Design For Instruction Teacher will now design the instruction for the learning goals provided in previous chapter. How will you teach the learning goals you have designed The following will be discussed At this point you have administered the pre-assessment Remember to include charts to report the findings of the pre assessment Page length 3 + visual organizer Pre Assessment Results Don’t forget to label your responses using subheadings in the TWS outline Discuss what your pre-assessment scores revealed about your students You could discuss but is not limited to: Range of scores for each student showing percentages Be specific about what learning goals you are using ( Question 10, & 12 addressed LG 2 that showed a low percentage (12%) of students that mastered Use charts to show the results/ could show graph for each learning goal Restate learning goals as you discuss results Show target performance set for each learning goal Show lowest and highest mastery of each goal Show graph with mastery of each question for each student Remember your sub headings are Results of pre- assessment ( discussed on the first few pages) Unit Overview- discuss what your unit will include (you may use your outline here of your unit. Explain your unit and alignment with goals. List topics for each day. Include activity for each day Activities – what activities will you use for each unit. Discuss and explain/ Review page 10 of TWS to include explanation of activity Technology – What technology will you use for this unit MUST HAVE Analyzed descriptions of student performance Activities linked to learning goals Identify patterns of student performance Show activity you are doing each day Use visual organizer Describe a minimum of 3 activities using a variety of instructional strategies Analyze student performance related to the goals Show how you will score assessments Show how activity relates to goals What materials are needed for activity Can use scoring rubrics, observation, checklist, rating scales ect. How will you check on student progress Instructional Decision-Making FIVE Describe Modifications Give 2 examples of when student learning or response caused you to modify your lesson Describe in detail the activity that you modified and why Explain why you thought this would improve student learning of the goal. Explain in detail Give a second example of when a student’s learning or response caused you to modify the lesson. Explain in detail Suggested page length 3-4 pages Review page 13 TWS Analysis of Student Learning Teacher uses assessment data to profile student learning giving information about student achievement Now you will analyze data Show performance of whole class, subgroups and individual students Conclusions will be drawn in Factor 7 Focus student achievement Subheadings Whole Cl ...

1. Design For Instruction
Teacher will now design the instruction for the learning goals
provided in previous chapter. How will you teach the learning
goals you have designed
The following will be discussed At this point you have
administered the pre-assessment
Remember to include charts to report the findings of the pre
assessment
Page length 3 + visual organizer
Pre Assessment Results
Don’t forget to label your responses using subheadings in the
TWS outline
Discuss what your pre-assessment scores revealed about your
students
You could discuss but is not limited to:
Range of scores for each student showing percentages
Be specific about what learning goals you are using ( Question
10, & 12 addressed LG 2 that showed a low percentage (12%) of
students that mastered
Use charts to show the results/ could show graph for each
learning goal
Restate learning goals as you discuss results
Show target performance set for each learning goal
Show lowest and highest mastery of each goal
Show graph with mastery of each question for each student

2. Remember your sub headings are
Results of pre- assessment ( discussed on the first few pages)
Unit Overview- discuss what your unit will include (you may
use your outline here of your unit. Explain your unit and
alignment with goals. List topics for each day. Include activity
for each day
Activities – what activities will you use for each unit. Discuss
and explain/ Review page 10 of TWS to include explanation of
activity
Technology – What technology will you use for this unit
MUST HAVE
Analyzed descriptions of student performance
Activities linked to learning goals
Identify patterns of student performance
Show activity you are doing each day
Use visual organizer
Describe a minimum of 3 activities using a variety of
instructional strategies
Analyze student performance related to the goals
Show how you will score assessments
Show how activity relates to goals
What materials are needed for activity
Can use scoring rubrics, observation, checklist, rating scales
ect.

3. How will you check on student progress
Instructional Decision-Making FIVE
Describe Modifications
Give 2 examples of when student learning or response caused
you to modify your lesson
Describe in detail the activity that you modified and why
Explain why you thought this would improve student
learning of
the goal. Explain in detail
Give a second example of when a student’s learning or
response
caused you to modify the lesson. Explain in detail
Suggested page length 3-4 pages
Review page 13
TWS
Analysis of Student Learning
Teacher uses assessment data to profile student learning giving
information about student achievement
Now you will analyze data
Show performance of whole class, subgroups and individual
students
Conclusions will be drawn in Factor 7
Focus student achievement
Subheadings
Whole Class
Subgroups
Individuals

4. Whole Class – use table to show progress of the whole class
Example of headings for table for pre and post test
Student Learning Goal 1 Learning Goal 2
Learning goal 3
% of mastery % of mastery % of
mastery
% of mastery % of mastery % of
mastery
% of mastery % of mastery % of
mastery
And so on…….
Discuss this information. Create a graphic summary showing
any progress students made using pre and post test scores
Subgroups
Select a group characteristic (gender, performance level social
economics, etc. Create a graphic showing student performance.
This is an example.
LG 1 LG2
80% Boy/Girl Boy /Girl
70% Boy/Girl Boy /Girl
60% Boy/Girl Boy /Girl
50% Boy/Girl Boy /Girl
Individuals
Individuals select 2 students that demonstrated different levels
of performance
Describe the student and state why you chose them.
Use pre assessment, formative and post assessment data with
examples of the student’s work. Draw conclusions.
Page Length 4 + charts and student work examples

5. This Photo by Unknown Author is licensed under CC BY-NC
6
Design for Instructions
Name
Department, Institutional Affiliation
Course
Instructor
Date
Design for Instructions
Teacher Work Sample 4 &5
This assignment will be you second turn in for the TWS. In this
section you will Design for Instruction and 5 Instructional
Decision Making.
Design for Instruction - In this section you will have
administered your pre assessment to analyze student
performance and know what you need to address to ensure the
lesson is successful for all students. This is a very important
part of the TWS. What patterns did you find with your students?
You will discuss each learning goal and chart to show student
performance. Then discuss what students were able to do and
what they were unable.
EX: The overall performance of students was much lower than

6. expected. Majority of the students scored below 40% as
indicated by the pre assessment. For goal 1 the students were to
explain what their geographic area consisted of and most of the
students were unable to do so. On question 10 the students did
well. Just describe what you found out and how that will shape
the development of your lesson. How will you continue this
lesson to make sure students are reached at their level? A chart
can be developed here showing the learning goals.
Remember to follow the subheadings and input information as
requested in guidelines. Also look at page length at the bottom
of each factor of TWS
Instructional decision Making is requesting that you show
modifications you made after presenting your lesson. This is a
fairly simple one. Identify the modification and discuss.
Follow the subheadings. This is discussion. Adhere to
directions.
Read throughly your response and follow TWS.
You should discuss your results from your pre assessment and
post here. You w ill use looking for patterns of student
performance. You will need charts in this section. one chart will
be each goal listed showing student performance on each goal.
The second chart will list Monday - Friday and what activities
you will use for each goal. Then you will discuss activities and
student outcomes for each goal. Proof work Percentages must be
reported in this section. You have discussed some of the
activities, but have not charted the information.
2
Mississippi Valley State University

7. Teacher Work Sample
Teaching Process Four
Learning Goals
DESIGN FOR INSTRUCTION
The teacher designs instruction for specific learning goals,
student characteristics and needs, and learning contexts.
TASK
Describe how you will design your unit instruction related to
unit goals, students’ characteristics and needs, and the specific
learning context.
PROMPT
In your response, address the following:
1. Results of pre-assessment. Provide an example from this unit
where you based instruction on an assessment of your students’
past performance. Depict the results of the pre-assessment in a
format that allows you to find patterns of student performance
relative to learning goals.
1. Activities. Describe the following unit activities that reflect a
variety of instructional strategies/techniques, and explain why
you are planning those specific activities:
1. List an example from this unit where different resources are
utilized to accommodate more than one learning style to achieve
the same objective.
1. List an example from this unit where you provide different
presentation methods to accommodate more than one learning
style for the same objective.
1. Give an example from this unit where an assignment has two
or more options to accommodate more than one learning style.
1. Provide an example from this unit where you have matched
resources or procedures with a specific learning style.
1. Give an example from this unit where you differentiated
instruction based on student reading levels.
1. Give an example from this unit where you differentiated
instruction based on student language differences.

8. 1. Provide an example from this unit where you will allow
students to work at their own rate (pace) toward some of the
objectives (two or more) some of the time.
1. List an example from this unit where special provisions are
available for learners who work more slowly than others.
1. Give an example from this unit where students who finish
early are provided content-related enrichment activities.
In your description of each, include how the content relates to
your instructional goals, how the activity stems from your pre-
assessment information and contextual factors, what
materials/technology you will need to implement the activity,
and how you plan to assess student learning during and/or
following the activity.
· Technology. Describe how you will use technology in your
planning and instruction.

9. Design for Instruction Rubric
TWS Standard: The teacher designs instruction for specific
learning goals, student characteristics and needs, and learning
contexts.
Rating →
Indicator↓
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
Score
Alignment with Learning Goals
Few lessons are explicitly linked to learning goals. Few
learning activities, assignments and resources are aligned with
learning goals. Not all learning goals are covered in the design.
Most lessons are explicitly linked to learning goals. Most
learning activities, assignments and resources are aligned with
learning goals. Most learning goals are covered in the design.
All lessons are explicitly linked to learning goals. All learning
activities, assignments and resources are aligned with learning
goals. All learning goals are covered in the design.
Accurate Representation of Content
Teacher’s use of content appears to contain numerous
inaccuracies. Content seems to be viewed more as isolated skills

10. and facts rather than as part of a larger conceptual structure.
Teacher’s use of content appears to be mostly accurate. Shows
some awareness of the big ideas or structure of the discipline.
Teacher’s use of content appears to be accurate. Focus of the
content is congruent with the big ideas or structure of the
discipline.
Lesson and Unit Structure
The lessons within the unit are not logically organized
organization (e.g., sequenced).
The lessons within the unit have some logical organization and
appear to be somewhat useful in moving students toward
achieving the learning goals.
All lessons within the unit are logically organized and appear to
be useful in moving students toward achieving the learning
goals.
Use of a Variety of Instruction, Activities, Assignments and
Resources
Little variety of instruction, activities, assignments, and
resources. Heavy reliance on textbook or single resource (e.g.,
work sheets).
Some variety in instruction, activities, assignments, or
resources but with limited contribution to learning.
Significant variety across instruction, activities, assignments,
and/or resources. This variety makes a clear contribution to
learning.
Use of Contextual Information and Data to Select Appropriate
and Relevant Activities, Assignments and Resources
Instruction has not been designed with reference to contextual
factors and pre-assessment data. Activities and assignments do
not appear productive and appropriate for each student.
Some instruction has been designed with reference to contextual
factors and pre-assessment data. Some activities and
assignments appear productive and appropriate for each student.

11. Most instruction has been designed with reference to contextual
factors and pre-assessment data. Most activities and
assignments appear productive and appropriate for each student.
Use of Technology
Technology is inappropriately used OR teacher does not use
technology, and no (or inappropriate) rationale is provided.
Teacher uses technology but it does not make a significant
contribution to teaching and learning OR teacher provides
limited rationale for not using technology.
Teacher integrates appropriate technology that makes a
significant contribution to teaching and learning OR provides a
strong rationale for not using technology.
Design for Instruction
Results of Pre-Assessment
A 20 question multiple choice pre-test was given to the students
prior to the subject being taught on the constitution. Majority of
the students lacked basic knowledge of the subject but showed
basic knowledge of identifying the branches. As I reviewed the
results, I noticed that most of the class misunderstood the
structure of the United States federal system and how they are
aligned around the Constitution. I guided the class in an
informal discussion of how the branches interact with one
another to maintain a cooperative system. At the end of the
unit, I issued a post-test proving that my instruction methods
were effective and that most students only needed explanation
of the unit.
Date
Topic
Activity
Learning Goals
Assessment
Week in Advance
Pre-Assessment
Pre-test

12. 5.1, 5.4
Test answer key
Day 1
Introduction of the branches of government and Preamble
20 question pre-test
5.1
Answers will be discussed after completed pre-test
Day 2
Students will be given a branch to analyze along with materials
to create a poster to present information found on the branch.
Question and Answer Session
5.1
Observation and questioning
Day 3
Students will complete posters in class after analyzing branches
and follow along on Power Point for lecture on how each branch
works.
Record notes and discuss in a paragraph what was learned from
the lecture and Power Point and talk in groups about the
branches
5.1
Observation and questioning
Day 4
Students will divide into groups to play the “Power Game”
based on the discussion of branches and the Preamble for the
week.
Group Question and Answer Session
5.4
Observation and questioning
Day 5
Review of constitution, preamble, and branches of government
Discussion
5.1, 5.4, 5.3
Post- test

13. 1. List an example from this unit where different resources are
utilized to accommodate more than one learning style to achieve
the same objective.
On days one and two, plans were followed as I instructed the
class to get into five different groups to accommodate their
learning abilities.
· Advanced level students were placed in a group together
because they all showed basic knowledge or more on the pre-
test and this will help them exceed faster without distractions
from other students’ learning ability.
· Average level students were placed in two groups of five to
accommodate their learning ability. They all showed minimum
knowledge of the unit and were best placed together so I can
help guide them through the project.
· Remedial level students were placed in a group together to
accommodate their learning style and I can better instruct them.
According to the different levels of students I have in my class,
grouping them together as I did was the best way to introduce
the unit to the class without confusion and lack of
understanding. Each group was given a branch to analyze and
create a list of things to know for their presentation the next
day. The poster and presentation were based on a rubric. (See
attachment 1) I allowed them to work on this project in class to
accommodate all student’s socioeconomic situation. I provided
the class with materials to be as creative as possible.
2. List an example from the unit where you provide different
presentation methods to accommodate more than one learning
style.
On days two, three, and four, my lecture methods were
complimented with a Power point presentation that included
pictures and charts of the how each branch work separately but
is formed for one common purpose. The use of Power Point
accommodated every learning style because the auditory

14. learners were able to learn through oral lecture, the visual
learners were accommodated with the Power Point and the
pictures and charts of the unit, and the kinesthetic learners were
able to understand by taking notes and organize a timeline of
dates.
3. Give an example from this unit where an assignment has two
or more options to accommodate more than one learning style.
On day one, the students were introduced to the unit by
grouping and were assigned a poster to present to the class
about their branch of government. This was done so the students
will be able to select an article from any resource relating to our
unit and create an illustration or writing assignment critiquing it
the best way possible. To complete this assignment, students
will need their handouts, notes from lecture, and prior
knowledge. This assignment accommodates every learning styl e
and will be evaluated based on a rubric.
4. Provide an example from this unit where you have matched
resources or procedures with a specific learning style.
On day one, students were placed in groups to create a
presentation of their assigned branch of government. The
kinesthetic learners were able to get the most out of the lesson
by allowing them to draw on posters and create charts for their
group presentation. This assessment was in result of the pre-test
given to the students prior to the unit being taught.
5. Give an example from this unit where you differentiated
instruction based on student reading levels.
On day four, students were divided into three groups to play the
“Power Game” for review purposes for their test on the next
day. During this game, the groups were asked questions relating
to the unit through Power Point. The answers will be decided as
a group rather than individually so that students with average or
advance reading levels can assist the students who are
struggling to read and comprehend through the given time to
answer the question. The students are competing to earn extra

15. points toward their test.
6. Give an example from this unit where you differentiated
instruction based on student language differences.
To best accommodate the ELL learners, I partnered with the
ELL teachers to help me introduce the unit and explain to them
the assignments for the week. The ELL teachers were very
willing to incorporate U.S. Government into their weekly lesson
plans.
7. Provide an example from this unit where you will allow
students to work at their own pace toward some of the
objectives (two or more) some of the time.
At the beginning of the week, the students were assigned to find
an article that relates to the unit and be as creative as possible
through illustration or writing. They will have the entire week
to complete the assignment. The students are required to write
in their journals on the daily topic and at any given time of the
week, they can read their journal entry to the rest of the class.
The journals are checked at the end of the week to help give
students who work at a slower pace enough time to complete
them. This accommodates different contextual factors as well as
socioeconomic backgrounds. The assignment will be evaluated
based on a rubric.
8. List an example from this unit where special provisions are
available for learners who work more slowly than others.
Individual and group work was assigned throughout the week to
be due on the last day of the week. This was ample amount of
time for students to complete their assignments. Moreover, if
students with special needs requested more time, it was granted.
9. Give an example from the unit where students who finish
early are provided content-related enrichment activities.
Throughout the unit, students were assigned various projects to
be completed by the end of the week. If for any reason the

16. lecture ends earlier than expected or students finish early, they
were granted that time to complete at-home assignments. They
also used that time to access further research relating to the unit
using the computers that are in the classroom or by use of
laptops given by the school.
Technology
Technology was profoundly included in the teaching of this
unit. I used Power Point a Promethean Board to aid in lecture.
Students had access to computers to help them research more
information for their individual project. I also used credible
internet resources to aid in pictures and charts to create Power
Points.
Mississippi Valley State University
Teacher Work Sample
Teaching Process Five

17. Learning Goals
INSTRUCTIONAL DECISION MAKING
The teacher uses on-going analysis of student learning to make
instructional decisions.
TASK
Provide examples of instructional decision-making based on
students’ learning or responses. For each example, explain why
you thought your decision would improve student progress
toward the learning goal
PROMPT
· Provide an example from this unit of how you have determined
which students need enrichment and remedial
assignments/lessons.
· List an example from this unit where you have planned an
enrichment and a remedial objective which matches your
terminal objective.
· Provide an example from this unit where enrichment and
remedial activities/materials in addition to regular instruction
are available for specific students.
· List from this unit different objectives (two or more)
considered to be enrichment and not for the entire class.
· Provide a specific example if you ever made changes in your
instructions during a class period and list the basis for making
the change.
· Provide a specific example of making revisions in your
instructions from day-to-day and the basis of making this
change.
· After teaching this unit, list specific changes you made in a
later unit and the basis for those changes.
· Based on any of this year’s units, list possible changes for the
unit next year and the basis of the change.

18. Instructional Decision-Making Rubric
TWS Standard: The teacher uses on-going analysis of student
learning to make instructional decisions.
Rating →
Indicator ↓
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
Score
Sound Professional Practice
Many instructional decisions are inappropriate and not
pedagogically sound.
Instructional decisions are mostly appropriate, but some
decisions are not pedagogically sound.
Most instructional decisions are pedagogically sound (i.e., they
are likely to lead to student learning).
Modifications Based on Analysis of Student Learning
Teacher treats class as “one plan fits all” with no modifications.
Some modifications of the instructional plan are made to
address individual student needs, but these are not based on the
analysis of student learning, best practice, or contextual factors.
Appropriate modifications of the instructional plan are made to
address individual student needs. These modifications are
informed by the analysis of student learning/performance, best
practice, or contextual factors. Include explanation of why the
modifications would improve student progress.
Congruence Between Modifications and Learning Goals

19. Modifications in instruction lack congruence with learning
goals.
Modifications in instruction are somewhat congruent with
learning goals.
Modifications in instruction are congruent with learning goals.
Instructional Decision Making
Provide an example from this unit of how you have determined
which students need enrichment and remedial
assignments/lessons.
The enrichment and remedial activities were determined through
teacher evaluation. The students who seemed to be excelling at
a faster pace were granted enrichment activities and students
who were excelling but at a much slower pace were given extra
readings that will simplify our unit.
List an example from the unit where you have planned
enrichment and a remedial
On day 5, I planned enrichment for the students who finished
their test early and allowed the slow-paced students extra time
for test taking. The remedial readings should have been helpful
for the students that were given on day 3-4.
List from this unit different learning goals (two or more)
considered to be enrichment and not for the entire class
Enrichment Learning Goals
Learning Goal #1: Students will analyze the process of ratifying

20. the constitution formally and informally and apply the concepts
to raise a debate.
Learning Goal #2: Students will be able to connect the
knowledge obtained of the branches of government and cite the
Preamble
**The students that grasp these learning goals will be able to
utilize these skills in fragments and apply that knowledge to the
overall content.
Provide a specific example if you ever made changes in your
instruction during a class period and list the basis for making
the change.
By day three, the remedial level students were having trouble
with finding an article to write about related to the unit, so I
provided articles for them and allowed them to work as a group
to accomplish this assignment verses them struggling
individually.
Provide a specific example of making revisions in your
instruction from day-to-day and the basis of making this
change.
On day 2, the writing assignment became an option rather than a
requirement. I allowed the students the choice of putting it into
art form as well. This changed was made when I noticed that
some of the students were not able to write complete sentences
and could not comprehend well enough to explain what they
were thinking.
After teaching the unit, list specific changes made in a later unit
and the basis for those changes.
Throughout the unit, I noticed that most students were finding it
hard to stay on task during individual assignments. This helped
me realize that group projects and pair share methods work best
for this unit. In the future, some individual assignments will be
replaced as pair share activities.

21. Based on any of this year’s units, list possible changes for the
unit next year and the basis of change?
There are more activities and readings that can be added to the
unit only if I extend this unit into two weeks instead of one. I
tried to accomplish too much in one week, therefore next year
this unit will be taught over a two-week time span.