Embedded Files
Artifact 1
Sub-Domain 3b: Using Questioning and Discussion Techniques
Questioning and discussion are utilized as a strategy to deepen student understanding. As my Artifact 1, after a science lesson, students are to communicate their findings. In this particular Artifact, I have included discussion questions from two different science units. After the students are given time to explore, explain, elaborate, and evaluate, they are given sufficient time to think about their response to reflect their comments as well as their classmates. By reflecting, students are able to deepen their understanding of the instructional objective and the big idea. Questions used inside my classroom ranges from open, guided, and directed inquiry. By providing questions that challenges the students' engagement, it is a way for me to use a range of techniques to guarantee that all students contribute to the discussion. Within the classroom, some students may express discomfort, especially when having to share with the whole class. Therefore, by having opportunities for students to communicate their findings, students are able to share with one each other and contribute in one another's understanding. A student may share an idea or hypothesis that another student may not have considered. Use of a variety of series of questions challenges students cognitively and advance high-level thinking and discourse.
Artifact 2
Sub-Domain 3c: Engaging Students in Learning
Student engagement in learning mean that they are intellectually engaged and active in learning content. In Artifact 2, students responded to a prompt to celebrate Lunar New Year. Prior to responding to a given prompt, we had read Chinese New Year: A Celebration for Everyone by Jen Sookfong Lee. After proofreading, they are able to then write their response on the lanterns that they built and decorated themselves. Through this activity, students learn more about the Asian culture and the reason behind Lunar New Years. Students were given an extensive choice in how they responded to the prompts. Towards the end of the lesson, students had a chance to reflect as a class the meaning and purpose of Lunar New Year. Students consolidated their understanding and applied it to their real world experience.
Artifact 3
Sub-Domain 3d: Using Assessment in Instruction
When using assessment in instruction, it is essential for the teacher to recognize whether students have learned the objectives. My Artifact 2 focuses on student self-assessment and monitoring of progress. When providing a rubric such as the the one for the Black History Month Biography, students were able to made aware of the assessment criteria. Prior to the final submission, students were to provide me a rough draft in which we used the rubric and feedback, from both myself and their peers, to apply to their final draft. Students are given formative assessment and summative assessment to demonstrate their integration of the instruction. This is used as evidence of learning obtained by the individual student. Yet, by providing a rubric, it sets the expectations for the students. In addition, I also provide a model example prior in order for the students to visually see what is expected of them from this assessment.
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