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Being an effective educator requires many things, however, one of the most important is communication. This section is going to focus on communication and how I implement structure across the content area.
Communicating Lesson Objectives. The intern makes the lesson objective or learning target clear to learners. (#8LP1)
Engaging Learners Through Participation Strategies. The intern uses a range of participation structures to engage learners in the lesson. (#8LP1, #7LP1)
Supporting Learners with Unique Needs. The intern understands and meets his/her legal obligations to the English language learners and students with special learning needs within his/her care. (#8LP1, #1&2LP2)
The first artifact here follows the last artifact in the Content Knowledge and Planning section as this is the discussion part of the Fishbowl project. Communicating the targets and goals in my teaching is essential so my students know what they are going to gain during the lesson. For this activity, the targets and goals were just about everywhere in the classroom. The targets and goals are always written on the board so students can see it when they first down, they are on the PowerPoint for the day and always read aloud at the beginning of the lesson (slide 2), as well as a physical handout that students evaluated their own skills before and after the activity. The targets and goals were also attached to their group evaluation packet as students needed to evaluate and provide feedback to their group members on whether they met the standard or not.
An English class is often considered to be a sitting down space because not many folks read while standing up, however, I wanted to apply a kinesthetic way of learning by asking students to move around the room to whichever side characterized their belief the best. In my Rhetoric Unit, we focused on the First Amendment and what rights were protected under the amendment. Dividing the classroom into three portions (Disagree, Neutral, and Agree), students moved about the room as I read a statement aloud. Once students were settled in their spots, I would then ask for volunteers to share their thoughts. The floor was then open for dialogue for students to support one another, counter, question, and offer their stance on the various statements. It was a fun activity that got the kids moving around, as well as providing a platform for students to share their thoughts.
Providing the necessary accommodations for students who qualify for an IEP requires me to frame my assessments in a way that ethically and accurately measures their skills and progress throughout the course. As most of my assessments (aside from essays) are multiple choice exams, I often remove one of the four answers so there are only three. For our grammar unit during our Language semester, the Parts of Speech quiz functioned more like a fill in the blank as students had to write down the appropriate word (assigned a letter) in the specified Part of Speech. For my students who needed the accommodation, I created more of a multiple choice assessment for them as they needed to circle the correct answers provided in the section while false answers were still present in each section.
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