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A. Contextual Information for Case Study 1

1. Elements of a Learning Experience in a Unit

Time Period for the Learning Experience: Two 45-minute sessions in two consecutive days

Finance and Business
3.0 Career Planning and Management
3.1 Know the personal qualifications, interests, aptitudes, knowledge, and skills necessary to succeed in careers

Learning Goals for the Learning Experience

Discover personal skills and talents
Reinforce a positive self-concept
Relate school experience to career choices and work roles
Instructional Resources Available
The Real Game California and the Real Game Series
The California Career Zone (http://www.cacareerzone.com)
The California Career Planning Guide (CCPG) (http://www.californiacareers.info)
2. Class Description
3. Developmental Needs of the Students in Grades 6–8

Understand connections between the lesson content and life outside of school

Develop advanced thinking and problem-solving skills
Develop socially and handle the intense social peer pressure to conform while maintaining individuality
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B. Questions for Case Study 1

1. Given the contextual information for Case Study 1, think about a lesson you might use with these students that addresses the subject matter learning goals and the developmental needs of the students described. In the columns below describe:

Instructional strategies

Instructional resources
Note: Instructional strategies are what the teacher does during instruction and student activities are what the students do during the lesson. Include how you would use the instructional resources as you describe your strategies and student activities.
2. based on your knowledge of the subject-specific content and of student development, explain why the instructional strategies, student activities, and resources you listed in question 1:

— END OF CASE STUDY 1 —

A. Contextual Information for Case Study 2
1. Elements of a Learning Experience in a Unit

Time Period for Whole Unit: Three weeks

Information Support and Services
A7.0 Students understand software applications and life-cycle phases:
A7.1 Know common industry-standard software and its applications
A7.2 Evaluate the effectiveness of software in solving specific problems
A7.3 Know a variety of sources for reference materials (e.g., online help, vendors’ Web sites, online discussion groups, tutorials, manuals, etc.)

Learning Goals for Whole Unit

Input, revise, and proof for accuracy a document using word processing (WP) application software
Create tables to display data using both word processing (WP) and spreadsheet (SS) software applications
Use the Help feature and online tutorials to facilitate completion of documents and tables
Analyze different business scenarios to determine when to use word processing and/or spreadsheet software applications most effectively
Demonstration and Application
2. Teacher Reflection on Student Assessment for This Unit
“I am not satisfied with the assessment plan I used for the last unit of study. I gave the students a diagnostic test at the beginning of the unit, two quizzes during the unit, and a final test. I feel, though, that I need additional information on what students really know and understand, their misconceptions, what they learned during the instruction, and their progress toward achieving the learning goals. I am looking for ways to improve my assessment plan so I can have a more complete understanding of how well these students learned the subject matter.”
3. Assessment Plan

B. Questions for Case Study 2:

2. Suppose you found the following additional assessment in a supplementary resource. Think about how the additional assessment could improve the teacher’s assessment plan.

Additional Assessment

Create a personal résumé using a word processing program.

Create a personal budget using a spreadsheet program.

Explain to the teacher how the assessment might be used to improve the plan by answering the following questions:
3. Explain how using the additional assessment as you described in question 2 improves the teacher’s assessment plan and what specific information would be gained about what the students understand about the content area, their misconceptions, and their progress toward achieving the learning goals.
— END OF CASE STUDY 2 —