Educators have the knowledge and skills to facilitate learning for all students and know when to seek additional support for their practice. Educators thoughtfully consider all aspects of teaching, from planning through reporting, and understand the relationships among them. Educators employ a variety of instructional and assessment strategies.
Evidence #1 Personalizing learning
Reflection on Evidence
During my practicum at Carihi, I taught a socials 9 class. I had wanted to include a focus on critical thinking and looking at sources of information to assess their credibility. On fridays we would do a current event and look at the website together and talk about factors to assess credibility. To scaffold upon that I had implemented a gamefied learning research part for homework for the unit. the goal was that after we had done few of the current events together that the students would be able to do some themselves and get feedback on them. The students had to consult a web page and assess the credibility of the information. They were than able to show me the information in a variety of ways. This worked very well. Some students liked to do maps, some wanted to do essays, but they got the choice of how they wanted to present the information.
The final project for the unit was a research project that was based on colonization around the world. The students could use any websites but they had to fill out a credibility sheet to see if they thought that the information was credible or not. The scaffolding of activities really helped them get more out of it. I was really happy with how I planned the unit. The students got a skill along with knowledge of content.
The final project for the unit was a research project that was based on colonization around the world. The students could use any websites but they had to fill out a credibility sheet to see if they thought that the information was credible or not. The scaffolding of activities really helped them get more out of it. I was really happy with how I planned the unit. The students got a skill along with knowledge of content.
Evidence #2 - Midway Conference Feedback (Fall 2016, Timberline Secondary)
Reflection for Evidence #2
During my Time at Timberline Secondary, I really made a focus to tune my classroom management. I found that implementing routines worked really well in order to create a sense of order in my class. A signal that I used was to raise my hand and wait for silence -- I had to teach them that when I do this, the expectation is that they would give me their attention and quietly tell others who were talking to be quiet.
Coming up with expectations with students was something I tried after this meeting -- I did a lesson on group work and we came up with the expectations for successful group work as a group. This helped create buy-in from the students and worked pretty well. I was happy that the expectations had been stated and that they had some input.
On Fridays I had been doing a formative review worksheet day -- they would work in pairs and hand in a copy. I would mark it over the weekend, add discriptive feedback and then the following monday I would go over the sheet and and re- teach anything that needed to be gone over. This worked great. It gave me an idea of what I needed reteach. It also gave me a chanceto go around while they were working on it and give the students some one on one support if I saw that they were struggling. I planned in my formative assessment.
Coming up with expectations with students was something I tried after this meeting -- I did a lesson on group work and we came up with the expectations for successful group work as a group. This helped create buy-in from the students and worked pretty well. I was happy that the expectations had been stated and that they had some input.
On Fridays I had been doing a formative review worksheet day -- they would work in pairs and hand in a copy. I would mark it over the weekend, add discriptive feedback and then the following monday I would go over the sheet and and re- teach anything that needed to be gone over. This worked great. It gave me an idea of what I needed reteach. It also gave me a chanceto go around while they were working on it and give the students some one on one support if I saw that they were struggling. I planned in my formative assessment.