Domain 1: Planning and Preparation
1a Demonstrating Knowledge of Content and Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
1b Demonstrating Knowledge of Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
Artifact 1a: Demonstrating Knowledge of Content and Pedagogy
During my senior year at C of I, I completed an independent study on the writer's workshop program in Parma. I spent four weeks observing writer's workshop blocks in grades first through fourth. Before this, I hadn't really been exposed to writer's worksop in my practicum hours so I gained a lot if insight into how it is scheduled, the actual process and how it is differentiated throughout the different grade levels. This was an immense help when I started my student teaching because I had a ready made resource (portfolio) that I created that I would always refer back to. I used some of the strategies that I collected for writer's workshop during my kindergarten placement and many of the strategies in my third grade placement. Currently, I am reading Units of Study in Opinion, Information and Narrative Writing by Luci Calkins. I am getting a more in depth look at how my school schedules and goes through different genres in writing and ideas of what mini lessons and probes I can offer my students.
During my senior year at C of I, I completed an independent study on the writer's workshop program in Parma. I spent four weeks observing writer's workshop blocks in grades first through fourth. Before this, I hadn't really been exposed to writer's worksop in my practicum hours so I gained a lot if insight into how it is scheduled, the actual process and how it is differentiated throughout the different grade levels. This was an immense help when I started my student teaching because I had a ready made resource (portfolio) that I created that I would always refer back to. I used some of the strategies that I collected for writer's workshop during my kindergarten placement and many of the strategies in my third grade placement. Currently, I am reading Units of Study in Opinion, Information and Narrative Writing by Luci Calkins. I am getting a more in depth look at how my school schedules and goes through different genres in writing and ideas of what mini lessons and probes I can offer my students.
Artifact 1c: Setting Instructional Outcomes
This artifact is a lesson plan and student work from my kindergarten placement that show instructional outcomes being achieved. In creating it I referred to the Common Core Standards. I also used the Ontario Public Library as a resource and had books to refer to for the students. One of the instructional outcomes was, "Learners will be able to investigate and compare the effects of different pushes
." To ensure instructional outcomes were met, I started off the lesson with activating background knowledge and introducing our objectives with TPR. It was a science experiment so we also made predictions and tested them. In the end we tested which balloon would be pushed by air further, a larger or smaller one. Also shown is students that I used to culminate the lesson. They had to complete a sentence starter with the outcome of our experiment.
This artifact is a lesson plan and student work from my kindergarten placement that show instructional outcomes being achieved. In creating it I referred to the Common Core Standards. I also used the Ontario Public Library as a resource and had books to refer to for the students. One of the instructional outcomes was, "Learners will be able to investigate and compare the effects of different pushes
." To ensure instructional outcomes were met, I started off the lesson with activating background knowledge and introducing our objectives with TPR. It was a science experiment so we also made predictions and tested them. In the end we tested which balloon would be pushed by air further, a larger or smaller one. Also shown is students that I used to culminate the lesson. They had to complete a sentence starter with the outcome of our experiment.
Artifact 1b: Demonstrating knowledge of students
The following artifact is a set of three reflections that I completed after attending a meeting concerning a student's behavior, parent teacher conferences, and a professional development event. The meeting was between the student's parent, the school principal, my lead teacher and myself. We were noticing serious behavior problems with the student and his peers so we wanted to check in with the parent because this was affecting him socially and academically. Through this meeting, the line of the communication opened between the parent and ourselves. We made immediate modifications for the student to help change what was going on. His problem behavior was reduced and we had two follow up meeting after the first one. The second reflection is from parent teacher conferences when my lead teacher and I conducted home visits. Conducting the home visits was a great opportunity to get to know the students and their families outside of school. We discussed academic progress, strategies and differentiation if they needed it but also got to know their interests and family life. They were very welcoming and we really appreciated them having us in their home. I still stay in touch with some of the families. The last reflection is from a Teach Idaho event that I attended. The focus was on students who fall in the autism spectrum and strategies to use in aiding students. This workshop was very insightful and I have shared strategies from it with colleagues. I also attached the powerpoint from the presentation.
The following artifact is a set of three reflections that I completed after attending a meeting concerning a student's behavior, parent teacher conferences, and a professional development event. The meeting was between the student's parent, the school principal, my lead teacher and myself. We were noticing serious behavior problems with the student and his peers so we wanted to check in with the parent because this was affecting him socially and academically. Through this meeting, the line of the communication opened between the parent and ourselves. We made immediate modifications for the student to help change what was going on. His problem behavior was reduced and we had two follow up meeting after the first one. The second reflection is from parent teacher conferences when my lead teacher and I conducted home visits. Conducting the home visits was a great opportunity to get to know the students and their families outside of school. We discussed academic progress, strategies and differentiation if they needed it but also got to know their interests and family life. They were very welcoming and we really appreciated them having us in their home. I still stay in touch with some of the families. The last reflection is from a Teach Idaho event that I attended. The focus was on students who fall in the autism spectrum and strategies to use in aiding students. This workshop was very insightful and I have shared strategies from it with colleagues. I also attached the powerpoint from the presentation.