The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
These artifacts are Google Slides and Microsoft PowerPoint presentations. The "Economics - Auto Unit" linked artifact is the blank Google Slides presentation. The "Student Example" linked artifact is a populated presentation based on student responses. These artifacts show what the original document was that student's had to populate based on their own research for one assigned slide. While the other artifact is populated where each student was assigned a slide to research and populate and share with the class. Each student had to share their findings for their one slide to the class. From there the other students typed in their notes based on the information given by their classmate. This was done so students learned to research, present and update their own information about what goes into purchasing their own car.
"The competent teacher...addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge." These artifacts exemplify all three communication styles as done by the students. Instead of having instructor led activities with lecture, pair and share, videos and other forms of content delivery, the students were in control of their own content to deliver to their classmates based on the slide prompt. This put the student in control of researching information to highlight and explain to the class that they felt was important to know about that particular prompt. Once all students completed their slide, the students shared their information in order of the slide presentation while the instructor displayed the slide on the classroom screen via projector. As the student orally shared their information by standing at their desk, the rest of the class typed in their own notes onto the slide and asked any clarifying questions to further understand. In addition, the instructor asked any additional questions as needed to ensure the topic was covered in full. This incorporated reading skills as students had to research and find valid sources to read and select information to populate their slide topic. Next they had to share verbally to the class and communicate in a clear and concise manner. When the student was not sharing information verbally, they were writing their notes into their own copy of the slide presentation of what was communicated during class.
Students learned the importance of highlighting the relevant material and summarizing it into a clear message. This gave them a perspective of what goes into preparation for a unit but also the research needed to understand the steps to a car purchase. As an instructor, I learned new tips from students and also asked questions of them to see how much research they completed to fully explain the topic. I saw how some became anxious when having to stand and share information but reminded them this is a safe environment and we are here to support them. Others were very confident and thorough in the explaining their material. By having students share, I could understand more about their personality and learning styles.
The Marketing Final Project provides the detailed instructions of what is expected for the summative semester project. Students are to create a written narrative, a display board and a short presentation of their business idea. The students come up with a business idea and develop it into a business using the marketing unit strategies. The narrative is a one to two page document documenting their target market through use of market segmentation, developing print ads, promotional items and grand opening press releases. The students use content from each unit to develop this final project.
"The competent teacher...addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge." This final summative assessment addresses all three aspects, reading, writing and oral communication. The students inherently have read their notes and unit tools to develop the different aspects of their business. They create documents to display on their presentation board to show their logo, print ad, press release or invitation and promotional item. The students write their narrative to explain how they came up with their business idea and how they developed the business using the learned marketing tools over the course of the semester. Once all materials are completed, the student presents to the class and teacher their finished display board. Each student explains their business and each item displayed helping us to understand why they chose certain colors for their logo, why they chose a press release versus a grand opening invitation to announce the business and how their promotional item will help bring customers into their place of business. The presentation allows students to deliver the information in a summarized and concise oral delivery with a narrative that allows for further elaboration.
I learned that students enjoy the creative process this assessment allowed them. They had to figure out time management and come up with a plan to accomplish what the assessment was to include. I also realized how many questions students will still have regarding an assignment despite having this document to refer to and verbally discussing it in class. Students are selective with their listening and reading so I learned how to better word instructions for the future. In addition, I learned that layout of assignments and assessment instructions are crucial too. By creating a better layout, the students can find answers to their questions on their own. I also learned to provide an electronic copy and hard copy of documents because some students learn or retain information in different ways. In the end, I learned much about the delivery of a final project and despite well planned efforts there will always be questions.