Demonstrating knowledge of content and Pedagogy
One way I can demonstrate my knowledge of content and pedagogy is through my accomplishments during my undergraduate degree at Winona State University. I graduated from Winona State University in December, 2012 with Cum Laude honors. I earned my Bachelor's of Science in Education with a major GPA of 3.89.
As a result of my time spent working and training in the Rochester Public School District, as well as through a variety of graduate courses through WSU, I have become knowledgeable in second grade common core standards. The knowledge of these standards is what drives my teaching and is the focus of each and every lesson I teach.
In the future, I plan to continue developing my knowledge of content and pedagogy through graduate courses at Winona State University, professional development courses within the Rochester Public School District, and training to use various educational resources and strategies.
Demonstrating knowledge of students
Knowing and understanding my students is the most important part of my teaching. I am passionate about knowing who my students are as individuals and as learners. I recognize that each and every student in my classroom is different. They have different interests, personalities, emotions, styles of learning, etc. By understanding my students, I am able to adapt my instruction to fit each and every student.
During the first few weeks of school, I placed a heavy emphasis on getting to know my students, as well as the students getting to know one another. This was accomplished through various "get-to-know-you" activities that included writing, drawing, verbal sharing, and games. I have continued to embed similar activities into lessons throughout the school year. This has become a fun way to continue to expand my knowledge of the students in my classroom.
Show Me Thumbs!
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One of the most important things I like to know about my students is where they feel they are in connection to the content at hand. As a way to gain a better understanding of how students would rate their own knowledge about a concept, I ask them to "show me thumbs". Whenever I do this, students place their thumb near their heart in an up, down, or middle position. By doing this, students are able to privately share with me how their level of confidence about the content being discussed. As the teacher, I am able to take a quick scan of the classroom and informally assess which students need further assistance.
After informally assessing how students would rate themselves in relation to a given concept, I make a decision about how we did as a whole class based on my observations. I then mark next to the learning target how we rated ourselves with a velcro thumb in the center of the target. By doing this, students can view throughout the day which learning targets we've accomplished, and what we need to return to again.
After informally assessing how students would rate themselves in relation to a given concept, I make a decision about how we did as a whole class based on my observations. I then mark next to the learning target how we rated ourselves with a velcro thumb in the center of the target. By doing this, students can view throughout the day which learning targets we've accomplished, and what we need to return to again.
Selecting instructional goals
Daily Learning Targets
Each and every day, there are instructional goals posted on a "Learning Targets" board in the classroom. These goals are written in an "I Can" format and at an age appropriate reading level. Every learning target is focused on one MN or Common Core academic standard that will be the focus for the lesson.
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These learning targets are read, by a student, at the beginning and end of each lesson. By doing this, my students are able to focus on the most important component of the lesson, as well as what they will be evaluated on.
In the future, I would like to increase my emphasis on the learning objective within the lesson. I believe, that by incorporating the "I Can" statement into the middle of the lesson the students will be more prepared for evaluations and increase overall understanding of the material because they will remain focused on the academic standard.
In the future, I would like to increase my emphasis on the learning objective within the lesson. I believe, that by incorporating the "I Can" statement into the middle of the lesson the students will be more prepared for evaluations and increase overall understanding of the material because they will remain focused on the academic standard.
Demonstrating knowledge of resources
Pinterest
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While, for many Pinterest may seem like a website that is filled with a variety of different entertaining links, I have come to rely upon it as a valuable professional resource.
The filter component allows users to only view what they want to see. Professionally, I use the "education" filter most frequently. By using the "education" filter, I can see a variety of different ideas that teachers all over the world are using in their classrooms. If I see something that I could see myself implementing into our classroom, I "pin" it and save it to a board that I can refer to at a later time.
Another valuable component to Pinterest as a professional resource is the search bar. The search bar allows you to specifically look at lessons or activities that pertain to your exact learning target or standard. For example, I recently searched "graphic organizers for narrative writing" and instantly found several useful graphic organizers to accompany my lesson.
The filter component allows users to only view what they want to see. Professionally, I use the "education" filter most frequently. By using the "education" filter, I can see a variety of different ideas that teachers all over the world are using in their classrooms. If I see something that I could see myself implementing into our classroom, I "pin" it and save it to a board that I can refer to at a later time.
Another valuable component to Pinterest as a professional resource is the search bar. The search bar allows you to specifically look at lessons or activities that pertain to your exact learning target or standard. For example, I recently searched "graphic organizers for narrative writing" and instantly found several useful graphic organizers to accompany my lesson.
Designing coherent instruction
Designing coherent instruction to fit the individual needs of my 2nd grade students is a multi-step process that involves the compilation of many different resources. To begin, I analyze the standard that I am going to teach for that lesson. By looking at both the verbs and nouns used to write the standard, I gain a better understanding of exactly HOW and WHAT students are expected to master according to the state of Minnestota. Next, I determine the overall objective for the lesson and how the students will be evaluated. The final step in my lesson planning process is writing step-by-step instructions on how to teach the lesson, so that it corresponds with both the objective and the evaluation.
The format I use for designing coherent instruction is called a SOMIE. This acronym stands for Standard, Objective, Materials, Instruction and Evaluation. I create SOMIEs for each and every lesson I teach, every day. I write SOMIEs one week at a time and refer to them often while I am teaching, as a way to ensure I am aligned with the learning objective and effectively preparing students for evaluations.
In the future, I plan to continue to use the SOMIE lesson planning model when designing my instruction. I have found SOMIEs to be a useful way to gather my thoughts, and materials, prior to each week and each lesson.
In the future, I plan to continue to use the SOMIE lesson planning model when designing my instruction. I have found SOMIEs to be a useful way to gather my thoughts, and materials, prior to each week and each lesson.
Assessing student learning
Hover and Show
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One way that I am able to frequently and informally assess my students is through the use of whiteboards. During several lessons throughout the day, I provide my students with small, student-sized whiteboards. As a way to informally assess student learning, I will periodically ask the students a question or two regarding the content being taught. When students are finished writing their answer on their whiteboard, they flip them over and "hover" them over their desks. When I see that most students have written down their answer, I will count down from three. On "one", students flip their whiteboards and show me what they have written. At this time, I am able to quickly scan the room and assess which students need additional instruction, and which students are reaching proficiency.