Archive for the ‘D. Standard 2’ Category

Standard 2.J

Tuesday, December 2nd, 2008

“Design, adopt, implement, and advocate for accommodations including assistive communicative devices, assistive technologies, and multiple strategies to enhance learning opportunities according to each student’s needs.”

 

My coursework for the Education department has included lessons, assignments, and field placements that have given me a glimpse into different forms of special needs within the classroom. Through this coursework, I have learned how to pick up on specific learning disabilities or emotional impairments, as well as pedagogical techniques to consider when accommodating for such special needs.

 

During my student teaching, I was able to tutor several students during lunchtime and after school. During one IEP for a student in our team-taught English 10 class, we (the student, the student’s parent, the student’s other teachers, the student’s counselor, and I) agreed upon one-on-one tutoring time as an accommodation to help her get caught up in her classes. This student and I met a few times a week and worked on her homework after school. I also worked with students one-on-one during lunchtime in order to help them get caught up in their English class work. I also had one student during my student teaching that had a physical disability, and was in a wheelchair for an extended period of time during the semester. The student and I worked together to come up with accommodations in regards to her placement within the classroom, so that she felt like a part of the learning community.

 

Through these one-on-one experiences with my students, I have learned that lesson planning must include careful thought of what each individual student may need in order to attain the learning goals for the day. I also learned that certain hours may require different teaching methods than others in order to stay focused and maximize their learning. For instance, my 2nd hour required more extensive instruction and as much one-on-one explanation as possible, while my 6th hour needed a set list of tasks for the hour and self-directed work time to accomplish such tasks. In the future, I think that it would be a good idea to start off the school year with a questionnaire for individual students to fill out about how they learn best and their own perceptions of what kind of help they need from their teachers. I did a similar “get-to-know-you” questionnaire with my students during Maymester. I think that it would be a good idea to take this questionnaire a step further and not only focus on who the students are, but also how they learn and what special learning needs they may have. I think that this would help a teacher to have a basic idea right off the bat what kind of instruction and accommodation is needed in order to cater to students’ learning needs.

 

Artifacts:

– Evaluation forms that cite one-on-one time with students:

Evaluation form 1

Evaluation form 2

Evaluation form 3

Evaluation form 4

 

 

          Maymester student interest survey

Standard 2.A

Tuesday, December 2nd, 2008

“Apply knowledge of human growth, development, and learning theory to design and implement instruction for the continuing development of students’ cognitive, affective, physical, emotional, and social capacities.”

 

As part of my coursework for the Education department, I have taken Intro to Psychology and Developmental Psychology at Albion College. Through these courses, I have learned about the cognitive, physical, emotional, and social development of people throughout the different stages of life. Because of these classes, I realize that my students are still in their last stages of development, and so their capacity to focus on people and issues outside of themselves is sometimes limited. As a teacher, I realize that it is my duty to help my students through this last stage of brain development, to help them to be high-functioning members of society.

 

After working with 12-15 year-old campers for three summers, I have learned that this age group is strongly in need of guidance and support, as well as the room to grow on their own. They are just starting to see themselves as budding adults, and want to explore their independence, but also need peer acceptance as well as compassionate guidance from adults.

 

Throughout my student teaching, I developed many meaningful one-on-one relationships with students. During this time, some students shared their current struggles (in and outside of school) with me. I offered a listening ear for these students, as well as advice when they asked for it. I so valued this time with individuals, as well as the knowledge that I was able to help encourage them during a time with many growing pains. I think that these one-on-one relationships are a meaningful foundation for classroom management, especially with 10th graders. Students who know that they can trust their teacher are much more likely to respect their teacher, as well as to work hard in that respective class. It was important for me to show these students that I truly wanted to support them. One way that I showed this support was in my final letter to the students, given to them on our last day together.

 

At this stage of students’ cognitive and social development, I know that one of my roles as a teacher is to help challenge them to “think outside of the box.” During my lessons, I tried to come up with discussion and written-response questions that pushed students to critically think about the material we had covered. I also implemented some social learning mini-lessons about prejudice, after observing that many of my students were overtly racist. In the future, I would like to address different aspects of social learning in all of my lessons, in an attempt to connect literature to students’ lives and to help them have greater awareness about their role as a member of society.

 

Artifacts:

– Evaluation forms citing one-on-one time with students:         

 Evaluation form 1

Evaluation form 2

Evaluation form 3

Evaluation form 4

          Letter to students

          A Class Divided lesson plan

Standard 2

Tuesday, December 2nd, 2008

Instructional Design and Assessment

“Facilitation of learning and achievement of all students

(in accordance with the SBE Universal

Education Vision and Principles).”

 

a. Apply knowledge of human growth, development, and learning theory to design and implement instruction for the continuing development of students’ cognitive, affective, physical, emotional, and social capacities*

 

During my Developmental Psychology course, I learned about cognitive, emotional, and social development.

 

During my Education Pedagogy courses (Humanities, Social Studies, and Literacy), I learned about teaching methods that apply to students’ cognitive functioning and different learning style needs.

 

 

b. Assess learning and differentiate instruction to maximize student achievement and to accommodate differences in backgrounds, learning modes, disabilities, aptitudes, interests, and levels of maturity

 

Education 202: Found Contexts of Education and Education 261: Education of the Exceptional Youth focused on possible accommodations for students who may have varying special needs.

 

 

c. Understand the connections between instructional decisions, grading, and assessment data. Use formal and informal, as well as formative and summative, assessments to evaluate learning and ensure the academic achievement of all students

 

The book Educative Assessment, used in a couple of our Education courses, focused on differences between assessments and evaluations, and formative and summative assessments, as well as appropriate circumstances to use different forms of assessment.

 

 

d. Discern the extent to which personal belief systems and values may affect the instructional process and grading, and adjust instruction and interactions accordingly

 

During my placement for the Humanities Pedagogy and Student Teaching, when I taught Inherit the Wind (play about John Scopes trial, whether or not to teach evolution in schools), I decided to not tell students where I personally stand on the creationism/evolutionism spectrum so that they felt free to express their own beliefs.

 

When we did surveys/journals during my student teaching that involved strong opinions about beliefs, sometimes allowed anonymity so students felt comfortable being completely honest.

 

 

e. Differentiate instruction in an environment that facilitates each student’s learning and access to an equitable education

 

Throughout my Education coursework, I have gradually been developing my own personal philosophy of teaching, which includes the belief that all students are capable of learning and achieving success.

 

Pedagogy classes gave me tools to know how to design lessons/units that appeal to different student needs and learning styles.

 

 

f. Design and implement instruction based on Michigan Curriculum Framework (MCF), using multiple approaches to accommodate the diverse backgrounds, abilities, and needs of students, and modify instruction based on assessment data

 

Throughout my Education coursework, I have used Curriculum Standards in all lesson and unit plans.

 

In my Pedagogy classes and Education 202 and 261, I learned about varying methods of instruction based on student need.

 

 

g. Understand, design, and implement grading processes and assessments, using multiple approaches to accommodate diverse backgrounds, abilities, and needs of students

 

During my student teaching, some of our students had individualized plans for grading based on personal need, accommodations—I had to discern when to give extra time and when to not accept late work.

 

 

h. Exercise informed judgment in planning and managing time and resources to attain goals and objectives

 

The school that I student taught at had just recently implemented a “Professional Learning Community” plan, for which teachers of specific classes (i.e., all English 10 teachers) work together for common assessments and re-teaching based on assessment data. During my student teaching, we decided to return to a persuasive essay that students wrote, in order to help them strengthen their papers and earn higher grades for the overall assignment.

 

 

i. Promote literacy in a variety of contexts (e.g., numeric, graphics, textual, multi-media, artistic, and digital)

 

Education 373: Secondary Literacy Pedagogy focused on promoting literacy in all content areas.

 

During my student teaching, I provided students with multiple resources to organize information relating to literature.

 

 

j. Design, adopt, implement, and advocate for accommodations including assistive communicative devices, assistive technologies, and multiple strategies to enhance learning opportunities according to each student’s needs*

 

During my student teaching, I interacted with several students regarding accommodations, worked one-on-one with students who needed extra help, and developed goals with struggling students.