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STANDARD 2 – Human Development and Learning
The competent teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal development of all students.
Artifact: Listening to Children Inquiry Analysis
Reflection:
The artifact for this standard is an analysis paper that I wrote regarding my “Listening to Children” inquiry that I conducted with a first grade student during my Fall Semester 2012 field placement at Stratton Elementary in Champaign, IL. In this analysis paper I describe this student’s overall development and learning levels related to the concept of community.
In this inquiry analysis paper I model my understanding of how students construct knowledge and develop habits of mind in a few ways. I explain the tactics I used with the student in this inquiry on the concept of community and how her performance with these various tasks reflect the ways that she constructs knowledge of community. I also discuss the patterns or major ideas that this student associated with community during my inquiry, which represents her developmental habits of mind regarding the concept of community. Through this inquiry analysis I also understand that students’ social and emotional development influences learning. During the inquiry I observed this facet of learning in this student by detecting how her positive social experiences and optimistic emotional perceptions of community fueled her learning and further motivated her to gain more knowledge on the topic. Throughout this inquiry I stimulated this student’s reflection on prior knowledge of community by having her draw a picture of what it means to her and answer interview questions regarding her prior experience with community. In addition, I introduced this concept at different levels of complexity so as to diversify this inquiry experience based on her learning needs. For example, I incorporated an easier drawing activity as well as a more difficult survey task in order to make meaning of the concept in multiple ways. Furthermore, in this paper I analyzed her performance on the various tasks I had her do in the inquiry and based on the results, I designed possible future instruction on the concept of community that would be helpful for her. I made suggestions about how to conduct further instruction on community that is not only at her level of development, but that also deepens her understanding and future application of this concept.
This artifact taught me how to conduct concept inquiries with individual students and later analyze them in order to effectively design further instruction. I learned how to set up student inquiries and what types of tools or activities I should include. In the paper I was able to practice my skills of analysis and critical thinking based on this student’s performance in the inquiry. I deepened my understanding of child inquiries and how best to apply them with certain concepts that students should comprehend. I also extended my thinking on what a first grader may know about community and how they experience it in their lives. This artifact gave me ample insight into the role that community may play in a first grader’s life.
The competent teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal development of all students.
Artifact: Listening to Children Inquiry Analysis
Reflection:
The artifact for this standard is an analysis paper that I wrote regarding my “Listening to Children” inquiry that I conducted with a first grade student during my Fall Semester 2012 field placement at Stratton Elementary in Champaign, IL. In this analysis paper I describe this student’s overall development and learning levels related to the concept of community.
In this inquiry analysis paper I model my understanding of how students construct knowledge and develop habits of mind in a few ways. I explain the tactics I used with the student in this inquiry on the concept of community and how her performance with these various tasks reflect the ways that she constructs knowledge of community. I also discuss the patterns or major ideas that this student associated with community during my inquiry, which represents her developmental habits of mind regarding the concept of community. Through this inquiry analysis I also understand that students’ social and emotional development influences learning. During the inquiry I observed this facet of learning in this student by detecting how her positive social experiences and optimistic emotional perceptions of community fueled her learning and further motivated her to gain more knowledge on the topic. Throughout this inquiry I stimulated this student’s reflection on prior knowledge of community by having her draw a picture of what it means to her and answer interview questions regarding her prior experience with community. In addition, I introduced this concept at different levels of complexity so as to diversify this inquiry experience based on her learning needs. For example, I incorporated an easier drawing activity as well as a more difficult survey task in order to make meaning of the concept in multiple ways. Furthermore, in this paper I analyzed her performance on the various tasks I had her do in the inquiry and based on the results, I designed possible future instruction on the concept of community that would be helpful for her. I made suggestions about how to conduct further instruction on community that is not only at her level of development, but that also deepens her understanding and future application of this concept.
This artifact taught me how to conduct concept inquiries with individual students and later analyze them in order to effectively design further instruction. I learned how to set up student inquiries and what types of tools or activities I should include. In the paper I was able to practice my skills of analysis and critical thinking based on this student’s performance in the inquiry. I deepened my understanding of child inquiries and how best to apply them with certain concepts that students should comprehend. I also extended my thinking on what a first grader may know about community and how they experience it in their lives. This artifact gave me ample insight into the role that community may play in a first grader’s life.