Artifacts Library
This is a collection of educational artifacts that are meaningful to me as a teacher. They also represent how I feel I have met the California Standards for the Teaching Profession. Throughout the Masters of Education and Teaching Credential program, I have learned that a vital aspect of the success of my classroom is creating a community. Not only will this allow us to celebrate diversity in the class, but it will also bring student interests into the classroom. The best way to support every students is to get to know them personally. I believe every student is capable of succeeding, regardless of their race, religion, ethnicity, or socioeconomic level. When I know each student's strengths, interests, and needs, I can adapt my lessons to the students and make the content relevant to their lives. I can differentiate instruction so that every student has access to the content of the lesson regardless of ability, and is challenged at his or her own level. I have also learned to constantly be assessing my students before, during, and after lessons, and use this data to plan new lessons, extensions, or interventions. I believe that when expectations are high, students will rise to the occasion and meet them. Finally, I have learned that I constantly need to be educating myself so that I can always provide the best education I can to my students. The artifacts in this library are only a snapshot of what I have achieved this year.
Standard 1: Engaging and Supporting All Students in Learning
Teachers know and care about their students in order to engage them in learning. They connect learning to students’ prior knowledge, backgrounds, life experiences, and interests. They connect subject matter to meaningful, real-life contexts. Teachers use a variety of instructional strategies, resources, and technologies to meet the diverse learning needs of students. They promote critical thinking through inquiry, problem solving, and reflection. They monitor student learning and adjust instruction while teaching.
Shark Swimathon
A Literature-Based Math Lesson
In order to engage students in this addition and subtraction math lesson, I based it off of Stuart Murphy's book, Shark Swimathon. The book was about sharks swimming laps in order to reach their goal and be able to attend Summer Swim Camp. After each swim practice, I had the students add up the total number of laps the sharks had completed, and calculate how many more they needed to swim. Students were excited about the story and engaging in mental math. I extended this activity and created word problems that related to the book. Each problem had number sets that students could choose from to customize their word problem to suit their needs. Before letting the students solve the problems independently, we brainstormed various strategies from solving the problems. These included using the hundreds chart, an open number line, counting up, counting down, and using Base Ten Blocks. When students were done with the word problems, they were encouraged to solve the problems using different number sets or different strategies, or create their own word problem about sharks.
Shark Swimathon - Lesson Plan | |
File Size: | 641 kb |
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Standard 2: Creating and Maintaining Effective Environments for Student Learning
Teachers promote social development and responsibility within a caring community where each student is treated fairly and respectfully. They create physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students. They establish and maintain learning environments that are physically, intellectually, and emotionally safe. Teachers create a rigorous learning environment with high expectations and appropriate support for all students. Teachers develop, communicate, and maintain high standards for individual and group behavior. They employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn. They use instructional time to optimize learning.
People Who Made a Difference - Hero Statues
A Social Studies Lesson
I had the opportunity to teach this social studies lesson to a class of second graders while they were learning about important individuals in history. It was a group project in which students could collaborate and share ideas. I designed the lesson as a group project so that students could work together and learn from each other and see the class as a community of learners. At the start of the lesson we created expectations for group work so that a positive learning environment was maintained and all students in the group were responsible for contributing to the project. The objective of this lesson was to have students work in a group to create a plaque summarizing how each individual made a difference in the lives of others and present their work to the class. This was the culminating lesson in a unit on individuals who have made a difference in the lives of others. Prior to this lesson, students learned about Thomas Edison, George Washington Carver, The Wright Brothers, Sally Ride, Ruby Bridges, Sitting Bull, Harriet Tubman, Cesar Chavez, and Mother Teresa. In order to complete their statues and plaques, students could use the co-constructed chart summarizing the individuals’ contributions, biographies, textbooks, books, and posters that I provided.
Hero Statues Lesson Plan | |
File Size: | 506 kb |
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Standard 3: Understanding and Organizing Subject Matter for Student Learning
Teachers exhibit in-depth working knowledge of subject matter, academic content standards, and curriculum frameworks. They apply knowledge of student development and proficiencies to ensure student understanding of content. They organize curriculum to facilitate students' understanding of the subject matter. Teachers utilize instructional strategies that are appropriate to the subject matter. They use and adapt resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students. They address the needs of English learners and students with special needs to provide equitable access to the content.
Building a Klimt
An Arts-Integrated Math Lesson
I wanted to teach an art lesson that integrated mathematical concepts. By using art as a medium for presenting mathematical concepts, student engagement during the lesson was higher and students were able to interact with the math on a more personal level. I chose Gustav Klimt’s painting The Tree of Life for this activity due to its incorporation of geometric shapes and patterns. It served as a good medium to review the shapes that the third graders had learned earlier in the year. I had the students discuss color, shape, and pattern in his painting before creating their own artwork based on his painting. Drawing on their experiences and knowledge of their painting helped make the lesson more personal. Based on their responses, I knew what areas they needed more support in and where they were already proficient. As a class we created a visual work bank for all the math and art vocabulary so that students could draw from it in their discussions. This helped support all students in their vocabulary development. In their version of the Tree of Life they had to use various geometric shapes and patterns and come up with a unique name that represented their artwork.
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Standard 4: Planning Instruction and Designing Learning Experiences for All Students
Teachers use knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction. They establish and articulate goals for student learning. They develop and sequence long-term and short-term instructional plans to support student learning. Teachers plan instruction that incorporates appropriate strategies to meet the diverse learning needs of all students. They modify and adapt instructional plans to meet the assessed learning needs of all students.
Predicting with Scholastic News
A Series of Language Arts Lessons
This series of lessons was based on the Scholastic News Magazine Keeping up with Bear Cubs. I began each lesson by asking students what they already know about bear cubs, or what they remember learning the day before. I wanted to connect the new material to their previous knowledge. Before we read the article in the magazine, we looked through the pictures, reviewed vocabulary, and predicted what we thought the article was going to be about. This engaged students prior to reading so that they would be paying attention throughout the lesson to see if their predictions were confirmed in the text. Also, front loading the vocabulary helped English Learners access the content of the article. I read the text out loud so that all students could participate regardless of reading level. I also practiced Gradual Release of Responsibility where first I modeled the task, then we did it together, and finally they did it independently. This repetition made the instructions clear for all students and allowed me to support the students with special needs. After reading, I had the students write down what new information they had learned after reading the text. In the first lesson, we concluded the lesson by brainstorming what helped the students predict. We reviewed this list at the start of the second lesson so that students would have more support and have the opportunities to try out new strategies. Although the activity was similar on the second day, I extended it and made it more challenging. First of all, the students worked independently, while the first lesson was done as a whole group. Secondly, the students had to write down why what they learned was important.
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Standard 5: Assessing Students for Learning
Teachers apply knowledge of the purposes, characteristics, and uses of different types of assessments. They collect and analyze assessment data from a variety of sources and use those data to inform instruction. They review data, both individually and with colleagues, to monitor student learning. Teachers use assessment data to establish learning goals and to plan, differentiate, and modify instruction. They involve all students in self-assessment, goal setting and monitoring progress. Teachers use available technologies to assist in assessment, analysis, and communication of student learning. They use assessment information to share timely and comprehensible feedback with students and their families.
Student Notecards
Monitoring Student Progress
While working in the third grade classroom, I kept track of student progress on large index cards. Each student had a separate index card for reading and writing. After every guided reading group, I would take notes on any observations I had about the student for that day. I would write the date and a few comments regarding struggles the student was having as well as successes. I would do the same while I was editing student writing. I would take notes such as, "Needs to start all sentences at left-hand margin," "Used good too many times, review synonyms," or "Correctly used apostrophes throughout paper." Because I consistently took notes on student performance over time, I was able to track progress or see patterns in student work. I could then use this data to create goals for each student and communicate to students and their families what their particular strengths and needs were.
Standard 6: Developing as a Professional Educator
Teachers reflect on their teaching practice to support student learning. They establish professional goals and engage in continuous and purposeful professional growth and development. They collaborate with colleagues and engage in the broader professional community to support teacher and student learning. Teachers learn about and work with families to support student learning. They engage local communities in support of the instructional program. They manage professional responsibilities to maintain motivation and commitment to all students. Teachers demonstrate professional responsibility, integrity, and ethical conduct.
CMC Conference
Professional Development in Mathematics
In November 2013 I was able to attend the California Math Council Conference in Palm Springs. This was my first opportunity to engage in professional development outside of the Education Studies Department. The conference helped me extend my professional community and grow as a teacher. Not only did I volunteer and help registration go smoothly, but I also was able to listen to inspiring speakers, gain new ideas for teaching, and grow my library of resources to draw from in the future. I learned about communicating with families about math from Paul Giganti and how to structure a math intervention from Cathy Fosnot. Megan Franke talked about Cognitively Guided Instruction and focusing on what students can do, while Jo Boaler spoke about teaching for a Growth Mindset and learning from mistakes. I gained new ideas for activities to do with my class from Stan Firestone and Christina Tondevold. And finally, I learned how to make math more like video games from math rock star, Dan Meyer.