Leading
In order to lead students in learning, the teacher must engaged the students. It's important to consider your students while creating assessments and lessons in order to gain the students participation and interest. Thus, this will encourage the student to make decisions about their education and become active learners in the classroom.
INTASC 7: Instruction and Curriculum- Candidate selects/creates learning experiences appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction,
The unit plan on Equations and Expressions allowed me to design instruction for my unit, which demonstrates the Planning for Instruction standard (INTASC 7). First, I wrote the learning targets for the unit. The learning targets are the main concepts in which we would be measuring the student’s proficiency. This allowed us to create the pre and post-test, which contained the learning targets and measurements of the student’s proficiency. By keep the learning targets in mind, we were able to create a backward design for each lesson within the unit. This permitted us to design the lessons into each learning target and as a combination of the two learning targets. We were able to construct and build our lessons for the learning targets. We matched the common core state standards for each lesson and learning target, which gave us ideas on how to plan our lessons. We wanted to engage every student, so we created differentiated instruction which allowed every student to participate in the lesson. This encouraged the students to become active learners and take responsibility for their learning. We wanted the learning from each learning target be measured effectively from each student in the content and the community context. Therefore, by planning the unit, this allowed me to understand the purpose of connecting each lesson with each other in order for students to see the big idea (main purpose) and to continually evaluate the students understanding throughout the unit.
The unit plan on Equations and Expressions allowed me to design instruction for my unit, which demonstrates the Planning for Instruction standard (INTASC 7). First, I wrote the learning targets for the unit. The learning targets are the main concepts in which we would be measuring the student’s proficiency. This allowed us to create the pre and post-test, which contained the learning targets and measurements of the student’s proficiency. By keep the learning targets in mind, we were able to create a backward design for each lesson within the unit. This permitted us to design the lessons into each learning target and as a combination of the two learning targets. We were able to construct and build our lessons for the learning targets. We matched the common core state standards for each lesson and learning target, which gave us ideas on how to plan our lessons. We wanted to engage every student, so we created differentiated instruction which allowed every student to participate in the lesson. This encouraged the students to become active learners and take responsibility for their learning. We wanted the learning from each learning target be measured effectively from each student in the content and the community context. Therefore, by planning the unit, this allowed me to understand the purpose of connecting each lesson with each other in order for students to see the big idea (main purpose) and to continually evaluate the students understanding throughout the unit.
INTASC 10: Relationships: Colleagues and Community- Candidates establishes respectful and productive relationships with parents and guardians from diverse home and community situations; candidate is sensitive and responsive to students (i.e. acts as an advocate).
During the first week of school, I sent out a parent letter to my student’s family to introduce myself. My parent letter demonstrates INTASC standards 10 (Relationships: Colleagues and Community) by establishing my role as a student teacher in my cooperating teacher’s classroom to the parents. I wanted to let them know why I was in the classroom, my educational background and what my vision for their child was for the semester: to educate their child to his/her fullest potential. I wanted to create a learning environment for their child to make a successful semester in mathematics. I communicated to them of how they could contact me within the school and/or leaving a voicemail. Throughout the semester, I have responded to various parent e-mails and phone calls to keep them updated with their child’s progress in class and how their child could improve their scores. I have informed them of my after school tutoring that occurs twice a week. I wanted the parents to know that I’m available outside of the classroom and that my goals are to work with them to make a successful semester for their child.
During the first week of school, I sent out a parent letter to my student’s family to introduce myself. My parent letter demonstrates INTASC standards 10 (Relationships: Colleagues and Community) by establishing my role as a student teacher in my cooperating teacher’s classroom to the parents. I wanted to let them know why I was in the classroom, my educational background and what my vision for their child was for the semester: to educate their child to his/her fullest potential. I wanted to create a learning environment for their child to make a successful semester in mathematics. I communicated to them of how they could contact me within the school and/or leaving a voicemail. Throughout the semester, I have responded to various parent e-mails and phone calls to keep them updated with their child’s progress in class and how their child could improve their scores. I have informed them of my after school tutoring that occurs twice a week. I wanted the parents to know that I’m available outside of the classroom and that my goals are to work with them to make a successful semester for their child.