Description of the Artifact
During my undergraduate studies I conducted a study answering the question: Which type of phonemic awareness instruction is most important when a child is learning to read? I used a plethora of researched- based materials to help understand the processes of phonemic awareness. Along with this, I was involved in a first grade classroom carrying out my preclinical experience. There, I lead the phonemic awareness instruction where I actively practiced my findings.
Personal/Practical Knowledge Gained
Throughout the inquiry process, I learned that each skill included in phonemic awareness is critical to the student's understanding. However, the skills that are best to practice is blending and segmenting. Students begin by using phonemes, which is understanding letter sounds. After reviewing and understanding each letter's sound, then blending takes place. Blending allows the sounds to come together to make up a word to read. When a student masters their phonemes, blending, and segmenting become easier to do. I also learned that this process needs to be explicitly shown to each student.
Connection to the Standard
Future Plans
I plan to incorporate the knowledge gained and the research- based information into my every day teaching. I can improve the way students understand and read by including this into my teaching. I plan to stay up to date with the new improvements phonemic awareness continues to include.
Description of the Artifact
This is a guided reading lesson that demonstrates human development and learning. During this lesson students were asked to make connections from the story to their own life. Also, students were introduced with concepts of higher level thinking as well as straight forward basic questions. Comprehension and fluency were also appropriately practiced.
Personal/Practical Knowledge Gained
Guided reading is an important aspect in the literacy block. Students are supplied with specific readings that allow them to connect, reflect, and analyze specific situations and information that is presented in the text. I learned that guided reading does not only focus on reading skills such as fluency, accuracy and understanding but knowledge and reflection take place as well. Guided reading allows small groups to work directly with the teacher for guidelines and support.
Connection to Standard
My student teaching experience showed me directly why guided reading is so important in everyday instruction. Each day I planned activities that were developmentally appropriate for each leveled group. Throughout the session I connected the experiences or lesson in the selection to our everyday life. I routinely asked students to reflect on their thoughts and actions when making connections. Each guided reading group required a different level of complexity. While experiencing guided reading I found it extremely important to review or summarize, make connections, and to leave students with something to think about for the next session. These actions need to be routinely included in the guided reading lesson. The experience I acquired through guided reading instruction will forever be imprinted in my mind. This lesson shows the specific steps and actions to take during a lesson such as this.
Future Plans
In the future, I plan to incorporate a variety of comprehension questions that encourages students to ask themselves questions while they read. I promote making connections during my guided reading groups at all levels. I enjoy the guided reading aspect of the literacy block because of the small groups and the opportunity to work closely with each student. I plan use my guided reading time to encourage a variety of learning and questioning techniques along with observing and taking mental note of each student’s abilities.
Description of the Artifact
This science lesson was made for a primary regular education classroom. The lesson is based on heart rate and carries out activities in which students identify and record their active and resting heart rate. However, modifications were needed to accommodate the needs of a student who has an IEP. The first plan is the base of the lesson where as the second lesson includes the modifications in which the student needs. This lesson identifies and meets the needs of all students in the classroom for all to participate in a timely manner.
Personal/Practical Knowledge Gained
When building this lesson I understood that the needs of all students were not being met. Therefore I had to modify specific parts in order to meet these needs. I was able to relate to this differentiation because of the background knowledge I possess. Every part of the lesson was designed to include the student with diverse needs in each activity as fully as possible and help him reach the same goals as the rest of the class. In order to do so, I created pictures and charts to help the student communicate his thoughts and ideas more clearly. Overall, I feel the modification to this lesson provides a student with a cognitive disability with equal instruction and a least-restrictive environment. The time I spent planning this lesson helped me learn that it is not always easy to differentiate instruction, but it is absolutely necessary.
Connection to the Standard
Diversity is what makes a classroom unique, special, and interesting. Professional Teaching Standard #3 focuses on diversity in the classroom and the teacher's responsibility to meet the needs of diverse learners. I believe the artifact I have included shows my ability to differentiate instruction to meet the needs of diverse learners in the classroom and to create a least-restrictive learning environment for my students. The instructional methods and modifications included in this lesson show my understanding of multiple intelligences, learning styles, and performance modes and abilities.
Future Plans
While I feel confident that I can differentiate my instruction to meet diverse learning needs, I also realize the need to include cultural diversity within the curriculum and I will strive to do so. In my own classroom, I plan to integrate culture into all content areas and expose my students to beliefs and opinions which may differ from their own in order to create a respectful learning environment for all students. I will also allow my students to share their culture with the rest of the class so that everyone learns to appreciate and respect cultural diversity. Diversity is extremely important and valued in today's world, and if I can teach my students to respect one another for our unique similarites and differences, I know I have made a positive influence on their lives.
Description of the Artifact
This artifact is a thematic unit titled Challenges. This unit is planned for intermediate 3-5 grade levels. I created this unit in my reading and language arts course (EDUC 240). Each lesson within the unit meets the various elements of literacy: reading, writing, speaking, listening, thinking, and viewing critically. This is a comprehensive unit which includes all content areas: reading, writing, mathematics, social studies, science, music, art, and physical education.
Personal/Practical Knowledge Gained
By creating a complete thematic unit, I learned how to integrate concepts across content areas and plan learning activities and lessons that are related and relevant. Particularly, I learned how language arts and the elements of literacy are connected within every subject areas. Planning this literacy based unit helped me realize just how important literacy is in the classroom and that students need to become successful in language arts in order to succeed in other content areas as well. Throught this unit, I also make sure to include learning activities that hook the students' interest, provide teacher modeling and guidance, independent practice, and assessment.
Future Plans
When it comes time for me to plan instruction for my own classroom, I will use the skills I learned while creating this thematic unit to integrate content areas, provide a variety of learning activities, meet diverse learning needs, and provide authentic assessment. I will work to improve my use of anticipatory sets and closure to grab my students' interest and leave them reflecting on what they have learned. Another goal I have for all of my lessons is to make sure my objectives are always clearly stated to the students so they understand what the purpose of the lesson is and realize when they are struggling to meet the goals of the lesson.
Connection to Standard
My understanding of and ability to plan for instruction, which relates to Professional Teaching Standard #4, is evidenced through this artifact because the assignment required me to plan an entire unit of integrated lessons which included all of the content areas. Each activity was carefully to meet the goals of the unit and provide high expectations for my students. The lessons included in the unit are diverse, unique, and fun for all students within the intermediate grade levels. The unit culminates with a final project to assess the students' understanding of the goals of the the unit.
Description of Artifact
I created this math lesson on probability in which students were assigned to specified groups to work collaboratively with one another. I took the initiative to put together groups in which students would not likely choose. I purposely did this to see how they could manage and collaborate ideas with those who are not their friends or who they do not always interact with. As the activity was carried out I walked around the room to motivate and encourage group learning and discovery.
Attachments
Personal/Practical Knowledge Gained
Carrying out this lesson I learned how students rather be put into groups for projects and activities because of the different personalities each student owns. During the instruction I realized that stating the objective and expectations I have encourage the students to work towards a goal. I had to keep track of the time and focus on the ability to transition from one activity to the next. I included a ‘give me five’ technique which captures the attention of all students. After grasping their attention I was able to give clear, precise directions in what was happening next.
Connection to Standard
I believe students require structure in their lives in order to feel secure. Professional Teaching Standard # 5 related to the learning environment students are placed into. This lesson provides students with a structured learning environment that demonstrates encouraging and motivating expressions that supports the security of the atmosphere and environment. The amount of support the students receive benefits their ability to work cooperatively and productively in their groups. As I watched over each group I was also able to keep track of the time to make for smooth transitions.
Future Plans
I definitely plan to include collaborative activities into my instruction where I can manage time, materials and space effectively. This, and any, lesson that provides opportunities for students to work together and independently will be effective in many ways. I enjoy viewing the capabilities students have when working in different groups. I will always keep in mind the benefits students gain from working cooperatively and will implement such activities as well.
Standards
- IL-PTS.5
- STANDARD: Learning Environment: The competent 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.
IPT Standard 6
Description of Artifact
The respiratory system is a part of the body that is to be taught in fifth grade. The activities, explanations, prior knowledge, and knowledge gained throughout this lesson ties into the instructional delivery. This lesson is an exemplary model of the use of an anticipatory set, explanation of objectives, connection to real life and closure activity.
Attachments
Personal/Practical Knowledge Gained
While teaching this lesson, I focused on making the learning objectives clear to the students so they would understand the purpose of the lesson and were able to monitor their own learning. I used an anticipatory set which connected a concept we learned previously to the new information we would learn today. Throughout my instructional deliverly, I asked questions that required the students to think critically and encouraged them to make connections between their background knowledge and new concepts. I gave the students some responsibility for their own learning when I asked them to read, take notes, and discuss what they read with a partner. During the closure activity I asked the class what the concept was, or what the point of the lesson was. I also included an exit slip during the closure activity for feedback of my own in order to reflect after the lesson to see what I need to go back to review.
Connection to Standard
This lesson shows my capability to provide instruction which is scaffolded and includes the necessary before, during, and after components. While teaching, I use appropriate language with my students and ask them questions which require them to think critically and respond thoughtfully. The instructional activities I facilitated during this lesson allowed these students to actively participate and construct their own learning. I strive to provide learning experiences which will leave a lasting impression on my students.
Future Plans
Anticipatory sets, setting the focus, assisting students' understanding, preparing examples, connecting to both prior knowledge and real life, and providing closure are what makes instructional delivery so important. I plan to incorporate each of these into my lessons and mini lessons while teaching. A lesson needs to include the necessary means of a scaffold in order to be complete and that is what I will incorporate into every lesson in the future.
Standards
- IL-PTS.6
- STANDARD: Instructional Delivery: The competent teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
IPT Standard 7
Description of Artifact
This letter was written in the beginning of my student teaching experience. I wanted to notify the families of my presences and to let them know I am here to help whenever needed. I included the email address that was given to me by the school district for communication purposes. I made sure I clearly stated the purpose of my inclusion in the classroom and the job which I was going to be working.
Attachments
Personal/Practical Knowledge Gained
I decided to write this letter to the families of my students to take the initiative of a respectful and responsible teacher. Even though I knew I would be meeting them at the open house later on in the year, I wanted to take the time out to introduce myself and explain why I was involved at Briar Glen. I know the parents were appreciative of this gesture and in turn were not surprised to see me at the parent open house. Throughout my student teaching experience I learned that keeping the parents up to date and informed about their child with positive and negative comments will help the relationships I build with parents.
Connection to Standard
This artifact impacted my experience with the families of the students in my room. I was able to communicate and update the progress their child was attaining whether it was good or bad. I experienced the positive effect has on the teacher, parent, and student. It is important to have a good relationship in the classroom with student and family. I now know and understand that communication with families, students, and coworkers is extremely important when working in the school system.
Future Plans
Communication is an important tool to use in the school system. This is a great way to provide constructive feedback to students in a positive and supportive manner along with building a good report with students, parents, and faculty members. I plan to keep up with the communication in my classroom and alert parents of positive actions instead of only focusing on the negative.
Standards
- IL-PTS.7
- STANDARD: Communication: The competent teacher uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
IPT Standard 8
Description of Artifact
Benedictine’s undergraduate Literacy and Assessment (EDUC 320) course required an administration of the John’s Basic Reading Inventory where I was able to work directly with a first grade student to assess and analyze her abilities in oral reading, silent reading, listening to a passage and writing. When analyzing I found her independent, instructional, and frustration levels. After analyzing I listed recommendations for her to improve in each section of frustration.
Attachments
Personal/Practical Knowledge
Administering the BRI exposed me to the different subjects to focus on during the assessment process. I was able to receive information about her reading skills and then evaluate her abilities according to the information gained. I learned that it is necessary to assess each student to find their learning levels and where they hit frustration. Not all students learn the same way or the same day therefore these assessments are extremely crucial especially in the primary grade levels.
Connection to the Standard
The standard with which this artifact aligns is IPTS #8: Assessment. This standard states that the competent teacher understands assessment as a means of diagnosing, remediating and improving instruction. This BRI demonstrated just that. I also kept accurate records of the student’s work and performance during the testing process. When analyzing and reviewing the outcome of the assessment I was able to identify the learning needs and develop learning strategies for her specified needs. I was extremely pleased at the outcome of this assessment and believe that the experience has helped me grow as an educator. I now know and understand the process of the BRI and assessments as a whole.
Future Plans
I plan to incorporate my knowledge of assessment techniques to a wide range of topics and subjects. I also have experience in teacher made tests and key math assessments as well. I fully understand to purpose of these types of assessment and will most definitely include them in to my every day teaching.
Standards
- IL-PTS.8
- STANDARD: Assessment: The competent teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.
IPT Standard 9
Description of the Artifact
This artifact is a monthly newsletter which I created during my student teaching experience to communicate with my students' parents. The purpose of the newsletter is to inform parents about what their child is learning in school during that month, discuss upcoming events, and provide suggestions for how they can help their child academically at home. Every subject area is discussed in this newsletter and a few pictures are included to support the content.
Attachments
Personal/Practical Knowledge Gained
Fortunately, my students during my student teaching experience had very concerned and involved parents. By observing my cooperating teacher and participating in numerous parent-teacher meetings and discussions, I was able to learn how to respectfully and effectively communicate with my students' parents. This monthly newsletter was only one of the ways I communicated with parents, but I feel it one was the most appreciated and effective methods. I wanted to develop a positive relationship with my students' parents because I feel that when the teacher, students, and parents work together and commincate with each other, they form a team with the common goal of helping each student attain academic success. I truly enjoyed putting together this newsletter because it was also a way for me to reflect on what the class accomplished the month before and what the goals are for the following month. I think the students appreciated the newsletter as well because it was a way for them to share their accomplishments and new knowledge with their parents at home, and some of them were even featured in a picture! These newsletters give the parents a clear picture of what is going on in the classroom when they cannot be with their child, and communicating this information to them reassures them that the teacher appreciates their support and concern for their child.
Connection to Standard
This artifact directly connects to Professional Teaching Standard #9, Collaborative Relationships, because the purpose of the newsletter is to keep parents informed and develop a positive relationship between the teacher, students, and parents. By creating this newsletter to parents, I demonstrate my understanding of the need for collaboration and copperation within the school community. Also, this newsletter shows my efforts to develop a positive rapport with students and parents.
Future Plans
Since this newsletter was so well received by both my students and their parents, I plan to use monthly or weekly newsletters in my own classroom in the future. If I produce a monthly or quarterly newsletter, it would include more general curriculum based information and upcoming unit goals. If I created a weekly newsletter, it would offer more specific and up-to-date information about what the students are working on in class and provide parents with more important dates and upcoming events within the school and the classroom. Most likely, I would choose to use a more concise weekly newsletter because that would encourage communication and collaboration with parents on a regular basis.
Standards
- IL-PTS.9
- STANDARD: Collaborative Relationships: The competent 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.
IPT Standard 10
Description of the Artifact
The attached artifacts are sample entries from my daily student teaching journal and reflections from specific lessons. Everyday after school, I wrote a journal entry which provided a summary of the day's activities, my personal reflection, a list of relevent emerging questions, and a connection to previous entries. Also, after each lesson taught, I went back to ask myself a list of questions to reflect on the lesson as a whole.
Attachments
Personal/Practical Knowledge Gained
I have learned to be a reflective educator by writing in my daily journal and thinking critically about what I did that day and how I can improve. I constantly ask myself, “what worked, what did not work, and how can I improve?” The following day I think about my reflections from the day before and try not to make the same mistakes or make changes to activities I did not particularly like. In order to become a successful teacher, I realize that it is absolutely necessary to reflect on my content knowledge, instructional delivery, assessment, and communication and strive to improve each day. I want to make sure I give all of my students the best possible education, and in order to do so I have to try and become the best possible educator.
Connection to Standard
I made daily efforts to reflect on my actions and abilities in order to become a better educator. This IPTS standard states that an effective teacher "understands and practices reflective assessment," which is evidenced through my student teaching reflections because I continually asked myself what went right, what went wrong, what can I do to improve and how do I know I met my objectives in my lessons on a daily basis.
Future Plans
I understand that in order to become a successful educator, I must genuinely reflect on my practice each day. I plan to continue reflecting on my teaching by keeping notes on each lesson I teach and by spending time mentally reflecting on each lesson and activity before, during, and after teaching. I do not think that reflection only happens after a lesson or at the end of the day; it is a constant process each and everyday in the classroom. I want to be the best possible teacher for all of my students, so I will strive to grow professionally as an educator and continue to assess myself on my progress and goals.
Standards
- IL-PTS.10
- STANDARD: Reflection and Professional Growth: The competent teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.
IPT Standard 11
Description of the Artifact
I have attached two letters of recommendation to fulfill the artifact for this standard. Before completing my student teaching experience I worked at Glenbard South High School as a one on one assistant with a student who has mental needs and cognitive disabilities. I also attached another letter of recommendation from my academic advisor at Benedictine University. Dr. Jeewek was not only my advisor but my professor for two years along with my supervisor during my preclinical experience.
Attachments
Personal/Practical Knowledge Gained
The teachers at the high school showered me with complements and showed great appreciation in the work I accomplished with the students and staff. I have been extremely appreciative for the opportunities in which I have been blessed. Working at the high school allowed me to view a wide range of teaching styles and learning abilities. I learned that passion shows through when teaching and others are able to view this. These letters state my true abilities and character as an educator.
Connection to Standard
These letters fit well under IPT Standard # 11 because they describe both my personal and professional conduct while in a professional setting. Each of these letters specifies qualities that I do not always see in my own self. I am grateful for each of these recommendations and will continue to reflect on my own being and conduct as an educator.
Future Plans
As I begin my career as an educator, I will meet many new people and enter new places where it is necessary for me to conduct myself professionally at all times. I plan to be respectful, cooperative, responsible, and enthusiastic in all professional situations, and I will continually strive to improve myself on a professional level. I will take advantage of all opportunities to grow an an educator and eventually become a leader in my profession.
Standards
- IL-PTS.11
- STANDARD: Professional Conduct and Leadership: The competent teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve student learning and well-being.