Samantha Brewington

Trish Engelhardt
EDUC 450
April 24th, 2018
Data Analysis for Shop Behavior Expectations

Introduction:

Students had two main forms of assessment in this lesson and the first was to
do a quick write that assesses what the student’s prior knowledge. The students
were expected to write a quick write in response to a national geographic video
about the current distractions smart phones play in our lives. They had the
following questions to prompt their writing: “How does it affect our everyday life”,
“what do we miss if we are distracted”, “how does it relate to our shop and
manufacturing” and the final point was for students to list or describe everything
they think is important to do when working in the shop. The standards addressed in
the lesson that were going to be assessed PSTS.02.01.a: Students will understand
safety rule and expectation for workplace and school settings, PSTS.02.03.a Identify
personal protective equipment and attire, ESSK.0601.b Align safety issues with
appropriate safety standards to ensure a safe workplace/jobsite, ESSK.06.01.i
implement safety precautions to maintain a safe worksite. The learning target for
the day read “I can explain the explain what workplace behavior looks like in four
main parts.” A proficient response to this would have done a few things starting
with answering all of the questions. The first two questions were opinion based, but
the third question I really wanted to see that students were connecting that we
shouldn’t be on phones when in the shop, or that we should eliminate our
distractions. I also would have like to see a connection to missing things in our
surrounding when we are on our phone and it does not create a safe environment to
do so. For the last question, I wanted students to discuss the importance of safety;
ideally they also would’ve discussed working through out the period, and having
good attitudes, but they are less likely to add the later.

Part A: Reaching Consensus about Proficiency

Subject Area: Woods II

Grade Level: 9-12
Formative or Performance Task: Utilize a mock production line to understand
workplace behavior and safety.

** See Attachments 1-3 for example assessments given to students at the end of
class**
1. What are the students expected to do?
Activities Requirements
1.) Quick Write
2.) Lunchable Production line
3.) Identify rubric categories
4.) Group work to build their respective rubric categories
5.) Turn in self evaluated rubric, and reflection question.
2. Which Standards or curriculum expectations are being assessed?
Standards being addressed
1.) PSTS.02.01.a: Students will understand safety rule and expectation
for workplace and school setting
2.) PSTS.02.03.a Identify personal protective equipment and attire
3.) ESSK.0601.b Align safety issues with appropriate safety standards
to ensure a safe workplace/jobsite
4.) ESSK.06.01.i implement safety precautions to maintain a safe
worksite
Objectives/ Learning Targets addressed
1.) I can describe what work place safety looks like in four parts
3. What do you consider to be a proficient response?
1.) Students have all sections fill out on the rubric with differentiated
levels of what a high level is compared to a low level of cooperation,
productivity, attitude, and responsibility. We had defined the terms
before they spilt into their groups so they should be able to work it
out.
2.) For the first and second question students will respond with any
answer that describes a time spent working and with an activity or
description of what they did
3.) Students should evaluate how they felt they did on the categories for
each category respectively- Them grading each individual category
will show that they understand what the categories mean and how
they are going to be evaluated.
4.) The last piece for a proficient answer is that students write what
being safe in the shop means to them and working in groups. I asked
them to write a2-3 sentences on that topic and how it was important.
In their answers I was looking for students to say that it’s important
to stay safe and responsible, work well with our classmates and be
productive with a good attitude. I also would have liked to see
students mention that their work affects their peers in their class.
Part B. Diagnosing Student Strengths and Needs

--Pre-assessment

High Expected Low

(Objectives Met) (Objectives partially met) (Objectives not met)
Wesley Turtscher Jake Cavallavo Ian Stacey
Logan Randall Josh Bush Josh Betts
Holden Lefke Tucker Kelley-Walsh
Daniel Fitzsimmons Evan Diana
John Murphy Hale Leskinen

16 % of Class 42 % of Class 42 % of Class

Part C

High Expected Low

(Objectives Met) (Objectives partially met) (Objectives not met)
 They answered both They had answers to the Didn’t fully complete the
questions first two questions rubric
 Had a filled out rubric The rubric was filled out Didn’t write a statement
with differences in the but there was some lack of or showed evidence of
different levels for the distinction between the how the rubric effects
categories on the different levels for the their shop behavior
rubric categories
 Their reflection Their statements reflects
statement shows some of the aspects of the
thought of that the will rubric but not a
need to work together connection between them
well and be safe to
work together to be
productive in their
work
Part D.
High Expected
(Objectives Met) (Objectives partially met)
 Could have added  More depth to their
more description in descriptions on the
their rubric rubric
descriptions  Describe the time as
 Describe the time as more than the time
more than the time they took to do the
they took to do the activity
activity  Described more
thoroughly what they
accomplished today
 Described more than
one category of the
rubric for their work
place safety
Low
(Objectives not met)
 More depth to their
descriptions on the
rubric
 Describe the time as
more than the time
they took to do the
activity
 Described more
thoroughly what they
accomplished today
 Described more than
one category of the
rubric for their work
place safety
 No reflection no
knowledge of how
behavior and safety
affect their workplace

Part E.

What patterns or trends are noted for the whole class?

1.) Students tended to describe their time worked in class as only the time it
took for the activity
2.) Students also lacked the level of description I was hoping they would have in
what it means to work in those categories at different levels, the tended to
just say some, most, rarely as they moved through.
3.) The majority of students missed the connection that their behavior affects
everybody else in their production run as well, but understood that their
behavior matters.

What instructional strategies will be beneficial to the whole class?

1.) The first strategy that would be useful would be a lecture/discussion-based
review. That would entail starting with the rubric complied of their answers
and rebuilding or refining it to the level that it should be at for their course.
During that process we would redefine each word for the category, reference
what it was like and what it looks like if their doing it well or poorly and add
more description in together.
2.) The next strategy I would use is to choose the groups and have each group
act out a good and bad example of the categories. This strategy was originally
planned but time didn’t allow for it. Students would have time to work in
 their groups and then present to the class. Each group that was watching
would either have to ask a question or add a point to their presentation.
3.) The third strategy I would use is to have work time end early at the end of
the period and bring students together to fill out their evaluations using their
work from that period to see what it means. Each student would do their
own individually but we would work through it as a class to really sink in the
meaning of what productive, attitude, responsibly and cooperation should
look like while they are working.

High Expected Low

(Objectives Met) (Objectives partially met)
 Students at this level  The students at this
will benefit from all of
the instructional
activities but
especially from the
group work where
they will be able to
“teach” it to their
classmates that aren’t
meeting the objectives
as well as they are.
(Objectives not met)
 The students here will
level will benefit from benefit from all three
the discussion and the strategies. During the
utilization combined. discussion they will be
The discussion will asked to take notes on
help the students set a blank rubric and that
the descriptors and will help them even
behavior expectations further to follow along
in line and the end and understand what
activity where they are the behavior
able to utilize it will expectations are in a
help them build the work place. The group
connections to their work will help them
behavior and what build their idea of
that looks like in what it should look
relation to their like and how we can
expectations. evaluate our own
behavior, which will be
developed further with
the last strategy where
they fill it out at the
end with help and
instruction from the
teacher.