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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.
This artifact is an assignment given in my education 380 class where we had to compare and contrast Intergrating Differentiated Instruction (DI) and Understanding by Design (UbD).
This artifact connects with professional teaching standard 6.6A which says, "the competent teacher understands appropriate and varied instructional approaches used before, during, and after reading, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas;" becuase both of these ideas are important for teachers when planning thier lessons and ideas.
This is a great assignment because it shows up the final outcomes that we want to have in our classroom for the goal setting we set for our students.
During the Fall semester of 2020 for my Remediation of Communication Disorders course, my classmates and myself were asked to rent an Augmentative/Alternative Communication Device from our college’s library. We were then tasked to learn about the various key components that our device contains.
IPTS Indicator 6R states, the competent teacher, “works with other teachers and support personnel to design, adjust, and modify instruction to meet students’ reading, writing, and oral communication needs". This is important because as educators, we need to understand how these devices work if our students are using them in class.
Without having the knowledge on how the device works or how to fix a problem if something comes up, it would not be beneficial for the students becuase they would not be able to use the device to communicate with it at all.
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