Standard 2: Student Learning
A teacher must understand how students learn and develop in and must provide learning opportunities that support a student's intellectual, social, and personal development.
Artifact Descriptions
Artifact 1: 1st Grade Math Lessons
Artifact one shows a learning segment taught to a first grade class on function machines. The learning segment begins with a pre-assessment to assess the students knowledge of the new skill. The pre-assessment is then followed by three lessons. |
Artifact 2: Video Tape Analysis
This artifact is a video that corresponds with the math lessons described in artifact one. This lesson varies slightly from the lesson plan. This is day two of the learning segment. |
Analysis
Artifact 1: 1st Grade Math Lessons
When creating the lesson plans for this learning segment, I kept the students' needs in mind. I began the lesson with a pre-assessment to understand the students' abilities before teaching the learning segment. This artifact supports standard two because I created and taught this lesson with the students' development in mind. I supported the students' development by differentiating the material to fit the needs of the students. During lesson three, the students are grouped by ability level to better fit the needs of each student. Students were then able to work in smaller groups and have the ability to communicate more easily. |
Artifact 2: Video Tape Analysis
This video shows only a small part of the lesson segment on function machines. When creating this lesson, I began with a pre-assessment which gave me a start to molding the lesson. After beginning the lesson, the students responded differently than I had expected. I then had to change my teaching to allow the students to learn their own way. The students were developing their knowledge of function machines and they quickly mastered the skill. |
Synthesis
This math learning segment is something I am very proud of. This was part of of my edTPA assessment and was scored highly. This lesson helped me look deeper into planning lessons and understand each piece. After teaching this learning segment, I wish I would have planned to take learning farther. The students mastered the skill easily and I was able to take it farther than planned in the lessons but next time I would include more higher-level thinking questions to push the students to their full potential with this skill.
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During this lesson, students took the learning differently than I had expected. For this reason I was forced to "go with the flow" and let the lesson go differently than planned. From this, I learned that it is not always going to go perfectly, actually it will rarely go perfectly and because of this, I must have the ability to "go with the flow".
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