Description:

Anchor charts are used as a visual representation of concepts.  The attached are part of a unit consisting of research.  Students were learning how to identify and write a thesis statement.  They were to write a thesis statement for their research paper.  Each step and component posted served as a reminder.

Connection:

Knowledge indicator 5E states, “The competent teacher knows techniques for modifying instructional methods, materials, and the environment to facilitate learning for students with diverse learning characteristics.”  In accordance to the Universal Design for Learning (UDL), multiple means of instruction will serve students because they can look for assistance while completing a task.  The anchor charts are posted for all students to see and use.

Learned:

I will keep anchor charts posted throughout a unit.  I’ve learned that once a concept is taught, embedding the information in future lessons then students will gain a deeper understanding of the previous concept.  Intentional repetition of the concept can foster mastery.  The anchor chart is a visual reminder and students can stay abreast of their learning. 

Description:

This artifact is a video of me instructing a class of students.  The lesson is teaching concept vocabulary words from a text.  To gain a deeper understanding of the text, the students need to understand the construct of the word then determine the meaning.  This skill will assist them with comprehension and deeper understanding of text.  In the video, there were some misconceptions that I had to stop and regroup.  Fortunately, the students were able to understand the concept.

Connection:

Performance indicator 5L states, “The competent teacher develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical and creative thinking.” In the video, some students provided an unexpected response to questions.  I used inquiry techniques and connections for the students to gain a clear understanding of the concept.  I was flexible and changed course based on each individual student’s needs.

Learned:

I learned that it is important to plan for misconceptions, however there is no way to plan for every misconception because I do not know every student’s background experiences.  Therefore, I had to ask questions to understand their logic.  I am thankful that I was able to make a connection with him real-time and other students were able to benefit.  For a teacher, learning never stops and one can never have too many strategies in their toolbox.