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lesson outside of my subject area with such confidence. Due to the fact that this was outside of
my subject area, I was able to target standard seven, and plan a lesson that differed from lessons
that I had taught in the past. I met standard nine by self-assessing myself after teaching my
lesson. Finally, I demonstrated standard ten in my ability to communicate with other Math
teachers prior to planning my lesson.
Conceptualization: I demonstrated the Alverno Advanced Education Ability of
conceptualization by showing command of a subject matter that I was previously unfamiliar
with. I thoroughly researched the topic and ensured that I was capable of teaching the topic prior
to my lesson. Because I worked in the class daily, I was able to relate the material in my lesson
to concepts previously taught in the class as well as plan in accordance for what students would
be learning next. Finally, I designed a lesson on proportional relationships in connection with
real-world math problems so that they were relatable (and relevant) to the students.
Diagnosis: I was able to demonstrate diagnosis by collecting information through observing
the classroom interaction. By doing so, I was able to target which students clearly understood
throughout the lesson by those who raised their hands eagerly or were able to answer the
question correctly when called on. I was able to further assess student learning through the
paired work they did with their lab sheets. I constantly asked questions in order to refine
information and assess student learning and progress. I was able to demonstrate the skills I have
learned in terms of students with social anxiety by giving the student who struggles to contribute
to class discussions a heads up as to when I was going to call on him, so that he had time to
prepare.
Coordination: I demonstrated the ability of coordination by setting clear goals for the
learning experience and learning outcomes. I had target learning goals set prior to planning and
instructing, and used resources (SmartBoard presentation and lab sheet) appropriate to meet
those goals. I used class time wisely, by devoting part of the class to the lesson, part to the
partnered work on the lab sheet, part to the homework, and if they finished ALL of those things,
they were able to work on CatchUp Math, a program that they use in their classes. I monitored
the progress of the students by walking around the class and noting who clearly understood, who
kind of understood, and who struggled. I worked with the students individually to further extend
the lesson to the students who still struggled to understand. I also demonstrated this ability by
working closely with the two 7th grade math teachers prior to teaching my lesson. Finally, I
showed self-confidence in my teaching and enhanced by teaching abilities.
Communication: I met the ability of communication by setting a clear learning target for the
lesson and making that goal clear to the students. Prior to teaching the lesson, I ensured that the
material was accurate. During my lesson, I spoke clearly and with confidence throughout my
lesson, as I was familiar and comfortable with the students. I also presented the material in a
visually appealing SmartBoard presentation.
Integrative Interaction: I was easily able to demonstrate this standard, as I was familiar and
comfortable with the students in the 7th grade Math class that I was instructing. Throughout my
lesson I showed respect for and rapport with all students. I asked a variety of questions and
ensured that all students answered these questions (even those not raising their hands). As the
students worked in pairs on their lab sheets, I walked around the room to help guide discussion
and assess progress.