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Brock Dufek
HealthMadison High School
9-10
February 22, 2016
TABLE OF CONTENTS
CONTEXTUAL FACTORS
Community
District/School
Classroom
Implications for Instruction
GOALS AND OBJECTIVES
TIME LINE AND LESSON PLANS
Time Line
Lesson Plans
Reflection Log
ASSESSMENT
Pre-Assessment
Ongoing Assessment
Post Assessment
Student Work Document (All student work examples should be in a
separate folder with each document properly labeled)
DATA ANALYSIS AND RECOMMENDATIONS
Individual students
Whole Class
SUMMARY OF STUDENT PROGRESS
Example: Letter to parents
Example: Website posting regarding unit
CONTEXTUAL FACTORS
Return to ToC
Community
Madison is located in the Eastern part of South Dakota between Sioux Falls and
Brookings. The population of Madison, South Dakota is 6,949 people. The majority of the
people living in this town are Caucasian. The other demographics include Native American,
Oriental, and African American citizens. Madison is an urban area where most of the population
live inside of the time instead of outside of the town. There are no suburbs of Madison, however,
it is a big enough town with enough amenities to where it can be called an urban community.
There are two school systems in Madison and they are Madison Central School and St. Thomas.
District/School
Madison School District is a Title 1 school that has a Targeted Assistance Program. A
Targeted Assistance Program that is ineligible for a school wide program or has not chosen to
have a school wide program. Targeted Assistance provides services to students that are in the
most need for assistance and remediation. Madison High School has a special education
department, where students that qualify and are set on an Individual Education Plans. The IEPs
include Reading and Math intervention and students that are placed within this program have set
schedules to be taken out of the classroom during instructional time periods for remediation.
Classroom
The class that I completed my teaching work sample in consists of twenty students and is
at the grade level of ninth grade in high school. There are fifteen male students and eight female
students. The classroom setup is laid out to where the students sit at tables. There are two
students per table and a total of twelve tables. There is no seating chart so the students are
allowed to sit wherever they want at the beginning of class each day. If students cause
disruptions, they are instructed to move because they cannot handle sitting by that specific peer.
The teachers desk is located in the back of the room. The room feels cramped because of all the
tables needed, a teachers desk and technology of a projector takes up space as well. This setup
makes group and social work very difficult because of the close quarters to one another.
Discipline is expressed vocally in front of class, to correct the behavior as soon as
possible and to move on with the lesson since half the time is spent inside the health classroom
and the other half is spent in the gym for an activity or two. If the behavior continues, the student
is then sent to the office because at this age, classes should not be disrupted by a student.
Students know their expectations in the classroom, procedures, and how to act.
Implications for Instruction
Two implication for instruction in the health classroom is noticing and emphasizing
different learning styles in the classroom. In other words, diversity. Howard Gardners Multiple
Intelligences expresses how an educator should utilize all of the different types of learners in a
classroom. A few well known examples I found to be available in my health classroom were
auditory, visual, and bodily-kinesthetic learners. In a health classroom, content presented can be
confusing and complex. While delivering this content, multiple practice opportunities and
examples must be provided for each type of learner.
For example the topic of mental disorders. To emphasize a variety of learning styles, I
observed and expressed multiple examples for this. For auditory learners, whole class read
alouds were used for symptoms and classifications of mental disorders. For visual learners,
powerpoint presentations were used for each section of a chapter of content dealing with mental
disorders including classifications, and treatment. Lastly, for bodily-kinesthetic learners,
activities in the book were completed dealing with role-playing scenarios of how to help a person
with a mental disorder in real life situations.
There are resources in the classroom that can be used for instruction, content delivery,
and products in the health classroom. Technology availability in the classroom makes instruction
and content delivery engaging for students. In the health classroom, an EPSON projector is
available and is used during every class period. The projector works by inserting an USB to your
computer in order to work the clicker to the projector and to navigate from slide to slide on a
powerpoint presentation. Students are also one to one with laptop computers, making group work
accessible to every student. Students learn ways to gain an understanding of material presented
and to also present material to the class dealing with health chapters in the book for an
assessment grade.
Chapter-Unit Objectives:
By the end of Chapter 3, Managing Stress, students will identify, distinguish, and
compare and contrast ways of managing stress and dealing with stress with 90%
accuracy.
By the end of Chapter 4, Mental Disorders and Suicide, students will identify,
distinguish, and compare and contrast mental disorders and what effects depression has
on suicide with 90% accuracy.
Lesson Objectives:
Chapter 3, Lesson 1: Section 1
Students will be able to complete the concept map with examples of the
different types of stressors.
Students will be able to complete section 1 content quiz with 90% accuracy.
Students will be able to fill in the sequence with details about the three stages
of the stress response
Students will be able to list some warning signs of stress
Students will be able to complete the graphic organizer by listing some ways
that stress can affect health.
Students will be able to complete section 2 content quiz with 90% accuracy.
Students will be able to answer two important questions when you assess a
stressful situation.
Students will be able to complete the table about stress and personality.
Students will be able to list some characteristics that people with resilience
share.
Students will be able to complete section 3 content quiz with 90% accuracy.
Students will be able to describe some ways to reduce tension and change the
way you think about stressors.
Students will be able to describe what mental rehearsal is.
Students will be able to list some strategies to help you bounce back from
setbacks in your life.
Students will be able to complete the graphic organizer by listing some
possible results of good time management.
Students will be able to complete the table with information about methods for
reducing tension
Students will be able to complete section 4 content quiz with 90% accuracy.
Students will be able to complete the table with details about eating disorders.
Students will be able to complete a section 2 content quiz with 90% accuracy.
Students will be able to explain what depression, suicide, and cutting is.
Students will be able to complete the outline by adding details about suicide
prevention.
Students will be able to complete a section 3 content quiz with 90% accuracy.
Students will be able to complete a section 4 content quiz with 90% accuracy.
Introduction
What is stress?
Content Delivery
Closure
Teaching Strategies
Form of Assessment
Quiz
Objective
Content Delivery
Closure
Teaching Strategies
Form of Assessment
Quiz
Content Delivery
Closure
Teaching Strategies
Form of Assessment
Quiz
Content Delivery
Closure
Teaching Strategies
Form of Assessment
Content Delivery
Closure
Teaching Strategies
Form of Assessment
Quiz
Content Delivery
Closure
Teaching Strategies
Form of Assessment
Quiz
Content Delivery
Closure
Teaching Strategies
Form of Assessment
Quiz
Content Delivery
Closure
Teaching Strategies
Form of Assessment
Quiz, Test
Lesson Plans
Lesson #1, Day 1- Section 1: What Causes Stress?
Dakota State University
College of Education
LESSON PLAN FORMAT
Name: ___Brock Dufek_________
Grade Level: ___9th ______
School: _____Madison High School __________
Date: ___2/22/2016____
Time: ___9:49-11:19________
Students will be able to complete section 1 content quiz with 90% accuracy.
I Can Statements:
I can identify the multiple causes of stress.
Materials Needed:
Computer
Projector
Note taking guide
Quiz
Pre-Test
Book
Contextual Factors/ Learner Characteristics:
In Madison High School, the class has 15 boys and 8 girls. This class is required to be taken by
all incoming freshman and is required for students to pass in order to graduate. The class can be
noisy at times but can easily be brought back to my attention by raising my voice slightly. When
doing individual work, the students all quiet down and work on the assignment that was assigned
to them. They all have computers that has the online book on it that can be used in class or at
home.
A. The lesson
1. Introduction (5minutes)
Give pre-test unit
i. Collect the pre-test
ii. See Key for Answers
Getting attention
i. Whole class discussion
ii. What causes stress?
Relating to past experience and/or knowledge
i. What do you stress about in your life?
1. School, sports, family, friends
ii. What are the different types of stressors?
1. Major life changes
2. Catastrophes
3. Everyday problems
4. Environmental problems
iii. What is good stresses and bad stresses
1. Good
a. Eustress
2. Bad
a. Distress
Creating a need to know
i. Stress
d.
e.
f.
g.
3. Closure (5 minutes)
Ask students if they have any questions over section 1
Take content quiz over Chapter 3: Section 1
B. Assessment Used
Content Quiz- Chapter 3: Section 1
Name_________________________
Chapter 3: Section 1
1. How can stress be positive?
a. Makes you sick
b. No sleep
c. Promotes personal growth
d. Make you gain or lose weight
2. A hurricane that destroys property and takes lives is what type of stressor?
a. Major life changes
b. Catastrophe
c. Everyday problems
d. Environmental problems
3. Eustress is?
a. Negative stress
b. Stress that doesnt go away
c. Positive stress
d. None are correct
4. What is a stressor?
a. Positive response to stress
b. Negative response to stress
c. Event or situation that causes stress
d. Event or situation that relieves or removes stress.
5. What is an example of a hassles/ minor stressor?
a. Losing keys
b. Death of family member
c. Losing job
d. Not making a team
C. Differentiated instruction
Remediation
i. Activity 1 PowerPoint
ii. Notes
Enrichment
i. Activity 1 PowerPoint
ii. Content Quiz- Chapter 3: Section 1
Language Support
i. Activity 1 PowerPoint
D. Resources
Pruitt, B. E., John P. Allegrante, and Deborah Prothrow-Stith. Pearson Health.
Upper Saddle River, NJ: Pearson Education, 2014. Print.
Lesson Objectives:
By the end of Section 2: How Stress Effects Your Body;
Students will be able to describe how stress affects your body.
Students will be able to list the stages of stress.
Students will be able to fill in the sequence with details about the three stages of the stress
response
Students will be able to list some warning signs of stress
Students will be able to complete the graphic organizer by listing some ways that stress can
affect health.
Students will be able to complete section 2 content quiz with 90% accuracy.
I Can Statements:
I can identify the multiple causes of stress.
Materials Needed:
Computer
Projector
Note taking guide
Quiz
Contextual Factors/ Learner Characteristics:
In Madison High School, the class has 15 boys and 8 girls. This class is required to be taken by
all incoming freshman and is required for students to pass in order to graduate. The class can be
noisy at times but can easily be brought back to my attention by raising my voice slightly. When
doing individual work, the students all quiet down and work on the assignment that was assigned
to them. They all have computers that has the online book on it that can be used in class or at
home.
A. The lesson
1. Introduction (5minutes)
Getting attention
i. Whole class discussion
ii. How can stress affect your body
1. Gain weight, lose weight
Relating to past experience and/or knowledge
i. What are the stages of stress
Name_________________________
Chapter 3: Section 2
1. What stage does your body use the most energy?
a. The alarm stage
b. The resistance stage
c. The exhaustion stage
2. The fight-or-flight response happens in what stage?
a. The exhaustion stage
b. The alarm stage
c. The resistance stage
3. Exhaustion occurs when the stress has been for?
a. Couple days
b. Hours
c. Weeks
d. Minutes
4. Which of the following is a physical sign of stress?
a. Pounding heart
b. Angry
c. Critical of others
d. Sleep Problems
5. Which of the following is an emotional sign of stress?
a. Excessive worrying
b. Nervous
c. Muscle Tension
d. Hurrying; talking fast
E. Differentiated instruction
Remediation
i. Activity 1 PowerPoint
ii. Notes
Enrichment
i. Activity 1 PowerPoint
ii. Content Quiz- Chapter 3: Section 2
Language Support
i. Activity 1 PowerPoint
F. Resources
Pruitt, B. E., John P. Allegrante, and Deborah Prothrow-Stith. Pearson Health.
Upper Saddle River, NJ: Pearson Education, 2014. Print.
Projector
Note taking guide
Quiz
Book
H. Assessment Used
Content Quiz- Chapter 3: Section 3
Name_____________________
Chapter 3, Section 3 Quiz
I. What is optimism?
Focus on negative
Focus on positive aspects of a situation
Dont focus on either side
How you deal with stress.
J. What is pessimism?
Focus on negative
Focus on positive aspects of a situation
Dont focus on either side
How you deal with stress.
K. What might a perfectionist do?
Getting ready for school quick
Dont try on homework
Person that studies and gets an A on a test
Cleaning up as fast as they can
L. How can you break the cycle and reduce stress?
Be mad when you arent perfect
Take pride in things you do well
Focus on your mistakes
M. What is resilience?
The ability to recover from extreme or prolonged stress
Being a good listener to someone that has stress
Are unable to recover from extreme or prolonged stress
A place to go when you want to be stress free
N. Differentiated instruction
Remediation
i. Activity 1 PowerPoint
ii. Notes
Enrichment
i. Activity 1 PowerPoint
ii. Content Quiz- Chapter 3: Section 3
Language Support
i. Activity 1 PowerPoint
O. Resources
Pruitt, B. E., John P. Allegrante, and Deborah Prothrow-Stith. Pearson Health.
Upper Saddle River, NJ: Pearson Education, 2014. Print.
Lesson Objectives:
By the end of Section 4: Coping with Stress;
Students will be able to describe some ways to reduce tension and change the way you think
about stressors.
ii. Relaxation
f. What are some strategies for building resilience? Slide 8
i. Take care of your self
ii. Build a support system
iii. Take action
iv. Help somebody
v. Confide in yourself
vi. Go easy on yourself
vii. Put thing in perspective
viii. Find a hassle-free-zone
ix. Stick to your routines
g. When reaching out for support who should you talk to?
Slide 10
i. A parent or other adult relative
ii. A teacher or a coach or religious leader
iii. A school counselor or nurse
iv. A sibling or friend
11. Closure (5 minutes)
Ask students if they have any questions over section 4
Take content quiz over Chapter 3: Section 4
Q. Assessment Used
Content Quiz- Chapter 3: Section 4
Name_____________________
Chapter 3, Section 4 Quiz
R. What are the two techniques to keep stress under control?
Time management & rehearsal
Mental rehearsal & change your thinking
Use humor & avoid negative thinking
Ignore & forget
S. What is mental rehearsal?
Rehearsing event out loud to a friend
Rehearsing event in your head
Rehearsing in front of a mirror
Rehearsing right before then event
T. When building resilience, what shouldnt you do?
Be hard on yourself
Take action
Take care of yourself
Help somebody
U. What is a strategy to reduce stress?
Using drugs and alcohol
Avoiding family and friends
Criticize yourself
Relaxation
W. Differentiated instruction
Remediation
i. Activity 1 PowerPoint
ii. Notes
Enrichment
i. Activity 1 PowerPoint
ii. Content Quiz- Chapter 3: Section 4
Language Support
i. Activity 1 PowerPoint
X. Resources
Pruitt, B. E., John P. Allegrante, and Deborah Prothrow-Stith. Pearson Health.
Upper Saddle River, NJ: Pearson Education, 2014. Print
Students just completed a chapter over stress. The students participated in whole class
discussions with a PowerPoint that was teacher directed. The mean of the test scores was 86%.
Thus, meaning students have mastered the content taught and are ready to move on.
Lesson Objectives:
By the end of chapter 4, Section 1: Mental Disorders;
Students will be able to describe what mental disorders are.
Students will be able to give examples of mental disorders.
Students will be able to list the general symptoms of a mental disorder
Students will be able to complete the concept map about mental disorders
Students will be able to complete the table with details about anxiety disorders
Students will be able to complete the outline by adding details about other mental disorders.
Students will be able to complete section 1 content quiz with 90% accuracy.
I Can Statements:
I can identify the multiple mental disorders.
Materials Needed:
Computer
Projector
Note taking guide
Quiz
Pre test
Contextual Factors/ Learner Characteristics:
In Madison High School, the class has 15 boys and 8 girls. This class is required to be taken by
all incoming freshman and is required for students to pass in order to graduate. The class can be
noisy at times but can easily be brought back to my attention by raising my voice slightly. When
doing individual work, the students all quiet down and work on the assignment that was assigned
to them. They all have computers that has the online book on it that can be used in class or at
home.
A. The lesson
1. Introduction (5minutes)
Getting attention
i. Whole class discussion
ii. Are you familiar with any mental disorders?
1. Anxiety disorder, bipolar disorder
Relating to past experience and/or knowledge
i. What is Obsessive-Compulsive Disorder?
1. Is characterized by unreasonable thoughts and fears
(obsessions) that lead to compulsive behaviors.
Creating a need to know
1. Mental disorder
2. Anxiety
3. Anxiety disorder
4. Phobia
5. Obsession
6. Compulsion
7. Mood disorder
8. Depression
9. Schizophrenia
10. Personality disorder
Sharing objective, in general terms
i. I can identify the multiple mental disorders.
2. Content Delivery (15)
Activity 1: Read and Complete Chapter 4: Section 1- Mental Disorders
i. Student directed
1. Directions read to self INDIVIUAL
a. List the general symptoms of a mental disorder
b. Complete the concept map about mental disorders
c. Complete the table with details about anxiety disorders
d. Complete the outline by adding details about other
mental disorders
2. See Key
Activity 2: PowerPoint Chapter 4 Section 1: P drive
i. Teacher Directed
1. Directions: Follow along and answer questions when they come
up.
i. What is an example of of an early experience?
1. Child abuse or neglect
ii. What would be a recent experience?
1. Death of a loved one
iii. What are the warning signs of a generalized
anxiety disorder?
1. Irritability
2. Muscle tension
3. Trouble falling asleep
4. Trouble concentrating
iv. Does anyone else have an OCD thing?
1. Volume, keys light switch
v. What are some warning signs of PTSD
1. Flashbacks
2. Nightmares
3. Inability to sleep
3. Closure (5 minutes)
Ask students if they have any questions over section 1
Take content quiz over Chapter 4: Section 1
B. Assessment Used
Content Quiz- Chapter 4: Section 1
Name_________________________
Chapter 4: Section 1
6. What is a sign of hyperactivity
a. Has trouble staying in a seat
b. Works quietly
c. Waits for his or her turn
d. Sits quietly
7. What is a sign of attention deficit
a. Pays attention to details
b. Listens well
c. Is easily distracted
d. Is very organized.
8. What is post-traumatic stress disorder
a. An unwanted thought or image
b. An unreasonable need to behave in a certain way
c. People who survive a life threatening event
d. Fear caused by a source you cannot identify
9. During a panic attack a person may experience
a. Rapid breathing
b. Fear of suffocation
c. Trembling or shaking
d. All the above
10. What is a warning sign of generalized anxiety disorder
a. Muscle tension
b. Irritability
c. Trouble falling asleep
d. All the above
C. Differentiated instruction
Remediation
i. Activity 1 PowerPoint
ii. Notes
Enrichment
i. Activity 1 PowerPoint
ii. Content Quiz- Chapter 4: Section 1
Language Support
i. Activity 1 PowerPoint
D. Resources
Pruitt, B. E., John P. Allegrante, and Deborah Prothrow-Stith. Pearson Health.
Upper Saddle River, NJ: Pearson Education, 2014. Print.
Lesson #6, Day 3- Section 2: Eating Disorders
Dakota State University
College of Education
LESSON PLAN FORMAT
Health Education Standard 4: Students will demonstrate the ability to use interpersonal
communication skills to enhance health and avoid or reduce health risks.
4.12.3 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts
without harming self or others.
Lesson Objectives:
By the end of chapter 4, Section 2: Eating Disorders.
Students will be able to describe multiple eating disorders.
Students will be able to complete the table with details about eating disorders.
Students will be able to complete section 2 content quiz with 90% accuracy.
I Can Statements:
I can identify the multiple health risks, possible causes, and treatments of eating disorders.
Materials Needed:
Computer
Projector
Note taking guide
Quiz
Contextual Factors/ Learner Characteristics:
In Madison High School, the class has 15 boys and 8 girls. This class is required to be taken by
all incoming freshman and is required for students to pass in order to graduate. The class can be
noisy at times but can easily be brought back to my attention by raising my voice slightly. When
doing individual work, the students all quiet down and work on the assignment that was assigned
to them. They all have computers that has the online book on it that can be used in class or at
home.
E. The lesson
4. Introduction (5minutes)
Getting attention
i. Whole class discussion
ii. Are you familiar with any eating disorders?
1. Anorexia Nervosa, Bulimia, Binge Eating Disorder
Relating to past experience and/or knowledge
i. What is Anorexia Nervosa
1. Person doesnt eat enough food to maintain a healthy body
weight.
ii. What is Bulimia?
1. Eating food and then purging.
iii. What is binge eating disorder?
1. Uncontrollable urge to eat large amounts of food.
Creating a need to know
i. Eating disorder
c. Weight gain
d. Increased sweating
13. What is bulimia?
a. Not eating enough to maintain healthy body weight
b. Eating large amounts at one time
c. Eating and then purging
d. None of the above
14. What is binge eating?
a. Not eating enough to maintain healthy body weight
b. Eating large amounts at one time but not purging
c. Eating and then purging
d. None of the above
15. What is a possible sign or bulimia?
a. Eating in public
b. Eating too much food to quickly
c. Bathroom visits right after eating
d. Both B and C are correct
G. Differentiated instruction
Remediation
i. Activity 1 PowerPoint
ii. Notes
Enrichment
i. Activity 1 PowerPoint
ii. Content Quiz- Chapter 4: Section 2
Language Support
i. Activity 1 PowerPoint
H. Resources
Pruitt, B. E., John P. Allegrante, and Deborah Prothrow-Stith. Pearson Health.
Upper Saddle River, NJ: Pearson Education, 2014. Print.
Date: ___03/03/2016____
Time: ___9:49-11:19________
Health Education Standard 4: Students will demonstrate the ability to use interpersonal
communication skills to enhance health and avoid or reduce health risks.
4.12.1 Use skills for communication effectively with family, peers, and others to enhance
health.
Lesson Objectives:
By the end of chapter 4, Section 3: Depression and Suicide
Students will be able to explain what depression, suicide, and cutting is.
Students will be able to list 5 signs of clinical depression.
Students will be able to list 5 risk factors for depression.
Students will be able to define self-injury.
Students will be able to complete the outline by adding details about suicide prevention.
Students will be able to complete section 3 content quiz with 90% accuracy.
I Can Statements:
I can identify the risk factors dealing with depression and suicide.
Materials Needed:
Computer
Projector
Note taking guide
Quiz
Pre test
K. Differentiated instruction
Remediation
i. Activity 1 PowerPoint
ii. Notes
Enrichment
i. Activity 1 PowerPoint
ii. Content Quiz- Chapter 4: Section 3
Language Support
i. Activity 1 PowerPoint
L. Resources
Pruitt, B. E., John P. Allegrante, and Deborah Prothrow-Stith. Pearson Health.
Upper Saddle River, NJ: Pearson Education, 2014. Print.
Enrichment
i. Activity 1 PowerPoint
ii. Content Quiz- Chapter 4: Section 4
Language Support
i. Activity 1 PowerPoint
P. Resources
Pruitt, B. E., John P. Allegrante, and Deborah Prothrow-Stith. Pearson Health.
Upper Saddle River, NJ: Pearson Education, 2014. Print.
Reflection Log
Lesson 1
Objective Met: YES
Students will be able to complete section 1
content quiz with 90% accuracy.
Instructional Decisions:
Based off of my formative assessment my
objective goals was met. This meaning that
students showed comprehension of the section
and we will be moving onto the next section.
Student Engagement:
The students were kept engaged by answering
my questions when they came up. Also the
students stayed on task when going over the
material. There were a few moments when I
had to tell the students to be quiet and focus
back onto what we were doing. The students
normally focused back onto the material being
taught. The PowerPoints were an interactive
class discussion resource.
Data Analysis
Range: 60%-100%
Average: 93.04#
Lesson 2
Objective Met: NO
Student Engagement:
Instructional Decisions:
Data Analysis
Lesson 3
Objective Met: YES
Average: 75.28
Student Engagement:
Instructional Decisions:
Data Analysis
Range: 40%-100%
Lesson 4
Objective Met:YES
Students will be able to complete section 4
content quiz with 90% accuracy.
Average: 93.91%
Student Engagement:
During lesson 4. The students engaged in
answering questions whenever they came up
during the PowerPoint. In doing so the class
Data Analysis
Range: 40%-100%
Lesson 5
Objective Met: NO
Average: 92.17%
Student Engagement:
Instructional Decisions
Data Analysis
Range: 60%-100%
Lesson 6
Objective Met: NO
Students will be able to complete section 6
content quiz with 90% accuracy.
Average: 86.95%
Student Engagement:
During lesson 6, the students all participated in
group discussions as well as whole class
questions. When asking the questions to the
Data Analysis
Range: 40%-100%
Lesson 7
Objective Met: YES
Average: 87.8%
Student Engagement:
Instructional Decisions
Data Analysis
Lesson 8
Objective Met: NO
Student Engagement:
Instructional Decisions
Data Analysis
Range: 20%-100%
Average: 85.21%
ASSESSMENT
Return to ToC
Pre-Assessment
The students were each given a paper test before we started the chapters. I did this for chapter 3
and 4. The test consisted of 10 multiple choice questions, 4 true and false questions and 1 essay
question. However many questions the student gets wrong, I take that number minus 15 and then
divide that number by 15 and round up to give them their score. For chapter 3 pre-assessment
they knew 57% of the material. For chapter 4 the test was in the same format and the students
knew 62% of the material.
Ongoing Assessment
The students were given 5 question quizzes after each section so see if they comprehended the
material.
Section 1: 5 multiple choice question quiz.
Section 2: 5 multiple choice question quiz.
Section3: 5 multiple choice question quiz.
Section 4: 5 multiple choice question quiz.
Section 5: 5 multiple choice question quiz.
Section 6: 5 multiple choice question quiz.
Section 7: 5 multiple choice question quiz.
Section 8: 5 multiple choice question quiz.
Post Assessment
After completing the sections of each chapter the students were given the same test as the preassessment and the average of chapter 3 increased to an 84% and chapter 4 increased to 89%.
Thanks,
Brock Dufek
Contact
About Me
Good Morning students and parents! I appreciate when you check in for our Monday
morning messages every week. As you know we just finished chapter three and chapter four
in our health books. Chapter three was titled, Managing Stress, and chapter four was titled,
Mental Disorders and Suicide. I did this process a little differently than I have in the past. I
decided to pre-assess or in other words gather information before I taught the unit. I wanted to
see what the students knew as a whole group and as individuals. After I gathered the
information, I determined what was in the most need for instruction or teaching and what
could be hit on briefly on skills that were already mastered.
After the instruction of both chapters, I then gave a post-test or final test of what was
taught. The two chapter tests were the exact same when students took them before the
teaching and after the teaching. I am very proud to say that there was growth in both
chapters. I appreciate all the hard work from my students! I showed the results to the
principal and he/she is very pleased as well to see growth in the classroom. Below, I have
attached a couple of graphs to show this growth. Each of you should be very proud of your
accomplishments. The average of the class and as individuals increased in about every
situation. Keep up the good work and lets have a great week!
-
Mr. Dufek