Persephoni Moore

Component 1a: Demonstrating Knowledge of Content and Pedagogy

Element:

Knowledge of Prerequisite Relationships

Component 1b: Demonstrating Knowledge of Students

Element: Knowledge of students interests and cultural heritage

Component 1c: Setting Instructional Outcomes

Element: Element: Element: Element:

Suitability for diverse learners Resources for classroom use Lesson and Unit Structure Criteria and standards
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Component 1d: Demonstrating Knowledge of Resources

Component 1e: Designing Coherent Instruction

Component 1f: Designing Student Assessments

Knowledge of Prerequisite Relationships

I chose to create a chart for my artifact from my understanding of prerequisite relationships. In some schools, when teaching multiplication facts they do not go in the numerical order of 1, 2, 3, etc. Some teach the 1s time tables, then the 2s time tables, then 4s times tables and so on. Before students can understand how to multiply certain higher numbers, they must have a basic knowledge of multiplying lower numbers first.
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1s
2s 10s 5s 4s 11s

UNSATISFACTORY

Teachers plans and practice display little understanding of prerequisite relationships important to student learning of the content.

BASIC

I know what are prerequisites are but I do not know what prerequisite relationships are. From my understanding, I think that it is more like a crawling before walking situation, thought my understanding could be wrong.

Teachers plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete.

I would like to have at least a full understanding of prerequisite relationships. I want to know how they can be used in instruction and effectively apply my knowledge of them during instruction.

Knowledge of students interests and cultural heritage

The artifact that I found appropriate for this component is a Bio Poem from my ERDL 442: Literacy Instruction I class. The Bio-poem can be used to get to know students in your classroom. It doesnt go into cultural heritage, but it does allow teachers to see many different sides of their students. For example, the Bio Poem not only allows the student to share what they love, but also to see what they are afraid of.

PROFICIENT

DISTINGUISHED

Teacher recognizes the value of understanding students interests and cultural heritage and displays this knowledge for groups of students. In order for students to feel apart of the classroom, knowledge of students interests, backgrounds, and heritage needs to be recognized by the teacher.

Teacher recognizes the value of understanding students interests and cultural heritage and displays this knowledge for individual students. I have applied many activities in classrooms to get to know groups of students. Even though I have read numerous books with different methods to learn about students backgrounds, I have not applied it individually to every single student.

Suitability for diverse learners

Assess

Instruct

Instruct based on assessment

Re-Assess

All of the elements in Component 1C are involved with instructional outcomes. I chose to create a replica of a general model of assessment in the classroom. I found this model in my book Reading, Writing and Learning in ESL for ERDL 471: Language Development, Acquisition, and Learning. Since the element I chose involves using assessments, I found this artifact to be suitable.

BASIC

PROFICIENT

Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning

Most of the outcomes are suitable for all students in the class and are based on evidence of student proficiency. However, the needs of some individual students may not be accommodated.

I feel that I am at a basic level of performance for this element. I think the outcome for student s, based on the various assessments that I would give, would only be suitable for most students and not all students.

This element was the most difficult one for me to grasp. I want to become more proficient with setting the instructional outcomes in the classroom. I want the assessments I give students to give me a look at what they learned from the content and have the outcomes suitable for all students in the classroom.

Resources for classroom use

I remember Professor DeMartini telling the class about the district giving SMART Boards to teachers for their classrooms and a great amount of them were stored away, not being used. A SMART Board is a great example as a resource for classroom use. Not only are students engaged when using a SMART Board for learning, but they also want to participate more during instruction. I have seen these used in classrooms and I have heard that they can be obtained through the school district.

BASIC

DISTINGUISHED

Teacher displays awareness of resources available for classroom use through the school or district but no knowledge of resources available more broadly.

I understand that schools and the school district have many resources that can be used in the classroom, however, I do not know where I would find them or where I would get them from.

Teachers knowledge of resources for classroom use is extensive, including those available through the school or district, in the community, through professional organizations and universities, and on the Internet.

I want to use any resource that I can find to benefit my classroom when I am finally able to teach. I want to know where I can go to find these resources, not only through the district, but throughout the community as well.

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Lesson and Unit Structure

For this component, my artifact is my Writers Workshop lesson plan. It shows the lessons structure is clearly defined and is easy to follow step by step.

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PROFICIENT

DISTINGUISHED

The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations.

I feel that I am very proficient in the structure of units and lessons. In each of my educational classes, I was assigned to create at least one or more lesson plans and/or go on field observations and teach particular units. My time allocations are reasonable, but they can use some adjusting.
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The lessons or units structure is clear and allows for different pathways according to student needs. The progression of activities is highly coherent.

The lessons and units that I have taught met some students needs, but not all. Most of my lessons were just taught, then I would give an activity following the direction. I want to create lessons that allows many different pathways so all students needs are met.

Criteria and standards

Formative Assessment Book
I came across this book while browsing one day and started to look through it. It has a explanations to what formative assessments are and how they can be used in the classroom. The book shows you 25 different ways to do formative assessments.

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BASIC

PROFICIENT

Approach to the use of formative assessment is rudimentary, including only some of the instructional outcomes. In some of my educational classes, I have only heard of formative assessments, but I never understood fully what they where or how I was to use them in a classroom. Now that I know the basics of formative assessments, I now would like to have a more proficient approach to them.

Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used. Not only do I want to be well developed using formative assessments, I want to use more than one approach when using them in the classroom.

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I now have a better understanding of Domain 1 and the elements that the component have that I would like to understand more clearly!

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