Embedded Files
Artifact 1
Sub-Domain 1a: Demonstrating Knowledge of Content and Pedagogy
As a teacher, one must know the concepts and skills that are central to a discipline. It is the teacher's responsibility to to be aware of the typical student's misconceptions in the discipline. Within my lesson plan, I assure to anticipate student misconceptions to plan and practice a wide range of effective pedagogical approaches.
In Artifact 1, I provide a misconception that was used in one of my lessons. In a science unit on the reproduction of plants, I preceded that some students may believe that seeds disperse only through insects, but they may not realize that wind, water, and other animals partake in a seed's reproduction as well. Utilizing this possible misconception, I incorporated it into my lesson plan to allow students to use hands on exploration to design and test their misconception. During the instructional procedures, students were to explore different ways seeds disperse with the given items: cup of water, mini handheld fan, and feather/fur. I planned this design to meet the varied ability levels of my students. By anticipating the students' misconceptions and allowing them to test and hypothesize, they are able to overcome the co-existing misconceptions and replace it with new knowledge.
Artifact 2
Sub-Domain 1e: Designing Coherent Instruction
Designing a coherent instruction is the foundation for planning. For my Artifact 2, I focused on one of my most effective lesson plan that engaged my fourth grade students. When looking at the Pennsylvania Standards Aligned System Lesson Plan Format, I included the intended outcomes of instruction, and the available resources. The different elements included in designing coherent instruction include: learning activities, instructional materials and resources, instructional groups, and lesson and unit structure. When looking at my Artifact, the instructional objectives are clearly highlighted in which it was also displayed in the classroom for the students to be aware of what is expected of them at the end of the lesson.
Along with the instructional objectives, the lesson plan clearly indicates the concepts that were taught in the last few lessons in connection with the Engineering Design Process. In addition, the prerequisite skills and background knowledge are specified to ensure that students are given various scaffolding strategies. This plan reflects the understanding of different students' needs in that the groups were strategically organized in that each individual student would succeed in demonstrating their own skills. Towards the end of the lesson plan, the learning activities are differentiated appropriately for the individual learners who may have IEPs, 504 Plans, English Language Learners, and advanced learners.
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