Planning, Instruction and Assessment.
Goal 3: Candidates demonstrate their understanding of planning, instruction, and assessment.
Indicator 1: Effectively develop curriculum and plan instruction utilizing state and national standards that critically examine the central concepts, tools of inquiry, and structures of the discipline to make learning meaningful for students.
Of all the lessons that I have created in graduate school project 1 is my favorite. It is a five week long author study on Chris Van Allsburg and illustrates my use of Common Core State Standards in reading, writing, vocabulary and comprehension using a variety of strategies. It incorporates Interest Inventories, Venn Diagrams, Password, Whatta Ya Know, Author's Point of View, Stump the Expert, the Create Game and Reader's Theater.
Indicator 2: Implement instruction that appraises differences in learning, creates instructional opportunities adapted to diverse learners and equips students with 21st century learning skills.
Project 2 is an anticipation guide that I learned about in my Master's Program. I was so intrigued by this strategy I developed a new lesson to utilize it and used in my classroom less than two weeks after learning about it. It assesses students’ methods of learning and provides numerous opportunities for students to experience diverse learning styles. As the lesson unfolded I made adaptations to incorporate iPads and have students search for definitions online using tools such as Google.
Indicator 3: Examine and implement a variety of summative and formative assessments of learners and support continuous intellectual, social, emotional, and physical development of students.
Project 3 demonstrates how I have incorporated a variety of assessments including; matching, fill in the blank, true or false, essay and open response. This project is an example of both formative and summative assessments that targets the skills for third grade students in math.
Indicator 1: Effectively develop curriculum and plan instruction utilizing state and national standards that critically examine the central concepts, tools of inquiry, and structures of the discipline to make learning meaningful for students.
Of all the lessons that I have created in graduate school project 1 is my favorite. It is a five week long author study on Chris Van Allsburg and illustrates my use of Common Core State Standards in reading, writing, vocabulary and comprehension using a variety of strategies. It incorporates Interest Inventories, Venn Diagrams, Password, Whatta Ya Know, Author's Point of View, Stump the Expert, the Create Game and Reader's Theater.
Indicator 2: Implement instruction that appraises differences in learning, creates instructional opportunities adapted to diverse learners and equips students with 21st century learning skills.
Project 2 is an anticipation guide that I learned about in my Master's Program. I was so intrigued by this strategy I developed a new lesson to utilize it and used in my classroom less than two weeks after learning about it. It assesses students’ methods of learning and provides numerous opportunities for students to experience diverse learning styles. As the lesson unfolded I made adaptations to incorporate iPads and have students search for definitions online using tools such as Google.
Indicator 3: Examine and implement a variety of summative and formative assessments of learners and support continuous intellectual, social, emotional, and physical development of students.
Project 3 demonstrates how I have incorporated a variety of assessments including; matching, fill in the blank, true or false, essay and open response. This project is an example of both formative and summative assessments that targets the skills for third grade students in math.