Evidence of Student Learning Rationale

The Evidence of Student Learning project is one which

encompasses the student teachers ability to use all of her teaching
skills and knowledge to create a mini-unit consisting of several
interactive lessons and to implement unique assessments to gauge
student learning and mastery of specific content goals. The project
begins with a pre-assessment to identify student prior knowledge of an
assigned topic, which leads to the actual instruction with formative
assessments, and concludes with a post-assessment to gauge student
learning. Appropriate analysis of the data collected is also required, as
well as self-reflection to identify the teachers ability to evaluate her
own strengths and areas of needed improvement. This project
addresses CEC standards 1-7: Learner Development and Individual
Learning Differences, Learning Environments, Curricular Content
Knowledge, Assessment, Instructional Planning Strategies, Professional
Learning and Ethical Practice, and Collaboration.
While completing this project, I gained knowledge of learner
development and individual learning differences (standard 1). I gained
the most knowledge in this by identifying different strategies to
present the assessed information. A proficient teacher knows that all
students do not acquire knowledge in the same way and that teaching
strategies must be adjusted to accommodate for learning styles. I also
gained knowledge of learning environments (standard 2) while
completing this project. I am fortunate this year to have my own
science classroom (in years past I have floated into other teachers
rooms) and this has helped me to create a learning environment
focused on Environmental Science, the content I teach. Additionally,
we have six computer stations around the room, which also helps to
create an environment in which we can implement technology usage,
another way to create an engaging environment.
While my knowledge of curricular content (standard 3) hasnt
grown immensely, my ability to present it in multiple fashions has. For
one of the lessons in the mini-unit, I used a new exploration activity
about adaptations, which helped me to present adaptations in a
different, more engaging way than I have in the past. As the students
still readily recall this activity and identify what they learned from this
activity, I think this adequately shows proficiency in curricular content
knowledge.
I also gained knowledge of assessment strategies (standard 4)
while completing this project. I dont always take time to complete
pre- and post- assessment during regular instruction (usually due to
time constraints), but this project has reminded me of the benefits of

pre- and post-assessment, as well as how the formative assessment

can help me adjust the next days lesson, especially when the
formative assessment is submitted electronically, allowing for
immediate feedback to the students. By purposely grouping lessons
together as a mini-unit, I was able to gain knowledge regarding
instructional planning and strategies (standard 5). This enabled me to
frequently tie in previous lessons to my instruction, enabling the
students to more readily see the big picture or why we are learning
a specific skill.
Professional learning and ethical practice (standard 6) is
demonstrated through my ability to adhere to specific students
accommodations mandated by the IEP. By specifically identifying
which students required a scribe, I was able to plan my formative
assessments accordingly, as well as knowing which students may be
best served by handing in a group worksheet instead of an individual
worksheet. Collaboration (standard 7) is addressed in my working
relationships with both my mentor teacher at my high school, who
frequently let me bounce ideas about instructional techniques and
classroom management ideas and in my co-planning with a general
educator that I co-teach with. We completed similar activities in our
co-taught class, so I was able to gauge what should be modified for my
self-contained classes based on the results of the co-taught instruction.
My students will be positively affected by my increased
awareness of the CEC standards in several ways. By acknowledging
different learning styles and learning development, I have been
actively trying to discover new ways to present curricular content to
my classes to help all of the students gain access to the curriculum.
By frequently addressing assessments, I will be able to create more
individualized lessons to teach the students what they need to know,
not spending time on information they already know. Finally, by
keeping open lines of communication and collaborating, I will be able
to share my observations of what other teachers can do to help
specific students, increasing academic success across all content
areas.