The Learner & Learning
Standard One
Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Evidence One
The lesson titled I Have a Right is a differentiated lesson plan I wrote in my Exceptional Children class. The lesson is supposed to be a culminating lesson geared to third grade in which students will learn that as citizens, they are given rights which are accompanied by responsibilities which are protected by laws.
Students will be divided into three groups based mostly on their abilities levels and interest. Each group will be assigned a right. Students will do a little research and compose responsibilities that are accompanied with the assigned right.
Group one will present a visual such as a painting or collage demonstrating at least 5 rights. Group two will act out a scenario which will last about 10-15 minutes demonstrating at least 5 rights. Finally, group three will be required to turn in a writing piece demonstrating at least 5 rights. Students of that group will not have to read their piece to the class, but they will be required to give an overview.
Reflection One
As mentioned in my education philosophy, I believe that not all children are able to work at the same paste, nor reach the same academic level, but each child has his/her own way of learning in the classroom. Therefore, in order to meet everyone’s needs, I will incorporate the various ways of learning such as: verbally, kinesthetically, and visually. By doing so, I believe I will be helping my students learn in whatever way they are capable of in order to meet the criteria of the curriculum. This is why each group will be presenting their rights and responsibilities differently.
The lesson titled I Have a Right is a differentiated lesson plan I wrote in my Exceptional Children class. The lesson is supposed to be a culminating lesson geared to third grade in which students will learn that as citizens, they are given rights which are accompanied by responsibilities which are protected by laws.
Students will be divided into three groups based mostly on their abilities levels and interest. Each group will be assigned a right. Students will do a little research and compose responsibilities that are accompanied with the assigned right.
Group one will present a visual such as a painting or collage demonstrating at least 5 rights. Group two will act out a scenario which will last about 10-15 minutes demonstrating at least 5 rights. Finally, group three will be required to turn in a writing piece demonstrating at least 5 rights. Students of that group will not have to read their piece to the class, but they will be required to give an overview.
Reflection One
As mentioned in my education philosophy, I believe that not all children are able to work at the same paste, nor reach the same academic level, but each child has his/her own way of learning in the classroom. Therefore, in order to meet everyone’s needs, I will incorporate the various ways of learning such as: verbally, kinesthetically, and visually. By doing so, I believe I will be helping my students learn in whatever way they are capable of in order to meet the criteria of the curriculum. This is why each group will be presenting their rights and responsibilities differently.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
i_have_a_right.docx | |
File Size: | 71 kb |
File Type: | docx |
Evidence Two
The lesson titled Because of Winn-Dixie is a lesson plan I wrote for my bit observation while student-teaching. Due to the fact that my third graders were reading the story Because of Winn-Dixie and studying about characters and character traits, I decided to do an activity where they can exercise the two.
After explaining the assignment to the whole class, I invited a few of my ESOL and RTI students to the back table where I guided them step by step to make sure they understand what was expected of them. Instead of having them select any character from the story, I limited them to selecting from three characters.
Together, the students came up with 2-3 ways each character feels, 2-3 things each character likes, and 2-3 things each character does in the story. I wrote down what was said on chart paper. This was to help the students as they prepared to write their own sentences.
Reflection Two
This was a simple lesson, but I did encounter a lot of problems. The problems were not within the students I pulled out, but with the rest of the class. I realized that just because I have a small group of students who may need the one on one help, I must also keep an eye out for the rest of my students who may need help.
I assumed that because the were very much engaged during the review and also while instruction was being given there wouldn't be any issues, but I was very wrong. One thing I learned is that students need to be given enough time to process one set of instructions before given new ones.
The lesson titled Because of Winn-Dixie is a lesson plan I wrote for my bit observation while student-teaching. Due to the fact that my third graders were reading the story Because of Winn-Dixie and studying about characters and character traits, I decided to do an activity where they can exercise the two.
After explaining the assignment to the whole class, I invited a few of my ESOL and RTI students to the back table where I guided them step by step to make sure they understand what was expected of them. Instead of having them select any character from the story, I limited them to selecting from three characters.
Together, the students came up with 2-3 ways each character feels, 2-3 things each character likes, and 2-3 things each character does in the story. I wrote down what was said on chart paper. This was to help the students as they prepared to write their own sentences.
Reflection Two
This was a simple lesson, but I did encounter a lot of problems. The problems were not within the students I pulled out, but with the rest of the class. I realized that just because I have a small group of students who may need the one on one help, I must also keep an eye out for the rest of my students who may need help.
I assumed that because the were very much engaged during the review and also while instruction was being given there wouldn't be any issues, but I was very wrong. One thing I learned is that students need to be given enough time to process one set of instructions before given new ones.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
because_of_winn-dixie.docx | |
File Size: | 464 kb |
File Type: | docx |
Standard Two
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.
Evidence One
In my Assessment class, one of my assignments was to write my own assessment philosophy.In order for a teacher to effectively assess his/her students, they should follow the four guiding principles by starting with a clear purpose as to why they are assessing, starting with a clean a appropriate achievement target as to what they are assessing, create high-quality assessments that yield depending on information, and finally communicate the results of the assessment effectively.
According to Stiggins, effective classroom assessor/teachers understand the interpersonal dynamics of classroom assessment and know how to set students up for success, in part though using the appropriate assessment as a teaching tool. When assessing, it may be difficult to accommodate the needs of multicultural learners, but it is necessary to provide fairness for those students who may be in the process of transitioning from one culture to the next.
**Contents addressing this standard is highlighted in the document attached.**
Reflection One
It is said that from the outside looking in you can never understand it. I thought that my research helped me understand the importance of assessment to fit everyone, but now that I am in the classroom, I am learning even more.
On several occasions, my ESOL students have brought their work to me and simply say, “I don’t get it.” For most Reading activities, I gather my ESOL and some of my RTI students around a large table, and explain what is expected of them. Sometimes we go through the activity together as a group, other times I ask students to work alone and I check their work as they progress.
When introducing a new game to the class, I usually call on my ESOL students to help me model the instructions. I am one who believes that most things are learned by doing rather than watching someone else do it.
In my Assessment class, one of my assignments was to write my own assessment philosophy.In order for a teacher to effectively assess his/her students, they should follow the four guiding principles by starting with a clear purpose as to why they are assessing, starting with a clean a appropriate achievement target as to what they are assessing, create high-quality assessments that yield depending on information, and finally communicate the results of the assessment effectively.
According to Stiggins, effective classroom assessor/teachers understand the interpersonal dynamics of classroom assessment and know how to set students up for success, in part though using the appropriate assessment as a teaching tool. When assessing, it may be difficult to accommodate the needs of multicultural learners, but it is necessary to provide fairness for those students who may be in the process of transitioning from one culture to the next.
**Contents addressing this standard is highlighted in the document attached.**
Reflection One
It is said that from the outside looking in you can never understand it. I thought that my research helped me understand the importance of assessment to fit everyone, but now that I am in the classroom, I am learning even more.
On several occasions, my ESOL students have brought their work to me and simply say, “I don’t get it.” For most Reading activities, I gather my ESOL and some of my RTI students around a large table, and explain what is expected of them. Sometimes we go through the activity together as a group, other times I ask students to work alone and I check their work as they progress.
When introducing a new game to the class, I usually call on my ESOL students to help me model the instructions. I am one who believes that most things are learned by doing rather than watching someone else do it.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
philosophy_of_assessment.docx | |
File Size: | 19 kb |
File Type: | docx |
Evidence Two
After reading the story Because of Winn-Dixie, my students completed several activities to conclude the unit. Due to the fact that my students had not done any oral presentation activities, I decided to take the opportunity to do an activity which would require an oral presentation.
Students were group into groups of twos and threes. I grouped some of my RTI and ESOL students with some of my stronger students.
Reflection Two
As I mentioned in my education philosophy, I would like my classroom to run as a community. Therefore, as members of a community, my students will work together to help each other reach a common goal.
I realized that group my strongest students with my weaker students has its positives and negatives. For some groups, my stronger students carried most of the load for the assignment. Instead of having the other student work with them, they told them what to do when it was time to present. On the other hand, I noticed that my weaker students opened up and expressed their thoughts and tried their best to help their partners.
After reading the story Because of Winn-Dixie, my students completed several activities to conclude the unit. Due to the fact that my students had not done any oral presentation activities, I decided to take the opportunity to do an activity which would require an oral presentation.
Students were group into groups of twos and threes. I grouped some of my RTI and ESOL students with some of my stronger students.
Reflection Two
As I mentioned in my education philosophy, I would like my classroom to run as a community. Therefore, as members of a community, my students will work together to help each other reach a common goal.
I realized that group my strongest students with my weaker students has its positives and negatives. For some groups, my stronger students carried most of the load for the assignment. Instead of having the other student work with them, they told them what to do when it was time to present. On the other hand, I noticed that my weaker students opened up and expressed their thoughts and tried their best to help their partners.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
because_of_winn-dixie_conversations.docx | |
File Size: | 12 kb |
File Type: | docx |
Standard Three
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.
Evidence One
In my Managing School Environments class, I developed a personal behavior plan for students who act out as class clowns. In this paper I researched the following: why students act out as class clowns, preventative measures, disciplinary policy, classroom rules, routines and procedure, and methods to support the student as a class clown.
By conducting this research, I did not only learn about class clowns, but I also realized that it is very much necessary to have a behavior plan that will cover all types of misbehavior. When a behavior plan is implanted, as the teacher, I will not have to spend extra time worrying about ways to handle the student with the problem. I can address it right then so that the learning of my other students will not be hindered.
**Contents addressing this standard is highlighted in the document attached.**
Reflection One
Although I have not had any experience with class clowns, I do believe that having a plan is very important. The plan does not have to be designated for only class clowns, but suitable for all students.
In my classroom now, I have realized that having routines and procedures causes morning and afternoon business to run smoothly. In the mornings, I don’t spend a lot of time telling my students what to do. They already know what is to be done so that when the bell rings and it is time to begin the lesson, they are ready to learn.
In my Managing School Environments class, I developed a personal behavior plan for students who act out as class clowns. In this paper I researched the following: why students act out as class clowns, preventative measures, disciplinary policy, classroom rules, routines and procedure, and methods to support the student as a class clown.
By conducting this research, I did not only learn about class clowns, but I also realized that it is very much necessary to have a behavior plan that will cover all types of misbehavior. When a behavior plan is implanted, as the teacher, I will not have to spend extra time worrying about ways to handle the student with the problem. I can address it right then so that the learning of my other students will not be hindered.
**Contents addressing this standard is highlighted in the document attached.**
Reflection One
Although I have not had any experience with class clowns, I do believe that having a plan is very important. The plan does not have to be designated for only class clowns, but suitable for all students.
In my classroom now, I have realized that having routines and procedures causes morning and afternoon business to run smoothly. In the mornings, I don’t spend a lot of time telling my students what to do. They already know what is to be done so that when the bell rings and it is time to begin the lesson, they are ready to learn.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
personal_misbehavior_plan.docx | |
File Size: | 30 kb |
File Type: | docx |
Evidence Two
This semester, I have had the opportunity to create a classroom profile. In my classroom profile I have included the following: students’ names, age, ethnicity, level or academic performance, strengths, and finally needs.
Before creating my classroom profile, I took some special time out to observe certain students that I considered to be above average and below average. My goal is to ensure that all of my students are at least average when it comes to mastering third grade content by the time they leave the classroom.
Reflection Two
My classroom has been very handy. At grade level meeting, I am able to share my classroom profile with the other third grade teachers, so that when they are creating lessons they will be able to create differentiated activities for both my students who are above average and below average.
The school district has also incorporated flexible grouping, so when it was time to decide what group my students would be placed in, all I had to do was take a look at my classroom profile. Some students who were considered below average were placed in the average group because I believed they had the potential and also needed a little challenging.
This semester, I have had the opportunity to create a classroom profile. In my classroom profile I have included the following: students’ names, age, ethnicity, level or academic performance, strengths, and finally needs.
Before creating my classroom profile, I took some special time out to observe certain students that I considered to be above average and below average. My goal is to ensure that all of my students are at least average when it comes to mastering third grade content by the time they leave the classroom.
Reflection Two
My classroom has been very handy. At grade level meeting, I am able to share my classroom profile with the other third grade teachers, so that when they are creating lessons they will be able to create differentiated activities for both my students who are above average and below average.
The school district has also incorporated flexible grouping, so when it was time to decide what group my students would be placed in, all I had to do was take a look at my classroom profile. Some students who were considered below average were placed in the average group because I believed they had the potential and also needed a little challenging.
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
classroom_profile_final.docx | |
File Size: | 20 kb |
File Type: | docx |