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
Artifact 1b: Demonstrating Knowledge of Students
One of the important lessons I learned throughout my student teaching year is every student enters the classroom with different backgrounds. Some students bring a lot of background knowledge to the classroom while others may not. Guided Language Acquisition Design (G.L.A.D.) is an instructional model that provides strategies to help even out the playing field. During my 4th grade placement, I was able to effectively incorporate G.L.A.D. strategies into my instruction that accommodate to students' academic levels. One specifically was a pictorial input, in which I front loaded students with the basic information they needed for our Lewis and Clark unit. During the lesson I sketched the illustrations for the students, while they share with a neighbor key information I just taught them. A key component to a pictorial input is the ELD (English Language Development) review that I provide to students who may need the extra session. For the ELD review, I pull a group of about ten students who will benefit from another direct instruction of the pictorial. The pictorial input and ELD review are two effective strategies I have incorporated into my instruction that really accommodate to the learning process of students.
One of the important lessons I learned throughout my student teaching year is every student enters the classroom with different backgrounds. Some students bring a lot of background knowledge to the classroom while others may not. Guided Language Acquisition Design (G.L.A.D.) is an instructional model that provides strategies to help even out the playing field. During my 4th grade placement, I was able to effectively incorporate G.L.A.D. strategies into my instruction that accommodate to students' academic levels. One specifically was a pictorial input, in which I front loaded students with the basic information they needed for our Lewis and Clark unit. During the lesson I sketched the illustrations for the students, while they share with a neighbor key information I just taught them. A key component to a pictorial input is the ELD (English Language Development) review that I provide to students who may need the extra session. For the ELD review, I pull a group of about ten students who will benefit from another direct instruction of the pictorial. The pictorial input and ELD review are two effective strategies I have incorporated into my instruction that really accommodate to the learning process of students.
Artifact 1e: Designing Coherent Instruction
While in my 2nd grade placement, I chose to teach the Westward Expansion from Engage New York. Before teaching a lesson, I created a unit plan that mapped out how I wanted to teach each lesson. The unit plans includes a step by step process including the content objective for each lesson, the story or activity we would be using, questioning techniques, and any subject integration I created. Creating the unit/lesson plans ahead of time helped me gather needed information and resources ahead of time, along with making sure my lesson plans were coherent for the entire unit.
While in my 2nd grade placement, I chose to teach the Westward Expansion from Engage New York. Before teaching a lesson, I created a unit plan that mapped out how I wanted to teach each lesson. The unit plans includes a step by step process including the content objective for each lesson, the story or activity we would be using, questioning techniques, and any subject integration I created. Creating the unit/lesson plans ahead of time helped me gather needed information and resources ahead of time, along with making sure my lesson plans were coherent for the entire unit.
Artifact 1e: Designing Coherent Instruction While teaching my 4th grade class, I designed our final unit of the year using GLAD strategies. We began the Idaho History unit by introducing Lewis, Clark, and Sacajawea and their impact on exploring the west. One of my main focuses for this unit was to learn about four of the major Native American tribes in Idaho. I created my own expert groups that included facts about each tribe and the way they lived. After teaching four different expert groups about each tribe, they went back to their table team and informed them on their tribe. Next we filled out a class process grid, organizing all of our information on the tribes. The final step in the process was successfully using keys information in the process grid and transcribing it onto our cooperative strip paragraph. This unit was one of my more successful ones and I felt like the unit flowed well with all of the pieces involved.
native_americans_of_idaho_expert_groups_(1).docx | |
File Size: | 39 kb |
File Type: | docx |
Artifact 1f: Designing Student Assessments
In my 4th grade placement we used Guided Language Acquisition Design (G.L.A.D.) as an instructional model for integrating subjects together. One of the strategies included in G.L.A.D. is a sentence patterning chart. A sentence patterning chart is mainly a student created strategy, however, the teacher typically provides the noun and the students create interjections, adjectives, verbs, adverbs, and prepositional phrases that suit the noun. I used the sentence patterning chart as a tool for language arts during my states of matter and Idaho history units. I also incorporated it into a reading unit about women's suffrage. As a class we created 4 sentence patterning charts together, where I provided the noun and as teams they created the other parts of speech. In order to see if they were understanding the parts of speech and sentence creating, I assessed the students by having them create their own sentence patterning chart including their own noun. I required that the noun be related to our Lewis and Clark unit and the verbs be in past tense or past progressive tense. Below is a picture of a class created sentence patterning chart as well as student artifacts for the sentence patterning chart.
In my 4th grade placement we used Guided Language Acquisition Design (G.L.A.D.) as an instructional model for integrating subjects together. One of the strategies included in G.L.A.D. is a sentence patterning chart. A sentence patterning chart is mainly a student created strategy, however, the teacher typically provides the noun and the students create interjections, adjectives, verbs, adverbs, and prepositional phrases that suit the noun. I used the sentence patterning chart as a tool for language arts during my states of matter and Idaho history units. I also incorporated it into a reading unit about women's suffrage. As a class we created 4 sentence patterning charts together, where I provided the noun and as teams they created the other parts of speech. In order to see if they were understanding the parts of speech and sentence creating, I assessed the students by having them create their own sentence patterning chart including their own noun. I required that the noun be related to our Lewis and Clark unit and the verbs be in past tense or past progressive tense. Below is a picture of a class created sentence patterning chart as well as student artifacts for the sentence patterning chart.