Standard 1
The teacher understands cognitive, linguistic, emotional, and physical areas of student development
Cube investigation
For this activity my kindergarten class was broken into groups. Each group was given a cube to investigate, and a piece of paper to record information. After students explored the cube we talked about the findings. We discussed the difference between a cube and a square and recorded the information on the board. Students then learned how to draw a cube, and wrote three facts they learned.
Rationale: This activity was created to challenge students to use what they know about squares to learn more about a cube. It helps each student grow by allowing students several ways to learn about the cube (drawings, writing, hands on exploration, and discussion) When observing this activity I was able to hear students help each other when help was needed, and I was able to see the strengths of my students shine.
Rationale: This activity was created to challenge students to use what they know about squares to learn more about a cube. It helps each student grow by allowing students several ways to learn about the cube (drawings, writing, hands on exploration, and discussion) When observing this activity I was able to hear students help each other when help was needed, and I was able to see the strengths of my students shine.
Standard 2
The teacher understands individual learner differences and cultural and linguistic diversity.
Vocabulary
When introducing lessons I explain the key vocabulary words students will need to know. While teaching new words to my students I start by telling them the word, the definition, and have an action and/or picture to go with it.
Rationale: Because not all students learn in the same way, I try to teach so that several learning styles are addressed. With my vocabulary instruction I provide opportunities for students who are auditory, kinesthetic, and visual learners, to learn in a way they understand. By teaching my vocabulary this way it helps my students who struggle with language, by providing repetitiveness and different styles to learn vocabulary.
Rationale: Because not all students learn in the same way, I try to teach so that several learning styles are addressed. With my vocabulary instruction I provide opportunities for students who are auditory, kinesthetic, and visual learners, to learn in a way they understand. By teaching my vocabulary this way it helps my students who struggle with language, by providing repetitiveness and different styles to learn vocabulary.
Standard 3
The teacher works with learners to create environments that support individual and collaborative learning, positive social interactions, active engagements in learning, and self-motivation.
Rational:
Standard 4
The teacher understands the central concepts, tools of inquiry, and structures of the discipline.
Planning
Rational: I use a curriculum map for the year to help pace my class, this long term planning is created by using the pacing guides suggested from Davis School District, and follows the Utah Common Core. I use my year map to plan weekly. By following this I know my students have the proper background knowledge to complete the next skill. It also helps to stay organized and on task. I also post for my students the objective and key vocabulary words for each lesson. This way they know what is required of them, and I know exactly what I need my students to learn from the lesson.
Standard 5
The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.
Assessments
Rationale: Each week my students are assessed in a variety of ways. I use "morning starts" daily as an informal assessment. When students come into the classroom in the morning I have a problem on the board, it is usually is a language or math problem. Students have 3-5 minutes to get settled in and complete the morning start. This quickly helps me to see who retained the concept from the lesson the previous day, find errors or misconceptions in their work, and helps me to adjust my instruction if needed. I will often stop in the middle of a lesson and ask my students to give me a thumbs up, down, or to the side to see who is understanding, and feels confident with the new information. I give formal assessments often to see how well my students are doing. I use the results of all my assessments to see if learning objectives have been met and help guide instruction further. My students keep track of their growth throughout the year in their data binders. This is where they record reading minutes, pass off math facts, and sight words. My students are responsible to track their behavior and attendance throughout the year. I use students data binders to monitor their individual progress, as well as show classroom growth. Using data binders also allows for students to see their own progression, as well as what they need to work on. My students use their data binders to lead their SEP conferences at the end of each term.
Standard 6
The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Core Curriculum standards, instructional best practices, and the community context.
Units Planned off Utah Core Curriculum
I planned a Kindergarten unit based off of the Utah Common Core. The unit included many engaging, appropriate activities to teach social studies. I was able to incorporate several social studies objectives into other content areas, it was very successful and the students were able to meet all the learning objectives. The students learned the Pledge of Allegiance, created their own American flags, and learned about important US symbols.
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I planned and implemented a unit for my third grade class in which they learned about rights and responsibilities of citizens. We were able to engage in deep conversation about real current social issues, and brainstorm solutions to several community problems. Students were then required to create their own community. They used their new knowledge about communities and people to know what they needed to include to have a functioning community. They used milk cartons to create homes and buildings (fire station, police station, military base, school, restaurants, political buildings, stores etc,). This unit was very hands on and engaging. My students used several content areas including writing, deep thinking strategies, math, reading, and creative arts to meet the standards and objectives for the Utah Common Core.
Above is a link to our jeopardy game, test review, that I created. The left is a picture of of our third grade community created from milk cartons.
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Standard 7
The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways.
Technology
Rational: Technology in the classroom provides so many opportunities for my students, to explore and grow. I often use the interwrite board to help extend the knowledge students are learning in class. I use carefully selected websites or create interactive activities for my students to practice their skills. The classroom has an I Pad that I use to assess students, play interactive educational games, and do reading with.
Hands on real world problems
In my classroom I try to use real world problems/ items so students will want to relate to the problem, and find answers for them. I engage my students through hands on activities where they can question, explore, and analyze information.
During their study of measurement my third grade students were able to use pumpkins to help support their developing skills. They were able to predict weight, circumference, as well as find the actual numbers. This was an enjoyable activity to help reinforce several math skills. I included a pre-assessment of fractions through a pumpkin muffin recipe, where students had to draw the fraction. I also included a dice multiplication game, a word creating activity, and a science lesson on the life cycle of a pumpkin plant. This center rotation was very effective, it created deep thinking and used many of the math skills my students were developing, as well as followed the Utah Common Core requirements.
Standard 8
The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.
Behavior
In my student teaching I have came across a lot of behavioral diversity. I have been flexible in my approaches on working with individual behaviors to ensure all my students are learning. Through working closely with other staff, parents, and teachers I have been able to create successful behavior plans for students. The photo on the left is an individual behavior chart, the student is able to move up the chart by completing work, and staying on task. Once my student reaches the top she earns a prize, we push to earn a prize everyday. This system has worked very well with two my students.
Standard 9
The teacher is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success.
Parent Communication
I firmly believe that students are much more successful when there is communication between home and school. I use weekly newsletters to inform families about what is happening each week in our classroom. The newsletter is sent home as a homework packet cover, where reading minutes are recorded and signed off on so I know parents are seeing it.
Standard 10
The teacher demonstrates the highest standard of legal, moral, and ethical conduct as specified in Utah State Board Rule R277-515.
I work hard to maintain the highest of standards at all times. I always dress and act appropriately to ensure students are able to see me as a role model. My references will also be able to speak of my professionalism while at school. I have taken and passed my ethics review test on March 24, 2013. Below is a copy of my Utah teaching license.
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