Embedded Files
Standard #5 Innovative Applications of Content:
Standard #5 Innovative Applications of Content:
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues.
Meeting this standard means that the teacher can connect different concepts by using different perspectives that work on engaging learners critical and creatively thinking. The teacher will use collaboration to solve problems.
5 (h) Develops and implements support for learner literacy development across content areas.
Description
This is something I created to lay out differentiations that I see a need for in the classroom. I wanted to create a write-up that is easy to refer back to that shows me where certain students may need extra support, and how I can provide this to them to push them to reach the developmental checkpoints.
Rationale
This artifact is a good example of how I met this indicator and standard. This artifact is running records and notes taken during a response to intervention group (RTI). This group has been developed by both myself and my mentor to fit the needs of the two students who are a part of it. This group was developed and implemented due to the levels of their test scores when working with literacy. These two students were very similar in their scores so the work was developed around where they stood based on the scoring. The group is implementing to give the students support across the content areas of literacy, writing, and social-emotional skills. The students are reading new books every week and being challenged with sight word flashcards that are developed based on their needs and where they are struggling in their readings to push their development further. The other content area that this is developing his writing. The students during this time are working on a table that has a whiteboard top that they can write on using dry-erase markers. This is developing their letter formation skills, letter identification, and word recognition. The other content area this is developing is their social-emotional skills. I work to implement their reading abilities through all content areas through the choice of books that I use in their group. There is a book focusing on the different seasons, communities and occupations, and mathmatics. With the words that are more of a challenge to them, they are presented on the flashcards and writtten on the white board to get practice when working with literacy. But when working with math I will incorporate the challenging words into the math word problems to make the word more familiar and recognizable for the students. They are both working together for the entirety of the time, both students collaborate on their thoughts on the reading. They also work to support each other and give feedback and help if one student seems stuck. This artifact is implementing multiple content areas to be developed further with my support as the educator.
5 (L) Understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals
Description
This lesson plan was implemented as the final lesson of the unit my TWS was built around. In this activity students were pushing a small ball back and forth focusing on starting and stopping the object in motion. The students were given an introduction to the activity in a large group on the rug. They were the paired up and given an independent work time to figure out the best way to stop the object in motion. I then went around to all the students recording them starting and stopping the ball while asking them to explain to me what they were doing, what worked, and what did not work to further their learning.
Rationale
This artifact is an example of how I met this indicator. When assessing this activity I used a formative assessment where the students recorded on their iPad what they were doing as well as verbally explaining their thinking to show and tell what they know. This allowed the students to interactive with their learning using technology. This allowed me to work efficiently and effectively by using their assessment information to scale them on meets, partially meets and does not meet. With the information, I put their scores into a google spreadsheet to keep track of their assessment data. This will allow me to mointor the master of the learning goals. The scale was based on the specific learning goals from the Next Generation Science Standards to match their developmental needs.
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