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- Table of Contents
- Resume
- Philosophy of Education
- InTASC Standard 1: Learner Development
- InTASC Standard 2: Learning Differences
- InTASC Standard 3: Learning Environments
- InTASC Standard 4: Content Knowledge
- InTASC Standard 5: Application of Content
- InTASC Standard 6: Assessment
- InTASC STandard 7: Planning for Instruction
- InTASC Standard 8: Instructional Strategies
- InTASC Standard 9: Reflective Practice: Professional Learning and Ethical Practice
- InTASC Standard 10: Leadership and Collaboration
InTASC Standard 1
Learner Development
The teacher understands how children learn and develop,
recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
My artifacts demonstrating this standard
Name of Artifact: Mixed-up Fairytales Reader’s Theater Activity Center:
Reader's Theater Script Sample and Worksheets
Date: November 2011
Course: EDUC 121 Child and Adolescent Development
Brief Description: Reading center created with a classmate.
Rationale: I have included this photo taken while my classmate and I presented our reading center to a class of third graders to document my knowledge of learner development and to represent the learning experience created by myself and my classmate.
Reflection
During a class in Child and Adolescent development, my classmates and I were partnered into groups of two and asked to create reading centers for a third grade class at a local elementary school. We were to develop our center in accordance to Indiana Common Core Standard EL 3.3, Reading:
Comprehension and Analysis of Literary Text, focusing on character development. Applying our knowledge that children learn more actively when information is presented through the multiple intelligences, we decided to create a Mixed-up Fairytales Reader’s Theater center. We used a tri-fold foam board as our backdrop to build our “theater” on. We chose to use“mixed-up” fairytales for our “scripts” because we felt they were more engaging and entertaining for our young readers. One side-panel of our theater held pieces of scrap paper, fabric, yarn, and wooden sticks for the students to create the story characters. They could use the built-in center stage to “act” out the story as they read it aloud, improving fluency. We were also sure to include crayons, child safety-scissors, and glue for construction. The other side-panel held the scripts, as well as the worksheets included with the artifacts which focused on character development. After creating our centers, we presented them to the students. We had the opportunity to interact with the children while instructing them on the benefits of their new activity center. The students all seemed to enjoy our center and the stories included. I feel we created a center that is not only useful, but also entertaining. We addressed the multiple intelligences that we learned about from class and used the Indiana Common Core Standards in developing our project. I feel it was a positive experience for my partner and I, as well as the students. I will look forward to recreating the reading center as well as some of my fellow classmates’centers in the future.
Comprehension and Analysis of Literary Text, focusing on character development. Applying our knowledge that children learn more actively when information is presented through the multiple intelligences, we decided to create a Mixed-up Fairytales Reader’s Theater center. We used a tri-fold foam board as our backdrop to build our “theater” on. We chose to use“mixed-up” fairytales for our “scripts” because we felt they were more engaging and entertaining for our young readers. One side-panel of our theater held pieces of scrap paper, fabric, yarn, and wooden sticks for the students to create the story characters. They could use the built-in center stage to “act” out the story as they read it aloud, improving fluency. We were also sure to include crayons, child safety-scissors, and glue for construction. The other side-panel held the scripts, as well as the worksheets included with the artifacts which focused on character development. After creating our centers, we presented them to the students. We had the opportunity to interact with the children while instructing them on the benefits of their new activity center. The students all seemed to enjoy our center and the stories included. I feel we created a center that is not only useful, but also entertaining. We addressed the multiple intelligences that we learned about from class and used the Indiana Common Core Standards in developing our project. I feel it was a positive experience for my partner and I, as well as the students. I will look forward to recreating the reading center as well as some of my fellow classmates’centers in the future.
Name of Artifact: Response
to Classroom Observation #2 paper
Date: April 16, 2012
Course: EDUC 101 Introduction to Teaching
Brief Description: Personal observations made while sitting in on an elementary class.
Rationale: I have included this observation response paper to document my knowledge of the varying academic, physical, emotional, and social needs of elementary students throughout a typical day in an elementary
school.
Date: April 16, 2012
Course: EDUC 101 Introduction to Teaching
Brief Description: Personal observations made while sitting in on an elementary class.
Rationale: I have included this observation response paper to document my knowledge of the varying academic, physical, emotional, and social needs of elementary students throughout a typical day in an elementary
school.
Reflection
During an Introduction to Teaching class, I was assigned to a field experience in a third grade class at a local elementary school. For this assignment, I was to make observations on characteristics of effective schools, philosophical and psychological orientations of teachers, classroom settings, accommodations for exceptional learners, and student diversity. One of the topics addressed in my observation is the school’s sense of purpose. I found that the teachers were very dedicated to the children in their charge and the task of educating them to the best of their ability. I felt that the teachers’ focus on basic skills was important to build the students’ future learning. While I witnessed a high level of commitment to the education of the students, my observation reflects areas that I felt were lacking in this particular school, such as classroom space and organization, and accommodations for the physically handicapped. I feel that my observations show that I am aware of the best practices and environments for positive learner development among a diverse group of students. I will use my knowledge of the physical classroom setting as well as the emotional and social setting to create a constructive atmosphere for learning in my future classroom.