Standard 2


Facilitation of learning and achievement of all students (in accordance with the SBE Universal Education Vision and Principles), including the ability to:

(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;  In my student teaching experience I made a conscious effort to become aware of student growth and development.  I had prior knowledge on the development of children and their cognitive, affective, physical, and emotional, and social capacities in my psychology classes during my sophomore and junior year of college.  I completed a child development class which gave me strong insights and knowledge on the patterns of child behavior and their growth throughout the years.  My deeper understanding shone through when I started working more with students in my field placement classes.

(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;  As part of student teaching I was required to take over the whole classroom.  As a part of this responsibility I had to assess students learning and create different ways of instruction to different levels of learners within the classroom.  I created lessons that involved whole class inquiry along with independent work. This provided for different ways for students to learn.  I found that some students were better in whole class settings where I explained topics and concepts on the board or together as a whole class but other students struggled until they had one on one discussion explanation with me.  Having whole class discussion and then splitting students up into different groups or to do individual work provided well for the different types of learning needs in the classroom.  I also used different manipulative as learning tools for the students when doing whole class instruction.  Below is a link to my Equivalent Fractions math lesson plan where I integrated three different types of learning strategies. ( attach file)

(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;   Throughout student teaching I created many assignments where students were formatively assessed as well as summatively assessed.  I tried to vary up different strategies of assessing student learning to fit the strengths of my students and made sure to have every assignment have meaning and a concept or GLCE behind it to make it an assistive learning tool.  Attached is my curriculum design chart that I used for student teaching and in the last columm you can see the different examples of work I used for summative and formative assessment for the students. (attach file)

(d)  Discern the extent to which personal belief systems and values may affect the instructional process and grading, and adjust instruction and interactions accordingly; I realize that I am a human being and as a human being in the classroom I have challenges over recognizing student’s efforts and having a bias on them because of this.  As teachers and people you are bound to have some people that you are more drawn to and can easier relate to and there are those students or people in every day life that just irk you.  It is human nature, but it is as important as a teacher not to let that affect the way you assess students.  In my student teaching I really connected with the students and found that some I enjoyed more than other but I consciously made the effort to grade and assess student learning on a fair and even playing field.  All students deserve fair treatment and it is so important that as a teacher that is carried out.  Students value teacher’s opinion and often seek their approval so unbiased assessing of students is critical.

(e) Differentiate instruction in an environment that facilitates each student’s learning and access to an equitable education;  Whole class, group, and individual learning environments were created and used effectively throughout the whole day. I believe teamwork is an important quality that students especially at the age of nine and ten need to develop, so including group work in classroom setting is a good way to challenge and push students to have an input and work well with others to create a common goal and product.

(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;  Michigan Curriculum Framework drives every lesson I created in my Unit Plan.  In education classes throughout my four years at Albion College the importance of frameworks and Grade Level Content Expectations was always stressed and an essential part of creating and putting together lesson plans.  Attached is one of my lesson plans that include GLCES and Frameworks that were the main points in my lesson and daily objectives.  Each objective I designed intended to directly connect and fulfill each expectation and framework. (attach file)

(g)  Understand, design, and implement grading processes and assessments, using multiple approaches to accommodate diverse backgrounds, abilities, and needs of students;  My mentor teacher showed me the way the school implemented grading process and held records for students.  They use a website called data director to implement the grading process and assessments into a program to use for the student’s grades.  My mentor teacher was somewhat old fashion and still recorded grades in a book and calculated the averages and total grade on his own.  I downloaded and installed for him an online grade book which automatically calculated it for you and saved the students’ assessments and subjects all in one place.  He was very grateful for the much easier quicker piece of technology that he stated he will use continue to use forever.  Attached is the link to the classroom’s Data Director (attach file)

(h) Exercise informed judgment in planning and managing time and resources to attain goals and objectives;  Time management throughout the whole day was crucial to the important flow of the day and was a challenging part of student teaching.  Since my first education class and all the way through student teaching we were required to include the estimated time it would take to do a lesson.  As I found out throughout many lessons performed in the classroom, it is a rare occurrence that the time you predicted will be correct.  It helps to have extra backup activities and exercises to go with that lesson and or create silent read time when students are done with their work.  Creating a lesson chart for the week really helped me in my daily routine to be more prepared as a teacher.  Attached is a copy of one of my lesson charts for the week. (attach file)

(i)    Promote literacy in a variety of contexts (e.g., numeric, graphics, textual, multi-media, artistic, and digital); and English being my major, I have a high interest and belief in the importance of literacy.  I believe there are so many different types of ways literacy can be implemented in the classroom.  My Unit Plan I created integrated reading, writing, and social studies.  As a part of the reading and writing the students learned about and read the books written by Patricia Polacco.  Read aloud, storytelling, independent reading and whole class reading strategies were integrated into my lesson plans.  The students also had many writing assignments where they made predictions, compared and contrasted, conducted persuasive essays, and created opinion papers on each of the eleven Patricia Polacco books that we read.  Attached is one of the student’s responses about what we learned from Police’s January’s Sparrow. (attach file)

(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. While student teaching I have the priveledge of working with Darien, a special needs student, for different times during the day.  The students took on the main tasks of helping him in the classroom and tending to his needs.  It was really inspiring to see the patience they had with him and how well they worked with him.  I put to use commutative devices and assistive strategies when working with Darien.  His needs were limited and individually different than any other student I have worked with.  I learned a lot from that experience and will carry it with me as I continue to teach.