1A: Demonstrating Knowledge of Content: Furthering Kindergarten education through an online learning environment took practice, trial-and-error, dedication and resources. We did not get to present original, anticipated content like we would have in the classroom. Thus, instead of becoming familiar with the content itself, I had to demonstrate knowledge of New Mexico Common Core State Standards for Kindergarten and find creative ways for my students to achieve these standards in an unconventional way.
1B: Designing Coherent Instruction: Just like we did in the classroom, my CT and I plan for meaningful learning on our online platform, Seesaw. Seesaw offers compatible, developmentally appropriate activities that correlate with NMCCSS. Through this resource, I am able to explore, revise, and assign particular activities that correspond to the topics and needs of our students.
1C: Setting Instruction Outcomes: My CT and I meet with our Kindergarten class twice a week, via Zoom. During these meetings, we outline upcoming activities that will be assigned to the class. We express what the activity will be and the expected outcome. Otherwise, my CT communicates with families weekly, via email with advice, resources, and support for parents to help their child through the scheduled activities for the week. Aside from these virtual encounters, there is minimal instruction time. But, parents, students and educators are consistently interacting though Seesaw.
1D: Demonstrating Knowledge of Resources: I have reached this NMTEACH standard particularly due to the COVID-19 outbreak during my student teaching. Through my fellow cohort student teachers, instructors, school district, and Taos Charter School, I have been introduced to an array of educational resources ranging from how to get discounted internet access, to various online learning platforms and websites, to Common Core content ideas and activities.
1E: Demonstrating knowledge of Students: Throughout the fist 3/4 of the school year, I intentionally build continuous rapport with the Taos Charter School Kindergarten class. through the maintenance of this rapport, I demonstrated knowledge of students by asking personal questions about their lives and interests, and referring to the students by name. The foundations I created with these students allowed me to continue fostering these relationships through an online learning platform. During weekly Zoom meeting, I speak to each student individually, addressing them by name, asking how they are and inviting them to share something they have been doing at home to stay busy. In our online community, I am intentional about acknowledging each student and the work they have displayed, offering constructive feedback, and questions about how they are enjoying the online activities.
1F: Designing Student Assessment: Student assessment, in an online learning community, for Kindergarten has proven more difficult than not--at least from the perspective of a student teacher. When choosing assignments, I have to consider what the students will learn from the assignment, and what I will learn about the students' learning, from the assignment. The assignments themselves act dually as learning activities and content assessment, since we are unable to assess the students in-person.