The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
EDSC 311: History Through a Student's Eyes Project
Understanding how learners grow and develop is essential towards creating appropriate learning experiences. Before you can develop these experience, I think it is important to recognize learning patterns and prior knowledge. The “History Through a Student’s Eyes” project that was conducted during EDSC 311 was a great tool that allowed me to gauge what my student know and how they think. This project not only informed us beginning teachers how students can view history differently, but also how they formulate their thoughts on the subjects being discussed. All students have different perspectives that affect the way they see history and the world they live in, and this interview displayed that for us to conceptualize. The information compiled from this project can now be used to curtail content, instructional methods, and the learning environment itself.
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Lesson Differentiation Chart:
It is imperative that instruction be curtailed towards your student’s needs, both individually and collectively. This can be challenging for us educators in today’s inclusive educational setting. Educators should aim to Identify individual differences within our diverse student body, both culturally and intellectually, and differentiate instruction accordingly. The “Lesson Differentiation Chart” was a great exercise that allowed me to practice making accommodations for student needs. The needs consisted of language accommodation, learning disabilities, and advance students. Practicing and implementing lesson differentiation will ensure an inclusive learning environment.
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
ASCP Phase III:
Creating a positive learning environment encompasses many different aspects that range from teaching style, class procedures, behavioral management, and numerous other teaching philosophies. As beginning teachers, it can be overwhelming trying to establish how your classroom will be run. During our P1, we completed the ACSP project that aided our efforts in creating our own learning environment. ASCP Phase III facilitated our thinking by reflecting on certain area such as educational philosophy, career motivation, our first classroom teaching experience, and classroom management skills. The information gathered from ASCP project helped us establish our own unique environment that is conducive to learning in a safe and respectful manner.
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
P3 Government Honors Unit Plans:
To assure mastery of the content, teachers must be able to deliver the central concepts, understand the tools of inquiry, and structure the content in a way that is accessible and meaningful to the students. Much of this is strategically planned and arranged with mastery in mind, and Unit plans are a good example of such. The unit overviews that I provided highlights the overall goal of mastering political parties and elections in my government honors class. The unit includes vital information such as dates, topics, activities, homework, closures, and assessments. A successful class starts will proper unit preparation.
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
P2 Lesson Plan:
P3 Political Party Project Directions:
Teaching is more complex than simply providing the content for memorization. The content must be delivered in a way that expands on student’s knowledge by having them think critically, creatively, and work collectively towards a common goal. Once the students have the foundational information needed for a concept, it can then be applied towards authentic learning opportunities. My P3 Political Party Project consisted eight different tasks that utilized different learning styles. Students worked on these tasks individually and collaboratively as they constructed their own political party. The tasks consisted of building political party platforms, candidate speeches, campaign posters, and even a campaign commercial, to all of which was used to run for class president. The project allowed students to understand differing perspectives while thinking critically, creatively, and work collaboratively.
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
P3 Test Corrections:
P3 Project Reflection (Formative Assessment)
Assessment are not just implemented to gauge what students know or have learned at the end of a lesson. Assessments can be used for instruction modification, reflection, and monitor learner progress. Teachers need to administer multiple forms of assessment to guide the teacher’s and learner’s experiences. The P3 Test corrections focused on engaging learners in their own growth. The test corrections provide a metacognitive opportunity as they must explain how they got the wrong answer before they correct it. The next artifact I provided was used as a formative assessment for the Political Party Project. P3 Project Reflection gave me an opportunity to ask students what they liked and didn’t like about the project. I can then use that data to adjust upcoming lessons and future projects.
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
P3 Political Party Project Commercial:
In today’s educational setting, it proven advantageous when students are exposed to cross-disciplinary skills and are provided the opportunity to utilize knowledge from different content areas. Knowledge is expanded on when it is applied towards authentic goals. My P3 Political Party Project consisted of multiple tasks that allowed students to demonstrate what they have learned at the same time highlighting other learned skills. The P3 Political Party Commercial was a great task that incorporated multiple disciplines such as English, Government, and History while utilizing advance technology skills.
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways
EDRL 451 Presentations:
Lemov Strategies
During my educational methods courses at UNLV I learned the importance of different learning styles. Not all students learn the same way. Some students are visual learners while some maybe auditory learners. It is vital for teachers to incorporate lessons that include learning styles that fit their student’s needs. One would think that a U.S History class can only be taught so many ways, but the EDRL 451 Presentations provided highlight a variety of instructional strategies that could be implanted. The interactive notebook provides students the opportunity to express what they have learned in multiple ways. Pictowords is a spin on vocabulary definitions where they draw a picture using both the definition and the word. Simple instructional strategies such as the ones seen in my EDRL 451 Presentations can increase engagement and student learning.
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Philosophy of Teaching Statement:
To establish professional and ethical teaching practices, teachers should continually self-evaluate themselves throughout their careers. Early in my college education we were asked to complete Philosophy of Teaching Statement that would help guide us in establishing professional and ethical teaching practices. The statement helped us realize what educational theory we believe in, how we want our classes to be conducted, and what type of teachers we wanted to become. To adapt practices to meet learners needs, you must self-reflect on your own teaching beliefs be for you can begin imposing them. The Philosophy of Teaching Statement was a great tool that helped me realize what teaching practices fit best.
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession
CAL Log:
Collaboration was a major aspect of my practicum experience. Co-teaching, lesson planning, and reflections were all conducted collaboratively as we progressed though the semesters. This student teacher/mentor collaboration ensured learner growth and advancement towards the profession. The CAL Logs were a great tool used biweekly that provided relative feedback utilizing collaboration between mentor and student teacher. The CAL Log I provide is a recent example of true collaboration resulting in sincere reflection and meaningful intent to move forward and grow. We discussed what was working well, what was challenging, and what changes I can make for future instruction. The CAL Logs are an essential aspect towards taking responsibility for not only my student’s learning, but my own learning as well.