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This section has one standard, standard 5, which states that candidates be able to plan, implement, assess, and reflect on research-based instruction. The evidence I used to meet this standard is two components of my profile of a reader assignment. The third element is about differentiating instruction based on a range of assessments.
This section has one standard, standard 5, which states that candidates be able to plan, implement, assess, and reflect on research-based instruction. The evidence I used to meet this standard is two components of my profile of a reader assignment. The third element is about differentiating instruction based on a range of assessments.
This section has one standard, standard 5, which states that candidates be able to plan, implement, assess, and reflect on research-based instruction. The evidence I used to meet this standard is two components of my profile of a reader assignment. The third element is about differentiating instruction based on a range of assessments.
This section has one standard, standard 5, which states that candidates be able
to plan, implement, assess, and reflect on research-based instruction. By doing
all of these things, the planning that takes place by responding to data and specific needs of students should increase motivation and student engagement in the ELA classroom. The first element of this standard is concerned with planning instruction that is reflective of standards and requirements set out by the state, the school community, as well as the culture and linguistic backgrounds of the students I teach. The evidence I used to meet this standard is two components of my profile of a reader assignment. I meet this standard through this project because I plan standards-based instruction for both of these sessions and my instruction in informed by what I am able to gather about the individual and linguistic backgrounds of my students. The second element in this section requires that candidates use data to create inclusive learning environments that include students in their own learning process. The piece of evidence is information I got from conducting preliminary research for my profile of three learners project. I conferenced with three different students in reading and writing to figure out interests, background, and experience for each. I included information about the school and some student background informationinformation like test scores, attendance, and disciplinary information on my students to get a better sense of who they are as a student at the school I teach at. I could use this information to then inform my understanding of how to better serve those students throughout the 5 week rotation of this project. The third element is about differentiating instruction based on a range of assessments and in a way that involves students in their own learning. The first piece of evidence is a lesson plan that I created in which I was beginning a unit teaching about research skills and goal setting for my English III students. Students had no idea how to first conduct research on topics, so I started the lesson with a quiz where I was able to gaze student understanding and then created an activity in which they started with the first step to research (inquiry skills) which is keywords. The lesson allowed students to branch from making specific keywords to important researchable questions using those keywords. Students created a Question Wall around the classroom so they would be able to be reminded how research questions should be formed with proper keywords to yield the best results. The second piece of evidence is a lesson plan in which students were working on details in their writing and I created a lesson in which they had to be as detailed as possiblethe example I used was how to open a Starbusrt candy as if someone were blind. Students used this experience to show that the more detailed you are in your writing the better and more engaging it will be.
The fourth element demonstrates my ability to create, select, and use a
variety of instructional strategies and teaching resources in the classroom to accommodate for different types of learning. The first piece of evidence is a lesson plan in which students critically analyze and reflect on short studentmade films. They are expected to back up their claims with support from the film and to be able to recall specific details. This lesson provided students the opportunity to think like a film critic. In addition to this, students were expected to persuasively write a film review using a number of persuasive methods. This is important so that students will have practice writing using the art pf rhetoric. The second piece of evidence I used in this section was an independent library lesson plan that I made for students who were working on their research projects. This was one of a few lessons where I served as a shadow and not a facilitator because I needed to see how well students could work from start to finish doing independent research without me leading or influencing their thinking.