Академический Документы
Профессиональный Документы
Культура Документы
effective curriculum and its relation to my teaching practices. In EDUC 614 I also became
knowledgeable of what 21st century teaching and learning is. 21st century skills that students will
need to thrive in todays world include collaboration, digital literacy, critical-thinking, and
problem solving. Two particular assignments that led me to reflect on curriculum and my
teaching practices are the formative video analysis and the summative video analysis. In the
formative video analysis, I videotaped myself teaching a social studies lesson. In the summative
analysis, I videotaped myself teaching a writing lesson. After watching both videos and receiving
feedback from a critical friend, I analyzed the strengths and weaknesses present in each video.
Both of these assignments relate to the following ASTL principles: student learning, content
ASTL principle number one, student learning, states that teachers are committed to
students and their learning. Through the video analyses, I learned that I am not always effective
in teaching higher level thinkers. While I differentiate well for English language learners and
struggling students, the same cannot be said for advanced students. This also relates to ASTL
principle number six, diversity. This principle states that teachers attend to the needs of
culturally, linguistically, and cognitively diverse learners. The video analyses allowed me to see
that my lack in differentiating for advanced students means I am not attending to the needs of
those learners. In order to effectively teach all students, I learned I must make a fundamental
change to my teaching practices. It is important that I spend time planning differentiations for
higher level thinkers so that I can attend to the needs of all learners in my classroom.
ASTL principle number two, content knowledge and effective pedagogy, states that
teachers know the subjects they teach and how to teach those subjects to students. While I have a
strong understanding of the subjects I teach, the video analyses also broadened my perspective
on how I teach those subjects to my students. I recognized that I need to include more movement
in my teaching practices. Learning results from active sense-making. There are various was to
activate sense-making in students and one way is through movement. This is especially true for
first grade aged students. In order to keep my students engaged throughout the school day, as
well as activate their sense-making, I must include more meaningful movement in my lessons.
The coursework and readings of EDUC 614 have also broadened my view of
assessments. I learned that in assessing 21st skills, I need to design assessments that capture
students abilities to think creatively and critically. Of course, any formative and summative
assessments I design and administer should also check for student understanding. One EDUC
614 assignment in particular, the assessment design and analysis task, furthered my
understanding of how to create and analyze an authentic assessment. This assignment relates to
ASTL REFLECTION POINT 3 3
ASTL principle number three, monitoring student learning. The principle says that teachers are
responsible for managing and monitoring student learning. I designed a differentiated assessment
administering the assessment to students, I analyzed the results. This assignment taught me that
assessments do not have to be the same across the board. Just as I must differentiate lessons to
attend to the needs of all learners, I also must differentiate assessments, and use a variety of
assessment methods, to gather evidence of student learning. I also learned that an authentic
to facilitate student learning and their own professional development. One try-it assignment in
EDUC 614 required me to try a new technology with my students. I chose to use a creative
created a chart with each season and pasted various pictures to the bottom of the chart. Students
were tasked with sorting the pictures electronically. In completing this assignment I learned that
technology is not as daunting as it seems. I also learned that I do not use technology effectively
to facilitate student learning because I do not often incorporate technology into student learning.
This is another fundamental change I must make to my teaching practices in order to teach
students 21st skills and prepare them for our technologically advanced world.