Content Knowledge
Human Development and Learning
Diversity
Planning for Instruction
Learning Environment
Instructional Delivery
Communication
Assessment
Collaborative Relationships
Reflection and Professional Growth
Professional Conduct
The teacher understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students.
This is a photo from a disaster unit that I did with my 6th grade class. This unit contained many hands on activities. I feel having meaningful experiences during a unit will help the students retain the content taught.I feel that children learn best by doing. Having hands on activities reaches more learning modalities. I have learned to adjust lessons and activities to reach all learning styles. This is a task that takes practice and I will continue to educate myself to reach all learners.
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Human Development and Learning
The teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal development of all students.
I taught a social studies lesson to the students . The students had a classroom debate. They had to follow the procedures for a real debate. I feel that the students found this activity meaningful. They were debating "girls have things easier" vs. "boys have things easier".
When groups have to work together for a common goal, it can be complicated. I never realized how difficult it truly was until I began my student teaching. During group activities, the students struggled with compromise and evenly distributing their work. I found as time went on the students began to grow and became developed group workers.
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Below is a lesson plan that I taught this year. I feel that after this lesson the students were able to identify with other cultures.
After teaching my multi-cultural unit, I realized how important it is for students to have experiences that will help them understand the differences among different cultures. I have learned that diversity is something that I need to incorporate into weekly lessons.
Diversity Lesson Plan
by Lori McCoy
Standards
IL.2
GOAL: Read and understand literature representative of various societies, eras and ideas.
IL.2.B.3a
> Respond to literary material from personal, creative and critical points of view.
IL.3
GOAL: Write to communicate for a variety of purposes.
IL.3.A
STANDARD: Use correct grammar, spelling, punctuation, capitalization and structure.
IL.3.C
STANDARD: Communicate ideas in writing to accomplish a variety of purposes.
IL.4
GOAL: Listen and speak effectively in a variety of situations.
IL.4.A.3d
> Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions).
IL.18.B
STANDARD: Understand the roles and interactions of individuals and groups in society.
Resources/Materials
-"The Cay" (a novel that the students are reading)
-ocean music
-blind folds
-construction paper cut into thin strips
-construction paper 8x10 for the weaving of the strips
-bag
-sequins
-post it notes
-student journals
Objectives
As a result of this lesson the students will be able to reflect in their journals the following information:
1. Do you feel differently about a blind person? Why?
2. Do you feel differently about African Americans? Why?
3. What changed your mind?
The students will answer these questions in their journals using correct grammar, spelling, and punctuation.Procedures/Activities
· Instruct students to close their eyes
· Start playing ocean music
· Tell students to imagine that they are on a desert island
· Tell students that I will be coming around with a bag, it is there job to put their hand in the bag and try to guess what is in the bag
· I will tell the students that they must try to guess what is inside the bag, their life depends on in
· I will have the students write down on a post-it note what they think is in the bag
· After all of the students have had an opportunity to write it down they will share with each other what they guessed
· Next I will share what was actually in the bag, it will be sequins
· If any of the students were able to guess this correctly, I will ask how they knew
· I will talk about how Phillip must have felt not being able to see, how did it make them feel?
· The students will next be put into partners
· I will instruct the students that they will have to work cooperatively to
complete their next task
· I will blind fold one student in each group
· The other partner will be an African-American, like Timothy in the book
· I will hand out construction paper, and strips to each group
· Each group will be instructed to make a mat, weaving the construction paper to do so, over and under
· I will tell the sighted, African American, that they must refer to their blind partner as “Young Boss”; this is how Timothy referred to Phillip in the book. (The Cay)
· The partners will work together to make the mats, the African American partner must give specific instructions to the blind person as to how to weave the strips to make the mat
· After approximately 10 minutes the partners will switch spots
· We will continue this activity for another 10 minutes
· After each group has completed the mat they will return to their seats for a class discussion
· I will ask the students how they felt calling their partner “Young Boss”
· I will ask the students how they felt trying to make the mat when they could not see
· Was it frustrating? Did you want to give up? How could this task have been easier for you?
· After the class discussion the students will reflect on their feelings as a result of this lesson
· First they will reflect on how they felt being Timothy, the African American, having to refer to their partner as “Young Boss”
· Next they will reflect on how they felt being blind as Phillip was.
· I will instruct the students to write a paragraph for each in their journals
· We will share as a class once this has been completed
· For the conclusion of this lesson I will ask the students to answer the following question: Do you feel differently about a person that is blind? Do you feel differently about African-American’s?
· Why?
· What if anything changed your mind?
· I will have the students share orally their opinions and if their views have changed.
Assessments
Student Journal- Students will be writing in their journals and answering the following questions:
1. Do you feel differently about a blind person? Why?
2. Do you feel differently about African Americans? Why?
3. What changed your mind?Time Frame
This lesson will take approximately 60 minutes
Learner Profile
This lesson is for 6th grade students. The students in this classroom are considered the lower level learners. They have been selected for this reading group based on their CARS test and scores from placement exams.
Adaptations
If extra time is needed for students to complete their journals, I will allow them to complete them at home and share the following day.
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Planning for Instruction
The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.
Please click on the link below to see my lesson plan.
lesson plan for social studies
Lesson planning is an ongoing learning experience. I feel that it is a skill that can always be improved. I have realized that lessons will and need to be adjusted on a daily basis. This was a difficult struggle for me, but as this year has passed, change has become an imperative component of my lesson plans.
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Learning Environment
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
I have created a reward system for the students that follow the SCORE CODE each week: On Friday’s during Accelerated Reading, those students that have followed the rules are able to participate in “Fun AR Day”. The students may bring a pillow from home, a water bottle, and I provide a healthy snack for them. Each student chooses a location in the room to read during this time. (SEE PICTURES BELOW)
The students in my classroom must follow the SCORE CODE.
S SAFETY-is freedom from danger or harm (the feeling of security)
C CITIZENSHIP-is displaying loyalty and duty in working together to make Wilson the best place it can be
O OWNERSHIP-is taking responsibility for your own actions
R RESPECT-is honoring the rights and feelings of individuals
E ETIQUETTE-is displaying consideration for others, manners and a positive attitude
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Instructional Delivery
The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
It is important to understand the variety of ways in which students learn. While student teaching, I used a variety of approaches to reach my students. During science, the students had an opportunity to make plant and animal cells out of candy. During math class, the students had to plan a five-day menu. They had to use grocery ads to complete the menu.
This offered an alternative to pencil and paper computation. I feel that I can reach more learners when using various strategies and instructional techniques. I have learned to observe the students and adjust accordingly.
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Communication
The teacher uses knowledge of effective written, verbal, non-verbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Below is a message to the parents of the students in my class. I feel that keeping the lines of communication open between teacher and parents is extremely important.
I have learned that parents want to be involved at a level that is comfortable to them. I feel that each child has a different home situation and I need to consider that daily.[Back to top]
Assessment
The teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.
I feel that all children learn differently. In order to successfully assess students learning, many different assessments are needed. I have learned to create and collaborate with other staff members to accomplish this.
Click below to view sample assessments-
Rubric for Social Studies PaperScience "Find the words that Matter"
I did find that although I had planned to use a specific assessment for a lesson, it was not always the best choice. I realized that some students needed additional time to complete an assessment. I feel this is where I need to think about each learner individually and plan assessments accordingly.
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Collaborative Relationships
The teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well-being.
Over the past year, I have had the opportunity to work with the other sixth grade teachers on the Red Team at Wilson. Above is a photo of Mrs. Martin and myself. I have worked collaboratively with Mrs. Martin with the sixth grade curriculum and planning lessons. Mrs. Martin also took part in teaching her class my unit on Natural Disasters. I have learned how important having collaborative relationships benefits the students.
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Reflection and Professional Growth
The teacher is a reflective practitioner who continually evaluates how choices and actions affect student, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.
Reflecting on lessons is imperative to grow and improve as an educator. After I taught a lesson on Ancient Egypt, I had the students fill out a Plus-Delta Chart.
Click below to see a Plus-Delta Chart
After I reviewed the plus-delta chart, I made comments on the chart to improve things about the lesson. I have learned that not all students enjoy the same activities. I tried to honor the students' suggestions in subsequent lessons. I feel that if students take an active roll in their own education, they will feel a sense of ownership and responsibility.
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Professional Conduct
The teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve student learning and well-being.
I have had the opportunity to attend professional meetings, district grade level meetings, 6th grade reading meetings and ARC committee meetings. These have been very beneficial for me. I feel that attending professional meetings is an important aspect of continuing my education.
Please click on the assessment below:
