Kristyn Lloyd

FCS 405 FCS Teaching Methods Final

Part 1. Go through each of the standards listed below in the tables and write a couple sentences for each one that describes how this course helped you to meet that standard. It
could be via class discussion, class assignments, your blog research, or through your practicum experiences (teaching, helping and observing) Please write your sentences in a color
other than black to help me easily see what you wrote. You do not need to write anything in the shaded boxes. This document will be a great help to you as you are filling in the
standards section of your portfolio. Submit your completed assignment in the Methods Final Assignment box in Ilearn, then move on to part 2
Part 2. Write a 2 page essay that summarizes what you learned throughout the semester. Describe your strengths, and areas of weakness where you will need to find some
professional development throughout your career to improve. Has your philosophy of education changed since taking this class, if so, how? What is your biggest take away from this
class? What is a teaching method you learned during this class that you tried and loved? What is a teaching method you learned during this class that you tried and didn’t love? Do
you have any recommendations for improving this course? Or Sign up for a 30 min. Appointment with me by Thursday, April 12th to discuss the same topics as you would have written
about. The appointment link above shows the times I am available. Please sign up as soon as possible so I can block it out on my calendar.

Standard 2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that enable each learner to meet high standards

Disposition
3. The teacher makes learners feel valued and helps them learn to value each other.
We talked about chaning around different activities in the classroom to meet the needs and learning styles of the different students in
class. We also talked about how seating arrangements as groups can be powerful to help students devolop a sense of belonging
among their peers.

Disposition
4. The teacher values diverse languages and dialects and seeks to integrate them into his/her instructional practice to engage
students in learning.
We briefly mentioned about how including a few words from different languages into your classroom routines can be really
meaningful to those learning english. I saw this implemented in South freemont as the teacher would say a few words here and there
in spanish to connect with her students such as counting of in spanish or using spanish when speaking to them individually about
directions or clarification.

Standard 3: Learning Environments. The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
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Knowledge
2. The teacher knows how to help learners work productively and cooperatively with each other to achieve learning goals.
A big thing that I learned about this is that when you assign group tasks and assignments you must first teach the class how to work
in groups. This can be done by having a group agreement contract at the start of each project and an evaluation at the end so that
the expectations are clear.
Knowledge
3. The teacher knows how to collaborate with learners to establish and monitor elements of a safe and productive learning
environment including norms, expectations, routines, and organizational structures.
We talked about classroom routines. When the teacher sets up classroom routines from the first few days in class it will be a lot
easier to manage behavior and let the students know how you want things to be run. This can be done in a syllabus, but also needs
to be explained personally.
Knowledge
4. The teacher understands how learner diversity can affect communication and knows how to communicate effectively in differing
environments.
Communicating during class time is going to be a lot easier than during a lab, use a loud teaching voice and make sure directions are
clear and that students are prepared for lab so that once they are in lab you can focus on individual issues.
Knowledge
5. The teacher knows how to use technologies and how to guide learners to apply them in appropriate, safe, and effective ways.
Yes, we had a whole unit on technology. We learned several ways how the teacher can use it and also how to troubleshoot certain
problems. We also talked abou several ways that students can use technology in the classroom such as web quests, research
assignments, and learning games.

Performance
2. The teacher develops learning experiences that engage learners in collaborative and self-directed learning and that extend learner
interaction with ideas and people locally and globally.
Yes, we created a project based learning unit that was able to allow student freedom in being able to learn and research on their
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own. But it also held them responsible for reaching out into the community to gather information and make a positive difference.
Performance
4. The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and
coordinating the resources of time, space, and learners’ attention.
We talked about different ways to organize materials in the labs that we have to run. Color code things in the kitchen or collect
numbered bobbins in a sewing room.

Performance
5. The teacher uses a variety of methods to engage learners in evaluating the learning environment and collaborates with learners to
make appropriate adjustments.
We talked about including games in lessons to capture the interest of students and to be able to review material. We had to rewrite a
few lesson plans to include these types of activities.
Performance
6. The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural
backgrounds and differing perspectives learners bring to the learning environment.
We talked about having the cup system to universally unferstand where students are at. A green cup means good to go in
understanding, yellow has a question, and red means please stop because student is very confused and needs help.

Performance
7. The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and
globally.
We talked about a few different websites that can allw students to explore and learn at their own pace, this type of thing would be
good to do in groups or rotations. Webquests also allow students to be interactive with technology.
Disposition
3. The teacher is committed to supporting learners as they participate in decision making, engage in exploration and invention, work
collaboratively and independently, and engage in purposeful learning.
In this class we not only had to write sevral lesson plans to use and teach with in the area, but we also learned how to adapt, change
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and add to them. We did things like review them to improve use of time, add games, write specific directions and tips on them,
lengthen time, etc.
Disposition
4. The teacher seeks to foster respectful communication among all members of the learning community.
We talked about using our “team” and we may need to have administration come to the class if a student is being disrespectful
towards others. Sometimes for smaller concerns teachers need to take a deep breath and realize the student is not necessarily
attacking them with their words, but may be going through something at home, so it comes out this way.
Disposition
5. The teacher is a thoughtful and responsive listener and observer.
We talked about the power of listening to student responses and replying to those rather than forming your own response. Also
thanking students for sharing their thoughts is powerful in creating a safe envionment to express thoughts.

Standard 4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s)
he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure
mastery of the content.

Knowledge
3. The teacher knows and uses the academic language of the discipline and knows how to make it accessible to learners.
If the teacher sets up the classroom procedures and management early on there should be no question, but they must follow through
with punishments and promises. If the teacher doesn’t than their words have no vlidity to the students.

Knowledge
4. The teacher knows how to integrate culturally relevant content to build on learners’ background knowledge.
Be aware of the different cultures in your class, celebrate those rather than trying to avoid them. You could do a food from around the
world unit and have families bring in food and do a small presentation about their home country.
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Performance
1. The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners
through learning progressions, and promote each learner’s achievement of content standards.
Project based learning allows students to complete the task in their own way, they can be guided through learning without having to
follow specific directions.
Performance
2. The teacher engages students in learning experiences in the discipline(s) that encourage learners to understand, question, and
analyze ideas from diverse perspectives so that they master the content.
We talked about asking good questions in class. A good question is one that does not necessarily have a right or wrong answer, but
connects to them individually.
Performance
3. The teacher engages learners in applying methods of inquiry and standards of evidence used in the discipline.
We talked about encouraging problem solving skills by including activities like break out boxes.
Performance
4. The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes
connections to learners’ experiences.
The teacher could have students make a connecting web to show knowledge constructions. They can also do entry and exit slips
that build off the others to show progress.
Performance
5. The teacher recognizes learner misconceptions in a discipline that interfere with learning, and creates experiences to build
accurate conceptual understanding.
A pretest ot starter questions could help with this to allow the teacher to know of prior knowledge and misconceptions that students
have so that they can be sure to address these issues during the unit.
Performance
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6. The teacher evaluates and modifies instructional resources and curriculum materials for their comprehensiveness, accuracy for
representing particular concepts in the discipline, and appropriateness for his/ her learners.
We have been asked to revamp previous lesson plans to include the new concepts that we learned or to improve for the future.
Performance
7. The teacher uses supplementary resources and technologies effectively to ensure accessibility and relevance for all learners
We learned about some of these types of resources and were encouraged to use many different types so that we can meet the
needs of many different learners. Teacher’s often teach in their learning style so we should try to eliminate that bias.
Performance
8. The teacher creates opportunities for students to learn, practice, and master academic language in their content.
We talked about the importance of devoloping vocabulary and different games for that. One that I came across in my reading was a
fly swatter game with vocabulary words. I incorporated this into my finance lesson plan.
Disposition
2. The teacher appreciates multiple perspectives within the discipline and facilitates learners’ critical analysis of these perspectives.
Project based learning celebrates the fact that each student in a group thinks differently. This helps them to all be successul when
working together despite different perspectives and backgrounds.
Disposition
4. The teacher is committed to work toward each learner’s mastery of disciplinary content and skills.
Each student will be different but we should be able to gain their trust as an educator that they can come to us for help. Each student
will be held to the same standards regardless of previous experiences.

Standard 5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
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Knowledge
1. The teacher understands the ways of knowing in his/her discipline, how it relates to other disciplinary approaches to inquiry, and
the strengths and limitations of each approach in addressing problems, issues, and concerns.
When lecturing the teacher should connect to materials and situations outside of the classroom. This can be done through
questioning and discussions.
Knowledge
2. The teacher understands how current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) connect to the
core subjects and knows how to weave those themes into meaningful learning experiences.
We talked about connecting our content to other subjects. It would be very benifitial to students if we could reiterate the information
about measurements in science class in a cooking class. Or Math concepts such as fractions are also used in rewriting recipies in
the kitchen.
Knowledge
3. The teacher understands the demands of accessing and managing information as well as how to evaluate issues of ethics and
quality related to information and its use.
The teacher needs to check work for accuracy and validity. If rules are set in place early on they will apply to every student and
exceptions to show a bias towards race or culture should not be made. Questions about food and religion should be discussed early
on also.
Knowledge
4. The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning
goals
Yes, we had a whole unit on technology. We learned several ways how the teacher can use it and also how to troubleshoot certain
problems. We also talked abou several ways that students can use technology in the classroom such as web quests, research
assignments, and learning games such as Kahoot.
Knowledge
5. The teacher understands critical thinking processes and knows how to help learners develop high level questioning skills to
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promote their independent learning.

When students answer with short answers such as yes, no, or facts, encourage them to elaborate and show their thinking. If you
follow up with a “why?” you will be a lot more aware of what they are doing and thinking.
Knowledge
6. The teacher understands communication modes and skills as vehicles for learning (e.g., information gathering and processing)
across disciplines as well as vehicles for expressing learning.
Know our students and how they learn, allow different opportunities for them to do different things and play to their strengths to allow
them the best successful experiences possible.
Knowledge
7. The teacher understands creative thinking processes and how to engage learners in producing original work
Creativity is the highest tier of Maslows hirearchy of needs and also of blooms taxonomy of cognative process. Students want to
create, so we just have to provide them with the frame work to get there.

Knowledge
8. The teacher knows where and how to access resources to build global awareness and understanding, and how to integrate them
into the curriculum.
Again, know your students. Not just their names but also their backgrounds, only do things that they are comfortable with but when
possible let them get involved to help the other students learn about their culture and background. Celebrate differences among
students and collaborate with those in the community for different assignments and projects.
Performance
1. The teacher develops and implements projects that guide learners in analyzing the complexities of an issue or question using
perspectives from varied disciplines and cross-disciplinary skills (e.g., a water quality study that draws upon biology and chemistry to
look at factual information and social studies to examine policy implications).
Teachers need to have clear objectives when writing lesson plans that meet state standards. Once these are met you can reach out
to other teachers in the school to see which units would correlate.
Performance
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2. The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes
(e.g., financial literacy, environmental literacy).
When something goes wrong in lab, rather than assessing the situation yourself as the teacher, use it as a learning experience. Have
the students dianose the problem themselves and take responsibility for their actions and their own learning.

Performance
3. The teacher facilitates learners’ use of current tools and resources to maximize content learning in varied contexts.
Have a check in and check out system for the materials and supplies that you allow students to take home or that you allow to leave
the classroom. Have another method of organization that allows you to keep tabs on all the supplies that you have inside the
classroom to ensure it will be taken care of and accounted for.

Performance
4. The teacher engages learners in questioning and challenging assumptions and approaches in order to foster innovation and
problem solving in local and global contexts.
You can allow the students to make teaching material for the class. Doing something like a jigsaw or creating videos is a great way to
hold students responsible for teaching their peers.

Performance
5. The teacher develops learners’ communication skills in disciplinary and interdisciplinary contexts by creating meaningful
opportunities to employ a variety of forms of communication that address varied audiences and purposes.
The teacher can employ different discussion tequniques such as think, pair, share. Which makes students think on their own to
formulate a response, then share with a partner, then have the chance to talk to the class. You can also do an agree or disagree
discussion that must lead off of the previous studen’t comment.
Performance
6. The teacher engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to
problems, and developing original work.
Avoid the grecian urn= Stay away from projects that take a lot of time and that have little to do with learning material. Rather help
them to meet lerning goals in projects they would already be doing such as FCCLA events or social activities.
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Performance
7. The teacher facilitates learners’ ability to develop diverse social and cultural perspectives that expand their understanding of local
and global issues and create novel approaches to solving problems.
The master teacher is kind while teaching but also pulls out the best of the students and listens to each one. This includes accepting
different cultures and teaching in a way to include all students.
Disposition
1. The teacher is constantly exploring how to use disciplinary knowledge as a lens to address local and global issues.
Love an logic was something that we talked about in class that was particularly benefitial to me in this class. I appreciated the idea to
allow student choice in learning rather than teaching forcing the classroom into action.
Disposition
3. The teacher values flexible learning environments that encourage learner exploration, discovery, and expression across content
areas.
We had 2 weeks that focused on project based learning which focuses on all these points. I even saw it implemented at compass
academy in Idaho falls where the students learned by choice and the teacher was just the facilitator.

Standard 6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Knowledge
1. The teacher understands the differences between formative and summative applications of assessment and knows how and when
to use each.
Summative assessment is given at the end of a unit usually an official test for points. Formative assessment is given by checking in
on students every so often to make sure they are up to the pace of the rest of the class. Could be done with an exit slip.
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Knowledge
3. The teacher knows how to analyze assessment data to understand patterns and gaps in learning, to guide planning and
instruction, and to provide meaningful feedback to all learners.
Providing meaningful feedback helps students know how to improve in the future and what your expectations are. Make sure to
clearly define what you expect in rubrics or descriptions of projects.
Knowledge
4. The teacher knows when and how to engage learners in analyzing their own assessment results and in helping to set goals for
their own learning.
This can be done in peer reviews and self assessments. Student honesty from being able to look at their own work will help them
become better students.
Knowledge
5. The teacher understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for
communicating this feedback.
Use the sandwich strategy- if you offer negative feedback you should “sandwich” it between at least two positive remarks.
Knowledge
6. The teacher knows when and how to evaluate and report learner progress against standards.
This is done with formative and summative assessments. It could also be done in personal interviews with students or with exit slips
asking about progress that has been made.
Knowledge
7. The teacher understands how to prepare learners for assessments and how to make accommodations in assessments and testing
conditions, especially for learners with disabilities and language learning needs.
Assessments for those with learning disabilities may include a longer amount of time to complete the test, a list of vocabulary words,
clues, fewer answers, etc. It may also mean that they take tests at a later date than others in class because it needs to be read
aloud.
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Performance
1. The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning.
There needs to be a balance of assessment with learning or else the students will not be able to make progress between tests.
Pretests are a great way to show students what is going to come and assess what they already know.
Performance
2. The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that
can distort assessment results
objectives should be writen with sepecial verbs that allow you to assess which stage of the cognative process they are in. Words
such as: generate,debate, establish, apply, predict, and recall.
Performance
3. The teacher works independently and collaboratively to examine test and other performance data to understand each learner’s
progress and to guide planning.
We didn’t talk a lot about exams, but we talked about ways to think collaboratively. You can assign your students to wear “different
hats” of creative thinking as they discuss certain issues and problems you rovide.
Performance
4. The teacher engages learners in understanding and identifying quality work and provides them with effective descriptive feedback
to guide their progress toward that work.
They can peer review one another for this, or you can give good and bad examples of a project early in the unit s that expectations
are clear.
Performance
5. The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.
Teacher is incharge of lecture, running activities, demo for labs, and monitoring labs. They should make sure students are engaged
for each.
Performance
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6. The teacher models and structures processes that guide learners in examining their own thinking and learning as well as the
performance of others.
Peer review again? We really didn’t dive too deep into this. Presentations to one another with jigsaw would be one way.
Performance
7. The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to
develop differentiated learning experiences.
You could survey class early in the year to see what different types of activities your student like to do. The teacher should cater
their lessons towards the learning style that is most prominent in your class.
Performance
8. The teacher prepares all learners for the demands of particular assessment formats and makes appropriate accommodations in
assessments or testing conditions, especially for learners with disabilities and language learning needs.
Assessments for those with learning disabilities may include a longer amount of time to complete the test, a list of vocabulary words,
clues, fewer answers, etc. It may also mean that they take tests at a later date than others in class because it needs to be read
aloud.

Performance
9. The teacher continually seeks appropriate ways to employ technology to support assessment practice both to engage learners
more fully and to assess and address learner needs.
We learned about some of these types of resources and were encouraged to use many different types so that we can meet the
needs of many different learners. Teacher’s often teach in their learning style so we should try to eliminate that bias. Yes, we had a
whole unit on technology. We learned several ways how the teacher can use it and also how to troubleshoot certain problems. We
also talked abou several ways that students can use technology in the classroom such as web quests, research assignments, and
learning games.
Disposition
1. The teacher is committed to engaging learners actively in assessment processes and to developing each learner’s capacity to
review and communicate about their own progress and learning.
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Again wit the use or peer review, entry and exit slips, and with jigsaw activities.
Disposition
3. The teacher is committed to providing timely and effective descriptive feedback to learners on their progress.
If the feedback is not provided in a timley manner thet student will not be aware of your personal expectations as a teacher and will
continue to be docked on simple points they were unaware of. For example if you take point off for using red pen but don’t give timely
feedback it may be awhile before they know that and swith to using a pencil.

Disposition
4. The teacher is committed to using multiple types of assessment processes to support, verify, and document learning.
Some students do not test well, so make sure that assessments are also done through other ways such as projects, presentations,
and participation.
Disposition
5. The teacher is committed to making accommodations in assessments and testing conditions, especially for learners with
disabilities and language learning needs.
Assessments for those with learning disabilities may include a longer amount of time to complete the test, a list of vocabulary words,
clues, fewer answers, etc. It may also mean that they take tests at a later date than others in class because it needs to be read
aloud.

Disposition
6. The teacher is committed to the ethical use of various assessments and assessment data to identify learner strengths and needs
to promote learner growth.
Teacher can only test on the material that they taught or that was assigned, they cannot test on things that is “common knowledge”
by their opinion.
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Standard 7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and
the community context.
Knowledge
2. The teacher understands how integrating cross-disciplinary skills in instruction engages learners purposefully in applying content
knowledge.
We talked about connecting our content to other subjects. It would be very benifitial to students if we could reiterate the information
about measurements in science class in a cooking class. Or Math concepts such as fractions are also used in rewriting recipies in
the kitchen
Knowledge
3. The teacher understands learning theory, human development, cultural diversity, and individual differences and how these impact
ongoing planning.
I’ve learned about the theorists previously and have tried to implement their ideas into my teaching. I know that the ultimate goal is to
get our students to think creatively on their own.
Knowledge
5. The teacher knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them
effectively to plan instruction that meets diverse learning needs.
Literacy strategies can help their comprehension the classroom such as: KWL, graphic organizers, T charts, SQ3R, Questioning,
opinionares, etc.
Knowledge
6. The teacher knows when and how to adjust plans based on assessment information and learner responses.
The teacher should be prepared with a lesson and know the material, however if the see a chance for greater education and higher
thinking that the students are interested in, they should continue down that route. It is ok to abandon the plan if you are prepared.
Knowledge
7. The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special
educators, related service providers, language learner specialists, librarians, media specialists, community organizations).
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Know “your team”, know how to work with other staff at your school. Everyone in your district has an impact on your classroom and
the students, know how to involve them appropreatly. Be quick to respond when they ask something of you and be willing to help.
Performance
1. The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and
content standards, and are relevant to learners.
Look online at the CTE website to know specific program goals and standards, you will also have to meed district standards, and
sometimes other standards to keep your funding.
Performance
2. The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources,
and materials to differentiate instruction for individuals and groups of learners.
Differentiation for students. It can be as simple as not calling on certain ones that need longer thinking time, allowing certain ones to
re-read directions, playing videos that have both audio and visual demonstrations, etc. Know how to meet each student’s need and
incrporate that into your lessons.
Performance
3. The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and
skill.
Sequencing can be done by creating a calendar for each unit and making that visible to students. Review what you have done in the
past, and remind them what is coming in the future.

Performance
4. The teacher plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner
interest.
You can ask about the prior knowledge when intrducing a new unit: this can be done aloud, could be written on the board, or
personally on an entry slip.
Performance
6. The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student’s
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learning needs and enhance learning.

Learning goals and objectives should be written on the board each time you teach so the student are aware.
Disposition
1. The teacher respects learners’ diverse strengths and needs and is committed to using this information to plan effective instruction.
When planning group assignments or projects arrange the groups for optimal success. Be aware of the different strengths that each
member can provide and put them in groups that will allow them to be successful.
Disposition
3. The teacher takes professional responsibility to use short- and long-term planning as a means of assuring student learning.
These goals can also be written on the whiteboard and sent home in parent emails. Make sure that student are aware of these.

Disposition
4. The teacher believes that plans must always be open to adjustment and revision based on learner needs and changing
circumstances.
Be willing to adjust the lesson plan that you have prepared if discussion leads down a different path. Student curiosity will often be
different than you expect.We practived adjusting plans, but not on the spot.

Standard 8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Knowledge
3. The teacher knows when and how to use appropriate strategies to differentiate instruction and engage all learners in complex
thinking and meaningful tasks.
You could survey class early in the year to see what different types of activities your student like to do. The teacher should cater
their lessons towards the learning style that is most prominent in your class.Differentiation for students. It can be as simple as not
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calling on certain ones that need longer thinking time, allowing certain ones to re-read directions, playing videos that have both audio
and visual demonstrations, etc. Know how to meet each student’s need and incrporate that into your lessons.
Knowledge
5. The teacher knows how to use a wide variety of resources, including human and technological, to engage students in learning.
The teacher should know how to do all of the labs that they require the students to do. They should know sewing machine, kitchen
equipment, etc. Technology should never replace the teacher, but suppliment the learning activities of the day.

Knowledge
6. The teacher understands how content and skill development can be supported by media and technology and knows how to
evaluate these resources for quality, accuracy, and effectiveness.
Specific plans need to be witten to determine sifficiency in a certain skill. For example I wrote specifics of what requirements students
have to complete to earn their “sewing drivers license.”
Performance
4. The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content
and purposes of instruction and the needs of learners.
The teacher should lead the classroom and manage the activities but that doesn’t mean that they are actually the ones teaching the
whole time. Students should participate on their own by discussion, research, group work, and other contributions. It should be about
20% teacher and 80% student.
Performance
5. The teacher provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate
their knowledge through a variety of products and performances.
Some students do not test well, so make sure that assessments are also done through other ways such as projects, presentations,
preformances, and participation.
Performance
6. The teacher engages all learners in developing higher order questioning skills and metacognitive processes.
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Allow students to figure out answers on their own, you could use the scientific process, or other problem solving skills.
Performance
7. The teacher engages learners in using a range of learning skills and technology tools to access, interpret, evaluate, and apply
information.
This is when you make sure to use each step of bloom’s taxonomy to helps students to become familiar with the cognative process.
Performance
8. The teacher uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening,
reading, writing, and other modes.
We learned about some of these types of resources and were encouraged to use many different types so that we can meet the
needs of many different learners. Teacher’s often teach in their learning style so we should try to eliminate that bias.
Performance
9. The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping
learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).
Stimulating discussion is something we talked about with different strategies for how to do so. If it is done first in smaller groups is
helps students have longer thinking time, improve understanding, and decrease risk of participation.

Disposition
2. The teacher values the variety of ways people communicate and encourages learners to develop and use multiple forms of
communication.
We didn’t talk about this specifically, but I assume they are by: using technology, writing, speech, making visuals, etc.
Disposition
3. The teacher is committed to exploring how the use of new and emerging technologies can support and promote student learning.
Use of videos such as youtube and encouraging students to make content videos can can promote student learning in a creative
way.
Disposition
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4. The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to learner responses,
ideas, and needs.
Play off of student responses and value what they say. Devolop lessons off of their questions and interests.

Standard 9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to
continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.
Knowledge
1. The teacher understands and knows how to use a variety of self-assessment and problem-solving strategies to analyze and reflect
on his/her practice and to plan for adaptations/adjustments.
Self assessment charts, exit slips, peer reviews, etc.

Knowledge
3. The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and
recognizes how they may bias behaviors and interactions with others.
Allow students to share their 2 cents. They come from different backgrounds and have a lot to offer, they may even know some tricks
that would be helpful in your classroom. Listen to them and value their opinoins and thoughts.
Knowledge
5. The teacher knows how to build and implement a plan for professional growth directly aligned with his/her needs as a growing
professional using feedback from teacher evaluations and observations, data on learner performance, and school- and system-wide
priorities.
I made a PPL in another class and overviewed my philosophy of teaching in this class. I also created my own code of conduct for
teaching.
Kristyn Lloyd

Disposition
2. The teacher is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities,
ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their
families.
Learn to eliminate bias in the classroom and show love for all students from all backgrounds.
Disposition
3. The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research
as sources of analysis and reflection to improve practice.
We kept a blog of the different things we learned on each topic and I plan to continue that
Disposition
4. The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and
relevant law and policy.
We created a document about our own personal code of ethics and talked about the professionalism expected of us.

Standard 10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility
for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure
learner growth, and to advance the profession.
Knowledge
1. The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work
with others across the system to support learners
Know “your team”, know how to work with other staff at your school. Everyone in your district has an impact on your classroom and
the students, know how to involve them appropreatly. Be quick to respond when they ask something of you and be willing to help.
We talked about using our “team” and we may need to have administration come to the class if a student is being disrespectful
towards others. Sometimes for smaller concerns teachers need to take a deep breath and realize the student is not necessarily
Kristyn Lloyd

attacking them with their words, but may be going through something at home, so it comes out this way.
Knowledge
2. The teacher understands that alignment of family, school, and community spheres of influence enhances student learning and that
discontinuity in these spheres of influence interferes with learning.
We teach about families so we should support the families in our community. Provide projects that the students can bring home and
apply in their own families.

Knowledge
3. The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-
face and virtual contexts.
We had to work with other professionals in the community by contacting them and teaching in their classrooms. We had to follow the
rules of the schools that we entered and needed to conduct ourselves in a professional manner.