The third domain delves into the art of instruction. This domain addresses communicating grades timely and accurately with students, promoting questioning and discussion through engaging lessons, and effectively using assessment to drive future instruction.
The first artifact included on this page is an article that was used for one of our classroom socratic seminars. Socratic seminars effectively engage students in questioning and discussion over a real world topic. During socratic seminars, the students and teachers take on a slightly different role. As the educator, I place myself in the group with the rest of the students. One student is selected to present a talking point or question for the group. That student is in charge of calling on fellow peers who would like to offer their opinions and arguments. Socratic seminars feature an alternative teaching style, where the teacher is seen on the same level as the students. The students respectfully run this debate-style discussion, referring and making connections to the text as the time progresses. There is crucial preparation needed prior to the seminar. Students are given the article in advance. They are then instructed to read the article and jot down their thoughts. Additionally, they are required to number the paragraphs for easy referencing during the seminar. Socratic seminar topics have been taken from other modes such as video or news clips in order to expose students to a variety of genres. It is evident that socratic seminars effectively engage students in real world topics while utilizing different modes and teaching styles.
The second artifact is a rock cycle unit plan designed for the fifth grade level. This plan incorporates the standards addressed in the unit, weekly and daily scope of lessons, and hands on experiments. Students will use food to demonstrate how metamorphic, sedimentary, and igneous rocks are formed while taking observational notes in science notebooks. This artifact demonstrates my ability to produce engaging lessons that address pacing, materials, and the resources needed.
The final artifact found under this domain is a student inventory used in the fifth grade setting. This self-assessment tool can be done in any grade or content area. This example is taken from our chapter on multiplying fractions. Prior to the mid-term assessment, students took the time to evaluate their progress towards mastery. For each skill, they were instructed to select "yes" or "need more work", and also solve an example problem. These inventories were then used in one-on-one conferences with the students. This self-assessment was used to monitor student learning and inform future instruction.
The first artifact included on this page is an article that was used for one of our classroom socratic seminars. Socratic seminars effectively engage students in questioning and discussion over a real world topic. During socratic seminars, the students and teachers take on a slightly different role. As the educator, I place myself in the group with the rest of the students. One student is selected to present a talking point or question for the group. That student is in charge of calling on fellow peers who would like to offer their opinions and arguments. Socratic seminars feature an alternative teaching style, where the teacher is seen on the same level as the students. The students respectfully run this debate-style discussion, referring and making connections to the text as the time progresses. There is crucial preparation needed prior to the seminar. Students are given the article in advance. They are then instructed to read the article and jot down their thoughts. Additionally, they are required to number the paragraphs for easy referencing during the seminar. Socratic seminar topics have been taken from other modes such as video or news clips in order to expose students to a variety of genres. It is evident that socratic seminars effectively engage students in real world topics while utilizing different modes and teaching styles.
The second artifact is a rock cycle unit plan designed for the fifth grade level. This plan incorporates the standards addressed in the unit, weekly and daily scope of lessons, and hands on experiments. Students will use food to demonstrate how metamorphic, sedimentary, and igneous rocks are formed while taking observational notes in science notebooks. This artifact demonstrates my ability to produce engaging lessons that address pacing, materials, and the resources needed.
The final artifact found under this domain is a student inventory used in the fifth grade setting. This self-assessment tool can be done in any grade or content area. This example is taken from our chapter on multiplying fractions. Prior to the mid-term assessment, students took the time to evaluate their progress towards mastery. For each skill, they were instructed to select "yes" or "need more work", and also solve an example problem. These inventories were then used in one-on-one conferences with the students. This self-assessment was used to monitor student learning and inform future instruction.
should_computers_grade_student_essays.docx | |
File Size: | 91 kb |
File Type: | docx |
rock_cycle_unit.pdf | |
File Size: | 2135 kb |
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rock_cycle_student_work_sample_2.pdf | |
File Size: | 430 kb |
File Type: |