Embedded Files
Learner Development (1)
Learner Development (1)
Pre-Student Teaching Artifact
Assessment and Reflection Assignment.docxLED 212: Final Assessment and Reflection
This is a reflection based on a literacy placement that I had with a 7th grade student over one semester. I analyzed his literacy skills such as reading, writing, and spelling, at the start of the semester. I recognized that he has different strengths and weaknesses cognitively, linguistically, socially, emotionally, and physically. My reflection shows how I was able to account for his learner differences in literacy in order to implement a developmentally appropriate and challenging learning experience.
MSSE 403: Guiding Student Behavior and Classroom Managment Plan
My classroom management plan focuses on how I can set up and create a class that makes learning accessible for all. I created a room arrangement that supports accessibility and allows learners to have the best learning experience in the classroom. This plan outlines how I can best support my students in a variety of different areas. I do this by explaining rules and norms I will set in my classroom and the rights and responsibilities of the teacher and students. I also layout classroom routines, rituals, and procedures, and how I plan to build a classroom community. This plan shows how I can help students develop academically, in addition to emotionally, socially, cognitively, and linguistically.
Final Guiding Student Behavior and Classroom Management Plan .docxStudent Teaching Artifact
SKMS: Developmentally Appropriate Strategies used in Student Teaching
This artifact talks about different developmentally appropriate strategies I used during student teaching. I approached my teaching in different ways that would best match my students and their developmental needs. Students in 6th grade need more movement, as developmentally they are at a stage in their life when it is hard to be still and focused both physically and cognitively. Two of the strategies I used quite often are vertical whiteboard work, and gallery walks. These two activities are developmentally appropriate for my students, as it allows them to get up and get moving. It also lets them meet their social needs, as they can go around and talk with other students during this activity.
This artifact demonstrates growth, as I have been able to better recognize different patterns of development among students, and can design appropriate lessons and activities to meet my children's needs. Previously, I knew that all students have different patterns of learning, and have different social-emotional needs. I could design instruction so that it was cognitively appropriate. However, I did not think about my students' needs as much. As a student teacher, I realized just how much movement my students need at their age, and was able to implement appropriate lessons to reflect this. I will continue to do this in my future classroom. I know that not all students are the same, so I will always be monitoring my students to see what their social, physical, and mental needs are. That way I can continue to create lessons that are the most developmentally appropriate for students.
Learner Differences (2)
Learner Differences (2)
Pre-Student Teaching Artifact
MSSE 470M: Culturally Responsive Lesson
This lesson plan is culturally responsive and relevant. It is inclusive of many cultures and demonstrates my understanding of individual and diverse cultures, differences and communities. This inclusive lesson keeps students engaged as it is culturally and academically relevant to all of the students. How this lesson accomplishes this, is because it shows the percent of people who are registered voters in many different groups. Some of the groups represented are women, asians, and black people. This lesson shows how the percent of registered voters changes from 1966-2020, and analyzes the different changes and patterns in each group.
Student Teaching Artifact
SKMS: Student Survey
This artifact is a student survey that I sent out to my students on my first day of student teaching. This survey consists of different get-to-know questions, with a wide range on what is being asked. I understand that all my students have individual differences, so this was a good jumping off point to learn about my students. In my survey, I have questions that ask about their family and favorite family tradition as well as questions that just ask students to tell me something they are proud of. I use these survey responses to ensure that I can create the most inclusive environment possible for my students, by creating a safe space for them where they know all differences are valued and accepted.
This artifact demonstrates growth in standard 2. Not only did I give out student surveys, so I could get to know the students, but I also used the survey answers to influence my instruction. How I did this, is I took their answers and not only found a way to make curriculum relevant to them, but used the answers to help students connect with each other. For example, before student teaching, I knew I wanted to see what my students' identities are and what they like. If they like soccer, I would connect the lesson to soccer so that it is something that resonates with them. In addition to that, I would use the responses to see what students have in common with each other. I would sometimes put them in groups based on similarities, and would have them talk about what they have in common, so they could form a deeper connection with one another, knowing that they share parts of their identity with others.
Learner Environments (3)
Learner Environments (3)
Pre-Student Teaching Artifact
MSSE 420: Classroom Environment and Interaction Plan
In this classroom interaction plan that I created with my partner, we talked about different strategies that we could use in order to create and encourage a learning environment that is supportive of all students. How we create this classroom environment that supports individual and collaborative learning, and positive social interaction, is through fostering positive relationships with everyone in the class. We explained what we are looking for in a supportive and effective classroom environment, and how we can implement that into our class.
Student Teaching Artifact
SKMS: Grouping Strategies Used
This artifact is a collection of many different grouping strategies that I used throughout student teaching. These groupings encourage positive social interactions and active engagement in learning. Students knew that the groups would always be changing, and that most of the time the groups were assigned randomly. I established this norm at the start of my placement. We practiced working with others and getting used to being paired randomly. That way, students were accustomed to it, and felt supportive in any environment or group they would be in the classroom.
This artifact addresses growth, as I learned how to group students in more meaningful ways, in addition to getting students to want to be actively engaged when put in different groups. I learned how to bring flexible groupings into the classroom, and make it a norm. I used to try and incorporate random grouping, but you could usually tell if I was grouping students based on readiness levels, or random. Students knew what group they were in. However, since I made grouping the norm while I was student teaching, this is not the case. How having flexible grouping helps that, is that students know that the groups are constantly changing and never the same. So they can’t figure out what they are grouped by, and they don’t care to figure out what group they are, since it is always changing. In the future, I want to continue using flexible grouping, and hopefully use it more in my math class. Since I will have my own class, I can set up the desks however I want. I want to try and set it up in a way that is supportive of flexible grouping, as well as doing groupings even more consistently.
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