teacher Work Sample

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Table of Contents

2Instructional Setting/Contextual Factors

4Assessment Plan

4Introduction

4Objectives

5Pre- and Post-Assessment

6Copy of Pre- and Post-Assessments

10Description of data analysis of pre-assessment data

11Instructional Plan

11Learning Objectives

11State, Core, or Professional Standards

12Lesson Plan 1

15Lesson Plan 2

16Description of data analysis of post-assessment data

19Instructional Decision-Making, Reflection, and Self-Evaluation

Instructional Setting/Contextual Factors

Valentine Community Schools is located in Valentine, Ne., which is in north central Nebraska, 10 miles from the South Dakota border. The district is made up of six rural schools, an elementary school (K-5), a middle school (6-8), and a high school (9-12). I am doing my internship in the high school that has approximately 225 students enrolled. Many of the high school students live outside of Valentine and drive to school each day.

Valentine has a population of about 2775 people and is made up of 85.8% Caucasians and 8.8% Native Americans with the remainder being other races. The estimated median household income for Valentine is $42,000 and the unemployment rate is 2.8%. The Valentine community seems to be very stable with many new smaller businesses opening their doors. The Board of Education is made up of citizens from different occupations, so I feel that the community supports education and is concerned with the student’s education.

Valentine is known for their tourism. People come from miles away to tube or canoe down the Niobrara River. We also have the Merritt Reservoir 25 miles south of town that has a lot of summer campers and fishermen. The dam is also the hot spot for ice fishermen in the winter.

I am student teaching in the Business department. The classes that are taught in my classroom are Information Technology 1 and 2, Personal Finance, and Introduction to Marketing. Info Tech 1 is made up of freshmen and a few upper classmen. This class is required to graduate from Valentine High School. The students in Info Tech 2 and Personal Finance are 10th-12th graders. Intro to Marketing is a pretty advanced class with juniors and seniors. Since this is the technology room there are 30 computers set up on tables in the classroom. There is an Epson projected that can be connected to a computer so that the students can follow along. This is also nice when the students do a presentation. We have a distant learning student in Marketing so there is a cart with a large television and the equipment to operate that.

The classroom rules and routines are very clear and easy to understand. The routine for entering the classroom is: “Come into the classroom, get a book off of the shelf, sit at your assigned seat, log into the computer and prepare to start working.” This is the routine for each class, but the freshmen are still learning this. Some of the rules are:

1. They can chew gum as long as the teacher doesn’t see it or hear it.

2. Keep your hands to yourself. Do not touch other people or their property.

3. Each student starts out with 5 daily points and every time they are told to be quiet or get busy, they lose a point.

It would be so easy if every student learned the same way and they would all be at the same spot on a lesson at the end of the class period. But in the real world that is not how it works. When planning lessons I must take into consideration that every one learns differently and at a different pace. The lessons are planned so that everyone has enough time to finish. Some of the students are done with the lesson before others so they can work on another subject or sit quietly and read a book.

There are two class periods of Personal Finance which are Period 1 (first thing in the morning and Period 8 (last class of the day). Because of this, the students act a little different as far as learning and attitudes. The morning class has students that are not morning people so they are hard to keep awake and on task sometimes. By the end of the day, some of the students in that class are so wired that it is hard to keep them focused. The Personal Finance classes consist of 22 Caucasian and 4 Native Americans that are in the 10th-12th grades. The students have IEP’s and are then determined as to whether they qualify for special resources. There is a wide range of learning levels in these students. All of the students have the ability to do the work required and are given the chance to learn the material the best way they can. We do not have any students that have an IEP that requires resource services in the Personal Finance class. If this situation would change, the school provides paraprofessionals that accompany the students during class and assists them as directed by the resource department. We would make accommodations for the students as needed according to their IEP.

Most of the students have had in Information Technology class that has prepared them to use the computers which will be used to work with financial forms. These are upper level classmen so their work and study ethics should be in place by now. There are a few of the students that do not apply themselves as much as they need to and their grades are showing it.

These students come from varied backgrounds and very different home lives. A couple of them are children or grandchildren of well to do families in town and they have the upbringing to always try and do their best. And then on the other end of the scale, some of the students come from broken homes and the parents are not always around to make sure that they get to school on time if at all or don’t even bother monitoring their child’s grades. This difference doesn’t seem to impact the lesson planning as much as the students’ responsibility for their grades.

The material for this unit was a combination of both, my coordinating teacher and myself. Mrs. Buurman has a set schedule as to how she flows through the units. When we taught this unit I used some of my own lessons that tie into hers.

Assessment Plan

Introduction

Students will complete a unit entitled “Red is Not My Color.” During the course of this unit students will learn how transactions are analyzed in T-accounts with debits and credits. They will learn how different accounts increase with a debit and decrease with a credit, as well as some decrease with a debit and increase with credit. They will learn concepts of solving business problems using percentages and the importance of team work. The students will learn about the accounting cycle and all necessary aspects of accounting for their age level. Banking is another area that we will cover that involves writing checks and balancing a check register. Another important area that we will cover is the information that they need to know in order to rent a place to live.

This unit will take two weeks to complete. The class periods are 50 minutes long for five days a week.

Objectives

· Students will be able to recognize the concept of solving business problems using percentages.

· Students will be able to define accounting vocabulary and business skills used in accounting.

· Students will be able to explain the purpose of the accounting system.

· Students will be able to apply each step of the accounting cycle.

· Students will be able to define and use Generally Accepted Accounting Principles (GAAP).

· Students will be able to apply the theory of debit and credit to the accounting equation.

· Students will be able to complete a T-account worksheet by analyzing business transactions into credits and debits.

· Students will be able to define accounting vocabulary used in T-accounting.

· Students will be able to define financial vocabulary.

· Students will be able to define a business transaction.

· Students will be able to demonstrate check writing skills.

· Students will be able to illustrate all six parts of completing a check.

· Students will be able to generate a deposit slip.

· Students will be able to practice team work.

Pre- and Post-Assessment

I will use the pre-assessment to determine the knowledge that the students have about our Personal Finance and Accounting unit. Then I will take the information from that assessment and adjust the lesson plans as needed in the areas that the students need to expand on. The post-assessment will be the same test as the pre-assessment and it will be used to find out how much of the information the students retained from the lessons and if there is an area that I will need to re-teach.

I will score both test with the same point system of 50 points. The only difference will be that I will not record the pre-assessment as a grade and the post-assessment will be recorded as a quiz grade.

The quiz questions and objectives are developed from all of the chapters in the unit, so after analyzing the pre-assessment I will be able to determine if more time is needed on certain chapters. To determine if the learning objectives have been met, I will expect the students to get a score of 85% or above on the post-assessment which will show that the students have met the learning objective with 85% accuracy.

Measuring and accurately reporting the level of each student’s academic achievement is of critical importance to students, parents, staff, the board of education and community. The following is the grading scale for Valentine High School.

A93-100

C77-84

F69 and below

B85-92

D70-76

INC

Incomplete

A grade of zero is not accepted on any assignment at any level.

The formative assessment for Lesson 1: T-Accounts will be to log into the Quia website and play the matching, concentration, and word search games. These online computer games will help the students strengthen their vocabulary of T-accounts. They will also practice filling out a T-account worksheet that will aid in their understanding of how the T-accounts work. In Lesson 2: Writing Checks and Check Registers, students will fill in their blank check and check register worksheets during class and practice writing checks on their own for homework as the formative assessment.

There were no modifications needed after seeing the results of the formative assessments in the lessons. The students seem to have grasped the information.

As I said earlier, we do not have a student that requires resource assistance, but there is one student in the Personal Finance class that needs a little extra time taking tests. After discussing this situation with the parent, Mrs. Buurman decided to make the adaptation for her to leave the room and she can also have extra time to understand the questions.

Copy of Pre- and Post-Assessments

“Red is Not My Color”

True or False: Circle the correct letter. 1 point each

1. T or F A bank will accept a postdated check.

2. T or F Credits will always increase an account.

3. T or F It is not necessary to have a business plan when starting a new business.

4. T or F Deposits in your checking account need to be recorded in your check register.

5. T or F When deciding on an apartment to rent, utilities do not have to be considered.

6. T or F Agriculture is one of the leading businesses in Nebraska.

Matching: Please fill in the blank with the correct word. 2 points each

T-account

voided debit

credit

chart of accounts

contra account

signature line

1. A list of accounts used by a business. _______________________________________

2. An amount recorded on the left side of a T-account. ____________________________

3. An accounting device used to analyze transactions. _____________________________

4. An account that reduces a related account on a financial statement. ________________

5. If a mistake is made when writing a check, it must be ___________________________

6. An amount recorded on the right side of a T-account. ___________________________

7. You sign on this to validate the check. _______________________________________

Multiple Choice: Select the best answer to each question. 2 points each

1. What is 28% of 2653? (round)

a. 650

b. 803

c. 743

d. 750

2. The accounting device used to analyze transactions is called

a. a T-account.

b. a credit.

c. a debit.

d. an income statement.

3. 4435 is 25% of what number?

a. 18,000

b. 17,250

c. 16,955

d. 17,740

4. The ________ is in the lower left-hand corner of the check.

a. signature line

b. account number

c. amount line

d. endorsement

5. What does GAAP stand for?

a. Generally Accepted Applied Practices

b. Go Anywhere And Play

c. Generally Accepted Accounting Principles

d. Good Accounting Application Practices

Directions: Using the following instructions, fill out the checks, deposit slip, and balance the check register. 20 points

You have a beginning balance of $200.00. You purchase groceries at Albertson’s on November 13, 2011, for $42.63. Next, you receive a check on November 14, 2011, for $20.45 and deposit it into your account. Finally, you write another check to Mervyn’s on November 15, 2011, for the shirt you buy that costs $35.10. Please fill out the checks and the deposit slip completely, and record the information into the check register to indicate your remaining balance.

Description of data analysis of pre-assessment data

I decided to use the first three parts of the test, True/False, Matching, and Multiple Choice, to analyze the pre-assessment data. By doing it this way, there are a similar number of questions for the four learning objective categories. I felt that this would show a more accurate analysis.

After administering the pre-assessment, I divided the learning objectives into four categories: Accounting, Business, Checks, and T-Accounts and put them into a spreadsheet. I added the names of the students in the first column and then entered the number of correct and incorrect answers under each category. After totaling these columns, I calculated the percentage of correct answers in each category. I came to the conclusion that I need to spend more time on the T-Accounts (31%) and the Business (45%) chapters in the unit.

The first lesson is on T-Accounts, so I have decided to spread the lesson over two days. The first day will be spent learning vocabulary and then we will cover how to fill out a T-account chart. I will make the adjustments to the Lesson Plans below. I think that all of the students will learn from the lesson because it has game playing for part of the lesson and students enjoy that.

After visiting with Mrs. Buurman about the results of the pre-assessment, she said that she wasn’t surprised because most of the students have not covered that information yet.

Pre-Assessment

Correct Answers

Incorrect Answers

Percentage of Correct Answers

Accounting

55

49

53%

Business

58

72

45%

Checks

75

55

58%

T-Accounts

32

72

31%

Instructional Plan

Learning Objectives

My learning objectives were developed from the pre-assessment, school’s curriculum, and also followed the state, core, and professional standards.

Lesson 1:

Students will able to complete a T-account worksheet by analyzing business transactions into credits and debits.

Students will be able to define accounting vocabulary used in T-accounting.

Students will be able to apply the theory of debit and credit to the accounting equation.

The students will acquire accounting vocabulary and business skills used in accounting.

The students will be able to define accounting, explain the purpose of the accounting system, and apply each step of the accounting cycle.

The students will be able to define and use accounting terminology and Generally Accepted Accounting Principles (GAAP).

Lesson 2:

The students will acquire financial vocabulary and check writing skills.

Students will be able to write a check with 85% accuracy.

Students will be able to identify all 6 parts of completing a check with 85% accuracy.

Students will be able to prepare a deposit slip with 85% accuracy.

Students will be able to complete a check register recording both checks and deposits with 85% accuracy.

State, Core, or Professional Standards

Lesson 1:

Understand accounting principles and procedures.

A. Apply transaction analysis and vocabulary to comprehend selections.

12.14.1 Accounting Cycle – Apply the accounting cycle to various forms of business organizations.

12.14.2 Analysis – Demonstrate the interpretation of financial statements for personal and business decisions.

12.14.5 Financial Computations – Use mathematical concepts to compute financial transaction.

12.14.8 Planning and Management – Demonstrate accounting procedures and practices related to inventory, control, budgetary planning, and financial statement analysis.

Lesson 2:

Understand accounting principles and procedures.


12.14.0 Accounting Principles


Banking and Financial Institutions

Achievement Standard: Evaluate services provided by financial deposit institutions.

Lesson Plan 1

Day 1

Teacher: Shari Dubry

Class: Personal Finance

Date: September 17, 2012

Unit Title: “Red is Not My Color”

Chapter Title: T-Accounts

State, Core, or Professional Standards: Understand accounting principles and procedures.


12.14.2 Analysis – Demonstrate the interpretation of financial statements for personal and business decisions.



Objectives:

Students will be able to complete a T-account worksheet by analyzing business transactions into credits and debits.

Students will be able to define accounting vocabulary used in T-accounting.

Students will be able to apply the theory of debit and credit to the accounting equation.

Vocabulary to Develop or Enhance: T-account, debit, credit, chart of accounts, contra account, asset account terminology

Transition into Lesson: Teacher will ask students to describe what the word “Personal Finance” means to them.

Motivation: Grades, computer games, understanding their personal finances

Teacher/Student Interaction(s) (Methods): Teacher will discuss with the students personal finance and the accounting terms. Teacher will observe the students while they are working on the computer games.

Special Materials Needed/Distribution and Collection: Hand out worksheet with accounting terms. Discuss terms and meanings together.

Special Technology Needed/Special Setup: Computers with internet access.

Considerations for Challenged Students: There are no challenged students in either of the Personal Finance classes, but if there were, a paraprofessional would be in the classroom to assist students.

Considerations for Gifted/Talented Students: Students are not evaluated in this school system.

Transition Out Of Lesson: Teacher will review the terminology with the students and outline the lesson for tomorrow.

Assessment Will Include Descriptions of the Following Two Items:

Formative: Students will log onto Quia and play the matching, concentration, and word search games. http://www.quia.com/jg/507299.html

Summative: Students will log onto Quia and take the matching terms quiz tomorrow after the lecture.

Day 2





Chapter Title: T-Accounts



12.14.1 Accounting Cycle – Apply the accounting cycle to various forms of business organizations.



Objectives:

The students will acquire accounting vocabulary and business skills used in accounting.

The students will be able to define accounting, explain the purpose of the accounting system, and apply each step of the accounting cycle.

The students will be able to define and use accounting terminology and Generally Accepted Accounting Principles (GAAP).

Vocabulary to Develop or Enhance: Service Business, proprietorship, accounting equation, assets, liabilities, equities, owner’s equity, account, account title, account balance, capital

Transition into Lesson: I will hand out the student outline sheet to each student and tell them that today we are going to be the accountant for a service business.

Motivation: Grades, understanding T-accounts and an introduction to business finances.

Teacher/Student Interaction(s) (Methods):

1. I will use the overhead projector with the outline on the screen for the students to follow along and add notes to their sheets.

2. I will take roll and ask the students to get out a pencil to write with and pass out the outline worksheet which is the Chapter 2 student outline sheet.

3. After the students have the worksheet, I will start the lecture, which is the Chapter 2 teachers outline with answers below.

4. I will answer student’s questions and then have them do the online activities.

Special Materials Needed/Distribution and Collection:

Teacher outline w/ answers Chapter_2_Teacher_Outline_With_Answers.doc

Student outline sheet Chapter_2_Student_Outline.doc

Special Technology Needed/Special Setup: Overhead projector with outline on overlays.

Considerations for Challenged Students: There are no challenged students in either of the Personal Finance classes, but if there were, a paraprofessional would be in the classroom to assist students.


Transition Out Of Lesson: The outlines will be collected and reviewed. I will finish by telling the students that tomorrow we will learn how to report information on a Balance Sheet and they will take the online quiz.


Formative: Students will fill in their outline with information as we go through the lecture and do the online vocabulary activities.

Summative: Students will log onto Quia and take the matching terms quiz. http://www.quia.com/cm/63252.html

Lesson Plan 2





Chapter Title: Writing Checks and Check Register



12.14.0 Accounting Principles


Banking and Financial Institutions

Achievement Standard: Evaluate services provided by financial deposit institutions.

Objectives: The students will acquire financial vocabulary and check writing skills.

Students will be able to write a check with 85% accuracy.

Students will be able to identify all 6 parts of completing a check with 85% accuracy.

Students will be able to prepare a deposit slip with 85% accuracy.

Students will be able to complete a check register recording both checks and deposits with 85% accuracy.

Vocabulary to Develop or Enhance: Stub, void, endorse, debit, balance forward, credit, signature line, check, account number, amount line, register, deposit ticket, reconcile

Transition into Lesson: The teacher will open the lesson with explaining to the students how important it is to know the correct way of writing a check and how to balance a check register. Then I will complete the lesson with the correct way to complete a check register and why it is important.

Motivation: Grades, understanding check writing and check register entry.

Teacher/Student Interaction(s) (Methods): Teacher/Student Interaction(s) (Methods):

1. I will teach the lesson on check writing using the overhead and lecture while the students fill out their worksheets.

2. Discuss the 6 parts of writing a check, discuss the 5 parts of the check, and discuss vocabulary terms the students will need to know.

3. Complete a check for the students on a transparency using the overhead.

4. Review all of the steps for writing out a check, and ask students if they have any questions or comments.

5. I will then teach the lesson on check register using the overhead and lecture while the students fill out their worksheets.

6. Discuss the 8 columns of the check register and discuss why it is important to balance line by line.

Special Materials Needed/Distribution and Collection: Printed out copies of blank checks on worksheets and copies of a check register on worksheets.

Considerations for Challenged Students: There are no challenged students in either of the Personal Finance classes, but if there were, resource staff would be in the classroom to assist students. The overhead would help ESL and multi-cultural diverse students see exactly what we are doing at the same time we are doing it.


Transition Out Of Lesson: After I finish, there will be a time for questions and the homework assignment will be given.


Formative: Students will fill in their blank check and check register worksheets during class and practice writing checks on their own.

Summative: The students will have a homework assignment to practice writing checks and filling out the check register to determine their understanding. These will be graded.

Description of data analysis of post-assessment data

The post-assessment data was analyzed the same way as the pre-assessment by putting the number of correct and incorrect answers into a spreadsheet and figuring the percentage of correct and incorrect answers in the True/False, Multiple Choice, and Matching sections of the test. The check writing and check register was not figured into this analysis.

The post-assessment data showed much improvement over the pre-assessment. I am pleased with the results of the testing when looking at the student’s performance on lesson objectives. My goal was for the students to achieve 85% or better on the first three parts of the assessment. Business and T-accounts fell a little below this line at 83% and 84% with Accounting and Check writing showing 85% and 87%.

As the students worked on the lessons and did the formative assessment work, I felt that they where comprehending the information. As I was monitoring them, there were a few students that needed a little extra support or teaching as they were working on the assignment.

The pre- and post-assessment chart shows the comparison of each individual student (identified with letters). After analyzing the data as individual student information, it was obvious that some of the students understood the information and was able to show that on the post-assessment, whereas others displayed understanding on the formative assessment during the lesson, but didn’t seem to show that on the post-assessment.

A couple of the students that fell below the 85% line are following that pattern not only in this class, but also in the rest of their subjects. There are two students in particular, that no matter how much I worked with them, they didn’t seem to apply themselves. As we were working together, they didn’t have any trouble doing the work, and then when it came time to take the test, they seem to have forgotten everything. Mrs. Buurman said that they are capable; they just don’t study for the test and apply as much effort as they could.

Post-Assessment

Correct Answers

Incorrect Answers

Percentage of Correct Answers

Accounting

88

18

85%

Business

108

22

83%

Checks

113

17

87%

T-Accounts

87

17

84%

Instructional Decision-Making, Reflection, and Self-Evaluation

As I reflect on the lessons in my unit “Red it Not My Color”, I realize that several of the students were totally engaged in the learning process which made their learning path a productive one. These students stayed focused and answered questions throughout the lessons. They seem to always stay on task for the entire class period. Personal Finance is an elective class, so most of the students are in the class because they want to be, not because they have to be. There were a few students that I was asking myself why they were taking Personal Finance. These students did the assignment or attempted to do the assignment, but they never really seemed engaged in what they were doing. As I walked around the room and monitored the students as they worked, I would ask individuals questions and some of the responses I got where, “Just because.” I had several talks with those students and we discussed what Personal Finance meant to them. Somehow they didn’t feel that it had anything to do with them.

After analyzing the pre-assessment data, I realized that I was going to have to spend more time on the lessons then I had originally thought. I thought that most of the students had more of a grasp on business and financial dealing then the pre-assessment determined. So the first instructional decision-making that came from the pre-assessment was to extend most of the lessons over a longer period of time. By doing this, I would be able to spend more individual time with those students that needed it and it would be a step closer to obtaining the learning objectives.

To me, Personal Finance covers things that every person will encounter in the real world. I feel that the students really need to be engaged in the lessons at all time so that they will associate the lesson with how it will affect them later. With this thought, I decided to put more conversation into the lesson so that the students would participate more and hopefully retain the learned information. I feel that if the students take part in the discussion, they are showing me what they are taking from the lesson and then I can decide if we need to go down a different path to get to the learning objectives.

As I was teaching the lesson on T-accounts, it seemed that I had lost every student somewhere in la-la land, so I made a change during the lesson to try and motivate them. The lesson was being taught on the overhead with me lecturing and writing on the overlay. The students didn’t seem to know the answers or they didn’t want to say because they knew I would put the answers on the screen for them as we went along. So I decided to have each student be the ‘teacher’. The students took turns going up to the front of the class and I gave them my copy of the written part of the lesson that told what was supposed to happen in the transaction. Then the student was supposed to ‘teach’ the rest of the class how to work that transaction by putting the information on the screen. It worked beautifully! The students thought it was a lot of fun to be the ‘teacher’ and they seemed to be much more engaged. I felt that by the end of the lesson, the students had met my learning objectives of the T-accounts.

In the check writing and check register chapter, the students all seemed interested in the lesson. The pre-assessment did show that balancing the check register was a place that needed to be covered very carefully so that they could comprehend what the idea of it was all about. So the third instructional change in the lesson plans was to add a field trip to the bank. We went to the bank and the banker talked to the students about how important it is to keep their check register balanced so that they do not get overdraft fees. I think that hearing this straight from the bank instead of through me, made them realized how true it is. When we got back to the classroom and continued the lesson the next day, the students were on task and ready to figure out the process of check writing and balancing check registers. Most of the students had an idea how to fill out a check, but the correct way to write in the amount was a problem for some. Several of the students made the comment that they just use their debit card, so I felt that this was a productive lesson for those students. They also needed to realize how easy it is to swipe their debit card and forget to write it down in the register.

Agriculture is one of the industries in this area so I wanted to work that into a business lesson. After the field trip to the bank, I thought something like that would be a good idea. The problem with a day trip is that you do not see all aspects of the ranching business. I decided to do a virtual field trip. I put together videos of the ranching business that included a cow calving, turning the bull out with the cows, branding time, putting up the hay, and selling the cattle at auction. Afterwards, we discussed what the potential income and expenses would be in a ranching business. I really enjoyed teaching this lesson because I came from an agricultural background and was able to share this experience with the students. The students asked many questions and everyone participated in the discussion. Some of the students came up with expenses that I didn’t think they would consider. One of the learning objectives was to be able to determine business transactions. With this discussion, I felt that this learning objective was met. I feel that the students benefited from a lesson of this type.

One of the instructional activities I did was to have the students go online and play the Quia games that used the vocabulary words in that lesson. All students like games and by playing the games they built their vocabulary in business. After practicing the vocabulary, there was a quiz which was matching, it was also on Quia. This formative assessment showed me how the students progressed toward the learning objectives in the area of vocabulary.

Another instructional activity that seemed very productive toward the learning objectives was having the student’s research places for rent in an area that they would be interested in living. The students had to determine rent and all of the expenses involved in living on their own or with a roommate. They also had to take into consideration their income and other expenses as to what they could afford. The students had fun looking for places to live, which I think contributed to their learning.

The two greatest barriers to learning for my students in this unit were the lack of Personal Finance knowledge that they had and the lack of motivation to learn. As a teacher, I can have an effect on both of these things. The lack of financial knowledge was sort of a wall at the beginning of the unit, but as we went along I was able to tear down that wall lesson by lesson and help the students gain knowledge in this area. After spending a day on “What is Personal Finance?” and “What does it have to do with me?” I feel that most of the students understood how important Personal Finance is in everyday life and that it is something that they need to learn. With this information I am hoping that it motivated them to want to learn more about finances.

As a ‘learning’ teacher, I focused a lot on making sure that my learning objectives were aligned with district, state, or national standards. I feel that the students were given enough time to master the objectives and I also believe that most of them did meet the learning objectives.

If I had this same unit to teach all over again to this same group of students, I would probably incorporate more hands on activities because the students seemed to stay engaged more. With the adjustments that I made in some of the lessons, I feel that the learning outcome was achieved.

Once I become a more seasoned teacher, there will probably be other adjustments that I will decide to make. I think that having a student teacher come into the classroom and take over, puts a little stress on the students. They aren’t for sure how to act or what to say. Mrs. Buurman has been here for 18 years, so having me come in and change a few things was something they had to adjust to.

Student A-Secondary Fall 2012

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Teacher Work Sample�

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Valentine Community Schools

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Personal Finance

Grade 10th-12th

Business

Student Internship

Chadron State College

Fall 2012

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Teacher Work Sample BOE Response Info... · Web view12.14.1 Accounting Cycle – Apply the...

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