Artifact 1-2 Essay
explanatory Essay
1564 words
Section 5: Artifact 1-2 are lesson plans that evidence my ability to create a cognitive interactive plan using the given curriculum for instruction in Science Section 2: Artifact 1 is a supervisor’s evaluation that evidences that I can write demonstrates knowledge of content and pedagogy by receiving satisfactory in the rating. Section 5: Artifact 1-2 are lesson plans that evidence my ability to create all lesson plans in alignment with PA PK Academic Standards by including the correlating standards at PA State standards in Science, Integrated Language Arts and Mathematics. Section5: Artifact1-4 are lesson plans that evidences my ability to plan instruction that is responsive to the age and characteristics of the students by the inclusion …show more content…
In this essay, the author
- Explains section 5: artifact 1-2 are lesson plans that evidence my ability to create a cognitive interactive plan using the given curriculum for instruction in science.
- Explains that artifact1-4 are lesson plans that demonstrate their ability to plan instruction that is responsive to the age and characteristics of the students by including visuals, gradual release of responsibility, and graphic organizers.
- Explains that artifact 1 is a lesson plan that evidences my ability to use formative assessment by using the checklist to adapt learning goals that match individual student needs.
- Explains that artifact 2 is a lesson plan that shows that they can plan instruction using appropriate resources, materials, technology and activities to engage students in meaningful learning based on their instructional goals.
- Explains that artifact 2 is their mentor teacher evaluation form that indicates that i can use different resource materials to create meaningful learning based on their instructional goals.
- Explains that artifact 1 is their supervisor's evaluation that evidences my ability to maintain a meaningful and caring relationship with students.
- Explains that artifact 1 is a supervisor's evaluation that evidences my ability to maintain caring relationships with teacher, students, and among students by receiving exemplary rating in professionalism.
- Explains that artifact 2 is a description of classroom resources that evidences my ability to use the timer during the center time to differentiate instruction for all leaners.
- Explains that artifacts 2-6 demonstrate observations and knowledge of support systems for student transitions and procedures.
- Explains that their supervisor's evaluation indicates that they were able to use effective questioning and discussion strategies that encourage students to participate/extend their learning by receiving satisfactory in instructional delivery.
- Explains that section 2, artifact 1 is a supervisor evaluation that evidences my ability to engage students during instructional delivery.
- Explains that section 5, artifact 2, is a lesson plan that evidences the preservice teacher's ability to use instructional technology through the use of laptops and cd players during the lesson to play the "baby beluga" song to the whole class.
- Explains that artifact 4 is a reflection that shows how i provided appropriate progress feedback to students in timely manner through conversations with them throughout the lesson.
- Explains that artifacts 1-4 are lesson plans that demonstrate their ability to use a formative assessment by the use of interactive questioning strategies that allow teachers to gauge the readiness of the students.
- Explains that artifact 1 is a supervisor evaluation that shows my ability to reflect my own lesson plans and teach and offer alternative actions if necessary for future lesson.
- Explains that artifact 2 is their forum response that indicates their reflections and thoughts on how cairn coursework prepared them for their upcoming student teaching placement and ds-more.
- Explains that artifact 1 is a supervisor evaluation that shows my professionalism in complying with school policies and procedures in all aspects by receiving all exceptional ratings in professionalism.
- Explains that artifact 1 is their supervisor evaluation that shows i have developed and maintained professional relationships with school colleagues by receiving e on the professionalism.
- Explains that artifacts 1-5 are observations of cooperating teacher that applies interpretations to inform planning and instruction for groups and individual students on their lesson.
- Explains that article 1-4 are lesson plans that show their ability to construct assessments to match cognitive, affective, behavioral and/or psychomotor curricular goals by observing their teacher to teach and using teaching strategies gold.
- Explains that artifact 1-3 are lesson plans that reflects my ability to construct assessments to match curricular goals along a continuum of complexity by writing objectives.
- Explains that artifact 1-2 are lesson plans that demonstrate that they have recognized and learned the characteristics and learning needs of diverse learners in their classroom.
- Explains that artifact 4 is their reflections about the characteristics of all the students in the classroom, and section 5 is lesson plans that evidence my ability to use differentiated instruction to meet the needs of diverse learners.
- Explains that artifact is reflection that recognizes and focused on having a safe and equitable environment, which are to ensure students, are all valued in the school and the classroom.
Section 5: Artifact 2 is a lesson plan that I have written shows that I have the ability to plan instruction using appropriate resources, materials, technology and activities to engage students in meaningful learning based on their instructional goals by using CD player to play the song that was related to my lesson. Section 2: Artifact 2 is my mentor teacher evaluation form that indicates that I can use different resource materials to create meaningful learning based on their instructional goals by receiving 4 on the rating scale. Section 3: Artifact 1 is my supervisor’s evaluation that evidence my ability to maintain a meaningful and caring relationship with students through cooperating teacher’s comments that noted strengths include stays past time to interact with kids and children ask her for help which is a sign of trust and like her. Section 3: Artifact 1 is my supervisor’s evaluation evidences my ability to maintain a caring relationship with teacher, students and among students by receiving exemplary rating in
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- Suggests that students respond to the personal worldview questionnaire to identify value positions or assumptions in key elements of their personal worldview.
- Explains that kelsey experiences a significant degree of anxiety when working in groups or with partners, which diminishes her potential for success at points of assessment.
- Explains that structural scaffolds are preplanned accommodation pertaining to a learning outcome. kelsey's instructor is manipulating the context through which she is receiving the information necessary to anticipatory set.
- Explains that the anticipatory set provides students with the opportunity to strengthen their understanding of the topic by employing peers/groups as both a structural and interactive supports.
- Explains that the assignment will focus on the grade eight social studies lesson plan, "worldview" and the student they have chosen is kelsey.
- Encourages students to confirm their understanding of the meaning of each element and to discuss any areas where their answers differ.
- Explains that kelsey's literal transition from written to group work signals skill areas where she will likely experience difficulty.
- Explains that kelsey's instructor would create statements that demonstrate the "personal worldviews" illustrated on the questionnaire, but instead of engaging with other students, she would engage with written material in the form of a recognition task.
- Explains that a recognition-task option decreases the uncertainty element, and instead provides kelsey with steps to follow in an orderly manner.
- Explains that kelsey's instructor would present the structural scaffold to her and briefly describe the basic instructions for completing the worksheet. they would use a personal narrative to show where one of their own worldviews fits on the questionnaire.
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In this essay, the author
- Describes the classroom management plan they completed with a peer in one of their special education courses. it demonstrates how they plan on managing their classroom in the future.
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In this essay, the author
- Explains that the supervisee will be informed on the methods used to evaluate their performance, how often the evaluation process will take place, and what role they have in this process.
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- States that they placed the artifact under intasc standard 6, assessment because it displays their ability to complete, present, and understand that referral process for special education.
- Explains that standard 6, assessment, is important to their career as a special education teacher because it will be their responsibility to create referral forms/reports, evaluate information from multiple assessment sources, and properly administer tests to students.
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In this essay, the author
- Explains that they scored the teacher target on this section because the instruction was presented, and at different portions of the lesson the instructor would check for the students understanding.
- Explains that the students were capable of performing the task with a high accuracy and it was not challenging for them.
- Explains that they gave the teacher a target on this one because throughout the whole lesson the students were repeating the word, reading it out loud, and even talking about the words and their definitions.
- Analyzes how the teacher scored basic on this category because the task is relevant to the student's life, but he never talks about its relevance.
- Evaluates the teacher's ability to teach memory and learning strategies that are generalized because the students could use those skills while reading other material.
- Explains that they scored the teacher target on this category because they may not have seen him recording grades, but by the students reading at the end of the lesson, they can tell the teachers mastery in reading that material.
- Opines that the teacher did a good job with assisting with the students reading. they would have modelled following along with their finger to remind them that this is what is expected from them.
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- Opines that the artifact in which they chose is the activity plans with adaptions done in the how children learn class, which allowed them to think further than a typical developing child.
- Explains that their favorite adaption is their picture ques, which gives the children a visual of what they are to be doing.
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- Analyzes and uses student information to design instruction that meets the diverse needs of students. mrs. corcoran uses origo, math warm-up packets, and touchmath general math.
- Explains how mrs. corcoran identifies diverse learners and uses information along with student work to plan future lessons.
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