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provide ongoing feedback that can be used to improve teaching and student learning. I
use exit tickets to assess whether or not my students were able to fully grasp what we
covered in the lesson. Exit tickets check for understanding through a few questions that
cover all of the information we discussed in class. In this example, I used these exit
tickets to decide whether or not the students understood the lesson that we did. The
results of their exit tickets will also allow me to determine if we are ready to move on to
the next part of the unit or are ready to move to the next unit.
1a. Aligns instruction with state-adopted standards at the appropriate level of rigor;
As I design and plan each of my lessons, the main factor that is used to focus each lesson
is the state standards. I use the state standard as the backbone of the lesson. Without the state
standard I have nothing to guide my lessons on and they are not designed around a specific
academic topic that my students need gain knowledge around. The state standards are used to
design the essential questions, and the objectives that I want all my students to have. I also
connect the state standard to the previous standards and the future standards that are related to
the overall topic. This helps students see the connections that each standard has to each other.
organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:
2a. Organizes, allocates, and manages the resources of time, space, and attention
My CT and I organize and manage our time with a very detailed schedule that we follow strictly,
which makes sure we allocate plenty of time to all the subjects throughout the day. If the
schedule gets altered for some reason we are able to smoothly adapt to the changes while making
Along with managing and allocating her time well, I have observed that my CT does a good
job of managing her classroom space. She has an oddly shaped classroom that is in the shape of a
pentagon and the majority of the walls are made from red bricks which makes it extremely
difficult to hang things up. Despite all her obstacles she still manages to keep the classroom
flowing fairly smoothly. She has the student’s desks all touching so conserve as much space a
possible and she uses chair pockets instead of cubbies to conserve space in the classroom. She
uses a good amount of space for her class library. Her class library is something that she cares a
lot about. We both feel that allowing the students a large amount of reading choices will
encourage these new readers and gives them an opportunity to explore different genres of books,
in order to discover what they are interested in. Another portion of my CT’s classroom is
designated as a play area for the students. This area has a variety of toys and activities for the
students to engage and explore their playful sides, it is a way for the students to get in touch with
able to manage her student’s attention. She does this with her various attention getters that she
Students: "Guacamole"
2b. Manages individual and class behaviors through a well-planned management system;
We use a clip system in our classroom that has 3 behavior levels on it. All students start at
the “Ready to Learn” level, which is where all students start every day. If they exhibit negative
behaviors throughout the day, they will be asked to move their clips down to the “Warning” or
“Consequence” part of the chart. My CT decides if the student’s behavior is unexpectable enough
to be asked to skip the “Warning” portion of the chart and go straight to “Consequence”. If a
student had to move their clip down at some point in the day, they have the opportunity to move
their clip back up to “Ready to Learn” if they show good behaviors and positive interactions with
their peers. This is a behavior management system that is well known by the students and has been
This picture shows how I do not discriminate against my students for any reason. Each
student is given equal opportunity to excel and I hold each student to the same standard and have
high expectations of all of them regardless of race, color, religion, sex,…etc.. All students have
the opportunity to get full points. This system leaves no room for favoritism and shows that I
When I am in the classroom and we are doing activities, or working in small groups I expect all
the students to try their hardest and get their work done to the best of their abilities. Students who
I know have a hard time staying motivated, I make sure to check on them during individual work
time and encourage them to keep on doing a good job. If there are corrections that need to be
made I gently tell them that they should look at their answer or sentence again to see what might
need to be changed.
During the winter months, there are a lot of holiday themed books and activities that may
be tempting to incorporate into lessons but when I am in my intern classroom I understand that
there are a few students in our classroom that do not celebrate these holidays so as a result I had
to keep them in mind when coming up with fun winter themed lessons. The class has two Jewish
students and one Jehovah Witness who do not celebrate specific holidays. I wanted to make sure
to respect their culture and their families background, so I adjusted the theme certain lessons to
make sure they were based off of simple non-holiday related winter elements such as snowflakes
During my time interning my CT and I have modeled clear, acceptable oral and written
communication skills while working with the students. When creating worksheets, writing on the
board, and/or working with the students independently my CT and I have both made sure to use
clear, grammatically correct, and acceptable oral and written communication skills. When
preforming a read aloud I make sure to articulate words when necessary, involve changes in tone
and emotion based on the emotions in the text, and made sure that the topic of the book was
portrayed correspondently with the way I read it. My CT and I both follow the same written
requirements that are expected of our students such as allowing adequate amount of space
between words, using capital and lowercase letters accurately, applying punctuation marks
correctly, and finally ensuring that our hand writing is easy to read. It is important to be a model
for the students, especially when they are still developing their writing and communication skills.
Modeling wrong or bad oral and written habits can have a big impact on these students who are
not write the problems with clear written communication, then the students would have had a hard
Accountable talk is how I maintain an openness, inquiry based and supportive classroom.
Accountable talk is an explicitly taught talking strategy that is taught to the students to help them
communicate in the most acceptable and appropriate manner. It gives students the chance to
communicate amongst their peers in a polite manner. By teaching students this strategy students
are learning how to communicate with others in a manner that shows respect and openness to other
ideas. With accountable talk we are teaching students that, although they may have different
opinions they are still to show each other respect and listen to each other’s thoughts.
In my classroom we are also implementing a technique called “Talking Chips” that will
help to facilitate the talking that occurs in small group discussions. When students are asked to
discuss with their shoulder partners or group members we have noticed that not all students are
fully participating in discussions. There are various reasons why these students are not
participating; either they are choosing not to participate by choice and lack of drive or they are
not able to due to one student in the group dominating the discussion, leaving less room for all
students to add in their thoughts and opinions. By implementing Talking Chips this will allow for
all students to have an opportunity to talk and will bring and openness and fairness to classroom
discussions
2g. Integrates current information and communication technologies;
In my intern classroom, we have three desktop computers and one laptop computer that
the students have access too. The main computer program that the students use is called Istation.
It is reading program that allows the student to work interactively to practice their reading
comprehension. The program is student based and incorporates fun aminations, characters,
books, games, and activities that keep the students engaged. Not only is the program fun for the
students, but it gives the teachers feedback on student’s progress. At the beginning of every
month students take an assessment that checks on their development and then the teacher can
view their scores and compare them to the previous months to see where the student has
In addition to using the computers for Istation my CT uses other programs on her
personal laptop that she then is able to project onto the screen for the students to view. She uses
educational YouTube videos when she is looking for musical inspiration to help students grasp a
certain topic. She also uses a math program called GoMath.com as a part of her math lesson. One
example of how she used this program was she was working on the math concept of putting
numbers correctly on a time line. The screen showed a timeline with missing numbers and then
she would call on the students to raise their hands and tell her which number she should drags to
put in the empty boxes, to fill in the timeline. The program gives hints and advice on how to
answer the question and provides praise when students get the answer right. The program would
benefit the students even better if my CT had a smartboard that would allow them to physically
touch the board and drag their answer into the correct box, but that is not something that is
students; and,
In my intern classroom, there are a few ways that I have personally accommodated a lesson
to fit the needs and diversity of the students. One way that I have specifically done this was
during one of the lessons that I had the students write what they were thankful for. One of the
students has a difficult time seeing and needs a larger area to write so I specifically designed a
specialized sheet for him. I made the text of the paper larger to accommodate for his vision
issues and then I made the designated area for him to write larger, so, he had more room. He
One way that I have seen my CT differentiate a lesson to fit the differing needs and diversity
of her students was with a math lesson on the number 10-20 on a timeline. She designed the
lesson with her students differing skill levels in mind. Some of her students fully grasp being
able to put the numbers in numerical order and the other half of the class is still having some
trouble with putting the number is numerical order correctly. For the students who were still
having trouble she designed a large timeline and a set of number from 10-20 for the students to
put into order with a partner. The group of students who fully understand how to put numbers in
numerical order on a timeline were given a large timeline and two sets of numbers from 10-20.
The first set were simply the numbers from 10-20 but the second set was the written-out versions
of the number such as “fourteen” and “eleven”. She knew the students who were having
difficulty needed to work on putting the numbers in order but she didn’t want the students who
already knew it to be not challenged, that is why she gave them the word versions to have them
work on their recognition of that version of the number. This differentiation allowed both groups
One way that I have observed my CT using assistive technologies that enables high-
quality communication and helps students achieve their educational goals is through a program
that she encourages her students’ parents to sign up for called Remind. Remind is a program that
allows for real-time communication between teachers and parents. It removes the common issue
of unread emails and ignored handouts. My CT uses this program to communicate with her
student
parents whenever she needs to get into real-time communication. She is able to send out
reminders about assignments, events, and papers that need to be signed and returned. Sending out
emails and handouts are in the past this is a much more effective way to communicate with
parents and it helps keep them updated on what their student needs to be doing and things that
misconceptions and then in the step-by-step I point out how exactly I plan on addressing
my lessons this way I can properly address the misconception early on in the lesson to avoid it
becoming a problem during the lesson. It also gives me a head up into what I may see during my
3j. Utilize student feedback to monitor instructional needs and to adjust instruction.
Following the completion of one of my lessons I had my students fill out this feedback
form. This form allows me to get the students feedback on the lesson. I think its important for
students to be able to voice their feelings in all aspect, even when it comes to the execution of
my lessons. My students had to rate different aspects of the lesson then list specific things that
they liked and disliked about the lesson. After reading and analyzing their responses, I used their
opinions to help plan and design the next lesson. The only problem I came across was some of
my students were not very descriptive when describing the things they liked and disliked.
a. Analyzes and applies data from multiple assessments and measures to diagnose students’
learning needs, informs instruction based on those needs, and drives the learning process;
b. Designs and aligns formative and summative assessments that match learning objectives and
lead to mastery;
c. Uses a variety of assessment tools to monitor student progress, achievement and learning
gains;
Teachers should design formative and summative that are reliable and valid. With the
data that they collect from various formative and summative assessments they need to accurately
analyze each piece of data, then decide based on the data the students learning needs. With the
students learning needs, which were designated based on the data collected, design lessons and
learning objectives accordingly. Teachers are also expected to modify testing conditions to
accommodate students learning styles and levels of knowledge. The formative assessments that I
use include exit tickets, bellwork questions in the morning, self-assessments, and comprehension
5b. Examines and uses data-informed research to improve instruction and student achievement;
This FEAPS was achieved when I started doing research for my Internship wondering on
incorporating literature into math lessons. I used a variety of articles to base my inquiry
on and decide on how to choose books to put my wondering to the test. The articles I
used to inform my research were articles written with the idea that infusing math lessons
with literature can make a lesson powerful and even more worthy of the students
attention. Some of the articles were specifically focused on incorporating books in math,
but some were vaguer and just spoke about infusing curriculum together. All of the
articles gave me some interesting information on what books to use and how to use them
in the lesson. Each article is read, and important parts are highlighted and reviewed again
Here is an example of one of the articles that I read that inspired and influenced my
wondering, the execution of my wondering and the way I interpret my data collected to
At the start of our final internship, my fellow intern and I wrote up a letter to send to the
parents with the intention of informing them that we will be in the classroom regularly with their
students. We wanted them to be aware of who we were and what our role would be in the
classroom. Letting the parents know that we were going to be working with their students was
very important and it helped created a relationship of communication between ourselves and our
student’s parents. By giving the parents the option of contacting us as they pleased shows the
parents that we are there to answer any questions they may have regarding what we are doing in
the classroom. Even if the parents don’t actually contact us, just having that option if they did
shows them that we are there to help and that we are open to whatever they have to say.
6. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a
high moral standard in a community, the effective educator adheres to the Code of Ethics and the
6B1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public and
The purpose is to set guidelines and rules that explicitly explain to teachers what
students. With these specific details of what they are expected to do and act like
makes sure that teachers are aware that they are expected to “always be for the
student and for the development of the student’s potential” ("The Code of Ethics
Florida ") because the student’s success is their number one goal. If teachers
follow these codes they will be setting their students, colleagues, and themselves
up for long term success. The code of ethics is designed to have the teachers
protect the students’ safety and learning opportunity, give them equal opportunity
to learn, protects their rights to differing opinions, etc. As educators we are given
the responsibility of watching over these students while they are in our presence
and we are not only expected to keep them safe but also to make sure they are
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their identity. By doing this I am assuring that my students identity is safe while I use
evidence of their learning to show other colleagues, when I am allowing others to read
Picture #4 shows how I do not discriminate against my students for any reason.
Each student is given equal opportunity to excel and I hold each student to the same
standard and have high expectations of all of them regardless of race, color, religion,
sex,…etc.. All students have the opportunity to get full points. This system leaves no
room for favoritism and shows that I have high expectations for all my students.