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Section 5: Artifact 1-2 are lesson plans that evidence my ability to create a cognitive interactive plan using the given curriculum for instruction in Science
Section 2: Artifact 1 is a supervisor’s evaluation that evidences that I can write demonstrates knowledge of content and pedagogy by receiving satisfactory in the rating.
Section 5: Artifact 1-2 are lesson plans that evidence my ability to create all lesson plans in alignment with PA PK Academic Standards by including the correlating standards at PA State standards in Science, Integrated Language Arts and Mathematics.
Section5: Artifact1-4 are lesson plans that evidences my ability to plan instruction that is responsive to the age and characteristics of the students by the inclusion
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Section 5: Artifact 2 is a lesson plan that I have written shows that I have the ability to plan instruction using appropriate resources, materials, technology and activities to engage students in meaningful learning based on their instructional goals by using CD player to play the song that was related to my lesson.
Section 2: Artifact 2 is my mentor teacher evaluation form that indicates that I can use different resource materials to create meaningful learning based on their instructional goals by receiving 4 on the rating scale.
Section 3: Artifact 1 is my supervisor’s evaluation that evidence my ability to maintain a meaningful and caring relationship with students through cooperating teacher’s comments that noted strengths include stays past time to interact with kids and children ask her for help which is a sign of trust and like her.
Section 3: Artifact 1 is my supervisor’s evaluation evidences my ability to maintain a caring relationship with teacher, students and among students by receiving exemplary rating in
Helps to establish that a student’s low academic achievement is not due to inappropriate instruction, poor developmental activities and expectations deficit
In regards to supervision, Miss Servo explained her cross-cultural relationship with her African American supervisor and her views on their affiliation. It was explained that her supervisor, the assistant principal, observes two separate class sessions within an academic quarter and provides constructive criticism; in addition to, having two meetings a year to describe progress and areas of improvement. The interviewee elucidated that she feels that she can be open with her supervisor, but with hesitation. Miss Servo explains that her supervisor does not do observations on a timely basis and sometimes will not receive feedback until weeks after being observed. Continually, she feels that her supervisor acts lost and that she will pick out
Level of Cognition – provides information about the depths and levels of thinking involved in instructional activities
Many of the questions both from the online survey and follow up interviews concentrated on the project, indicating the importance of this facet of the training. Question seven from the online survey results is focused on feedback received from supervisor, dean or staff. It is clear the respondents all received feedback and most received at least minimal
(1) Intervention which is the observable behaviors that the supervisee demonstrates in session, such as demonstration of skills and interventions. I would process the skills that
I designed and implemented content that aligned with my lesson objectives in the lesson plans I designed for edTPA in EDU 355. The lesson plan I created is one of three lessons I designed to help students in the 1st grade improve their jumping and landing. Each of the objectives in the lesson plan relates to tasks and content of the lesson.
My Nature of the Exceptional Child class has demonstrated the need for this standard through volunteer hours. It
This artifact is a classroom management plan that I completed in one of my special education courses with one of my peers. This classroom management plan represents how I plan on setting up my future classroom, the expectation I will have in my classroom and how I will deal with behaviors when they do occur. Within this plan I have a behavior contract a way for me as a teacher to monitor how many times I have to redirect a student. This artifact would fit in standard #3: learning environments since it demonstrates how I plan on managing my classroom in the future. By having a plan, it will allow me to have something to refer to and be able to gain control in my classroom very early on in the school year. This is an example of my best work since
The class was made up of students that ranged in ability levels. There were 5 English as Second Language learners who tested below grade level on reading comprehension part of the CRT and 8 special education students who were also behind grade level in their reading progress.
She encourages every teacher to think rigorously about their planning process, if they want rigour from their students. A good lesson plan or unit outline will show where student are making meaning for themselves; imposing structure on information, using skills to create a process and applying what they have learned to new and novel situations.
Effective teachers evaluate their classroom environment in comparison to their students’ academic, functional, behavior and social needs. After taking this into consideration, the teacher should make appropriate accommodations and/or modifications to ensure all student success in the classroom. Despite a teacher’s highest expectation for students, students who require a more individualized approach will always be of concern. The INCLUDE strategy is provided for these students who require an individualized approach. INCLUDE allows teachers a strategy for making adaptations or accommodations based on individual student needs, along with the teacher’s expectations in the classroom. (Friend & Bursuck, 2006)
The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period. Throughout the course of the lesson, it may take multiple sessions before the student is ready to independently practice the skills learned. Anticipated lesson duration is included with each lesson plan provided in this instructional unit. Madeline Hunter’s Seven Steps of Instruction includes stating the objectives, anticipatory set, teacher input, modeling, checking for understanding, guided practice, and independent practice (Hunter, 2004). For the purpose of this instructional unit, input and modeling have been condensed into a streamlined event; as well has, checking for understanding and guided practice. This form of lesson planning is preferred within the Elkin City Schools district and lends itself to the creation of engaging lessons.
The inclusion of engaging activities in this course is not completely clear from the information provided in the syllabus. While details about the texts that will be covered throughout the tentative course outline are shared, there is very little information on the actual learning activities that will be completed by students. In several areas of the syllabus, lists of activity types are given without description. It is stated that students will conduct research, work in groups, keep journals, and take quizzes, but there is no additional information about the expectations or format these assignments will take. The depth of knowledge on these activities is unclear, but may be an area of concern. Rigor is mentioned, but not substantiated with examples or evidence. While this may not be indicative of the actual learning experiences that students complete in class, the actual information on the syllabus guides the reader to the conclusion that students will primarily remain in the lower levels of Bloom’s Taxonomy, for example remembering and understanding, in regards to thinking skills accessed (Ainsworth, 2010, Reeves, 2006). With additional explanation, any confusion or doubt about the focus and purpose of the assignments for this course would be
In Science, teachers serve as the facilitator of learning, guiding them through the inquiry process. Teachers must ask open-ended questions, allow time for the students to answer, avoid telling students what to do, avoid discouraging students’ ideas or behaviors, encourage to find solutions on their own, encourage collaboration, maintain high standards and order, develop inquiry-based assessments to monitor students’ progress, and know that inquiry may be challenging for some students so be prepared to provide more guidance. There are three types of Science inquiry: structured, guided, and open. Structured is the most teacher-centered form of inquiry. This type of inquiry is mainly seen in laboratory exercises where the teacher needs to provide structure, however the students are the ones who conduct the experiment and find conclusions. Guided inquiry is where the students are given tools to develop a process and find the results. As an example, the teacher would instruct the students to build a rocket, but not tell them how to design it. This leaves creativity and uniqueness for the students to be able to apply their knowledge and skills. Open inquiry is when students determine the problem, i...
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of