Embedded Files
Instructional Strategies
Instructional Strategies
Description: 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 access and appropriately apply information
Interpretation: The teacher can use multiple strategies to help students understand content as well as help students build upon that new knowledge. This will help students formulate a deeper understanding for content.
Teacher Work Sample Student Work Spreadsheet:
Teacher Work Sample Student Work Spreadsheet:
Description of Artifact: This spreadsheet was a place where I monitored each student's proficiency on each lesson in the math unit. It gave me data on which students are ready to move on to the next lesson and which students would benefit from another day of practice.
Indicator: 8(b) Continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.
Indicator in my own words: This means that the teacher carefully monitors each students learning and gives them more difficult or less challenging work based on their level of proficiency.
Rationale: The TWS Spreadsheet is a great example of this Standard and Indicator because it directly monitored each student's learning and it also allowed me to see what students might need extra help on a certain lesson. For example, I noticed that Lesson 4 was one of the lessons that did not show as high of a proficiency level as I would have liked so I spent another day on decimal addition and subtraction problems. On the other hand, Lesson 6 had 15 out of the 16 students as proficient in dividing decimals. This told me directly that this was a concept that most of my students felt really comfortable in. This allowed me to move onto more difficult questions regarding division while still being able to help and support that one student that wasn’t as comfortable with the concept. In addition to recording students' proficiency, I would circulate around the room in check in with students individually on how they were doing on that particular lesson. This allowed students to assess their own progress.
Yellowstone Paragraph:
Yellowstone Paragraph:
Description of Artifact: The Yellowstone paragraph was an activity that tasked students to write a paragraph about what they learned from the book about Yellowstone as well as the video shown in class.
Indicator: 8(n) Knows how to use a wide variety of resources, including human and technological, to engage student learning.
Indicator in my own words: This means that the teacher can use technology and other resources to engage student learning.
Rationale: This artifact is a good example of 8(n) because it used a National Geographic documentary about Yellowstone to show students first hand the amazing sites and animals within Yellowstone. This activity also had students listen to a read aloud titled When The Wolves Returned which talked about a specific time when the wolves in Yellowstone disappeared and why they were so important to the ecosystem of the national park. This shows proficiency in Standard 8 because I used a wide variety of strategies to encourage learning. I did this by using a read aloud book as well as a video documentary. As a result of using multiple resources, students were able to show off what they learned or noticed in book resources and created some very informative paragraphs about the national park.
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