Running head: PERFORMANCE EXPECTATIONS AND GOALS 1

Performance Expectations and Goals

Laura Crispin
OTL502-Learning Theories and Modules of Instruction
Colorado State University-Global Campus
Nella B. Anderson, PhD
August 26, 2014










PERFORMANCE EXPECTATIONS AND GOALS 2
Performance Expectations and Goals
In this assignment, we are asked to add the strategies of Item 2, 3, and 4 in The 12 Touchstones
of Good Teaching (Goodwin & Hubbell, 2013) by including some form of formative assessment which
will help the teacher and student understand the instructions of the assignment as well as create a
rubric that will help the students become successful in their learning. During this process, I assessed
preschoolers and when assessing preschoolers, it can be a challenge, mainly because, at this age they
are not reading independently, they may or may not respond to your questions due to it being their first
time in a school setting, an unfamiliar face, and a new environment. However, not all children are the
same so therefore, some children responded while others did not.
Critical Thinking: Module 3
Step One: Develop a formative (pre) assessment that you will use to assess the students prior
knowledge on the skill(s).
Comprehensive Health: Develop self-management skills and personal hygiene skills to promote healthy
habits (Unit of Academic Standards-Colorado Academic Standards, 2008).
In last week assignment, we were asked to unpack the standards and when doing so, I
discovered that there were and is important information as well as learning skills inside the standards.
Therefore, to help my children understand this standard; I wanted to find out what they already knew
about this topic. I created a K-W-L Chart to find out what they already knew about this concept, what
they want to learn about this concept and what did they learn about this concept. This assessment was
determined by essential questions.

PERFORMANCES EXPECTATIONS AND GOALS 3
How can we maintain a healthy body with hand washing and prevention of spreading germs? When
should we wash our hands? In our environment, where can germs land?
K (What do you already know)













W (What do you want to know) L ( What did you learn)

Step Two: Administer the formative assessment.
I administer the assessment during a large group setting and 5 out of 15 children responded to
the questions. Therefore, through this assessment, I realize that I will need to address more concepts of
how to maintain a healthy body and staying germ free.
PERFORMANCE EXPECTATIONS AND GOALS 4
Step Three: Graph the results of the pre-assessment data to use to prioritize instruction.
I graphed the children results based off their responses as well as paying attention to whether
or not their response was relevant to the questions.
How can we maintain a healthy
body with hand washing and
prevention of spreading germs?
When should we wash our
hands?
Zion 1 response 2 responses
Jesus 0 response 0 response
Uriel 0 response 0 response
Ulises 0 response 0 response
Dominic 0 response 0 response
Eyobe 0 response 0 response
Janelle 2 responses 2 responses
Marina 1 response 1 response
Jatari 0 response 0 response
Allen 0 response 1 response
Noah 0 response 0 response
Jose 0 response 0 response
Anastasia 0 response 0 response
Olivia 1 response 2 responses
Hailey 2 responses 1 response

PERFORMANCE EXPECTATIONS AND GOALS 5
Step Four: Create a rubric around the skills being taught with the different level of proficiency
identified.
This rubric is based off the children ability to comprehend the concept as well as making
progress in understanding the concept of maintaining healthy bodies. I clearly followed the results of
my data to form this rubric. Im assuming that most of the children struggled with connecting hand
washing to healthy bodies and when to wash our hands. The pre-assessment will help me guide my
instruction to better help each child understand the learning targets of this lesson.
Learning Target 3
Well-Developed
2
Progressing
1
Needs Development
Comprehension of
maintaining a healthy
body through hand
washing and prevention
of spreading germs.
3-4 responses of how to
stay healthy and not
spread germs.
1-2 responses of how to
stay healthy and not
spread germs.
0 responses of how to
stay healthy and not
spread germs.
Practicing and
progressing in
understanding how to
maintain a healthy body
through hand washing.
Demonstrating all steps
in washing hands
correctly.
Wet hands, get soap,
scrub 20 seconds, rinse
soap, get a paper towel,
Demonstrating a few
steps in washing hands
correctly.
Wet hands, get soap,
scrubbing hands under
the water faucet, not
drying hands
Demonstrating no steps
in washing hands
correctly.


PERFORMANCE EXPECTATIONS AND GOALS 6
Drying hands
completely, throwing
paper towel in the
wastebasket.
Completely, throwing
paper towel on the
floor.


Step Five: Have the students use the rubric to set personal learning goals based on their pre-
assessment results.
Using a K-W-L chart allows the children to express what it is they want to know during this
lesson. Therefore, in the middle of the chart, there is a letter (W), asking children to set their own
learning goals. Some of the children wanted to know when should they wash their hands, why does
hand washing keep us healthy, how do germs spread. Furthermore, to help the children understand
their goals, I will read books that are related to this lesson such as Germs Are Not for Sharing (Heinlen
& Verdick, 2006), Germs Make Me Sick ( Berger & Hafner, 1995), and Wash Your Hands (McNamara,
2010). We will have fun with finger play about washing hand, I will demonstrate how germs respond to
soap when we are washing ours hands, have visual of reasons to wash your hands, as well as
demonstrate the correct way to wash those germs down the drain.
Step Six: Describe the processes you took in Steps 1-5 and analyze the results.
I used the strategy of a K-W-L chart with the children because I thought that it would be a
practical assessment for preschoolers. I realize that during this assessment that most of the students
were non-receptive due to many factors such as language barriers, IEPs, first time in a school setting,
beginning of a new school year, or just fearful of talking in front of other. Although some children may
PERFORMANCE EXPECTATIONS AND GOALS 7
not have that communication part right now, they are listening to their peers. Im ecstatic and thrilled
that the children had the opportunity to set their own learning goals because this allows me to go into
depth with this lesson, teaching children the importance of maintaining a healthy body as well as how to
prevent germs from spreading. As we continue to go further in this lesson, I am hoping for more
responses from the children and complete understanding of this concept.













PERFORMANCE EXPECTATIONS AND GOALS 8
References
Berger, M. & Hafner, M. (1995). Germs make me sick. Reading Rainbow Book.
Goodwin, B. & Hubbell, E. (2010). The 12 touchstones of good teaching. Alexandria, VA: ASCD.
McNamara, M. (2010). Wash your hands! Lets-Read-and Find-Out Science.
Unit of Academic-Colorado Academic Standards (2008). New Colorado P-12 Academic Standards.
Retrieved from http://www.2.cde.state.co.us/scripts/allstandards/COStandards.asp.
Verdick, E. (2006). Germs are not for sharing. Free Spirit Publishing, Minneapolis, MN.