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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 2
Learning Differences
The teacher understands how children learn and develop and can provide learning
opportunities that support their intellectual, social and personal development.
My artifacts demonstrating this standard
Name of Artifact: PowerPoint Presentation of Case Study #17- “The Distracting Influence”
Date: February 20, 2013
Course: EDUC 250- Educational Psychology
Brief Description: PowerPoint presentation of a case study created with a classmate in that was presented to our peers.
Rationale: To document my understanding of individual differences and diversity of students, I have included this PowerPoint that was created and presented to my peers with a classmate.
Name of Artifact: PowerPoint Presentation of Case Study #17- “The Distracting Influence”
Date: February 20, 2013
Course: EDUC 250- Educational Psychology
Brief Description: PowerPoint presentation of a case study created with a classmate in that was presented to our peers.
Rationale: To document my understanding of individual differences and diversity of students, I have included this PowerPoint that was created and presented to my peers with a classmate.
Reflection
For
my Educational Psychology course, my peers and I were assigned to present a
case study in pairs. My partner and I decided to present our case study with a
PowerPoint presentation followed by a class discussion. Our case study was
about a fourth grade girl who was always a distracting influence on the
students around her. The predicament for the teacher was that the girl was not
getting her work completed as well as those she was distracting. On the positive
side, the teacher found that the girl’s “gift for gab” helped the shy
introverted student to come out of his shell, she helped the class bully to
find a friend and learn how to socialize, and she became the friend and eyes to
the blind student in the room. The teacher finally talked to the girl and found
that she didn’t realize how off-task she was. Together, they developed a plan
to help her be aware of how many times she is off-task, and the girl’s work
improved. Later, the girl tells her teacher that she thought she wasn’t getting
her work done because she wasn’t smart and now she knows that she is. During
our presentation to our peers, my partner and I generated good conversations
about ways to resolve the issue of the incomplete work. We discussed the
importance of communicating with our students and how one behavior can be a
positive for one child, while being a negative for another. I feel that it is
very important to talk to your students and take the time to learn what works
for them as individuals, as they are all unique.
Name of Artifact: PowerPoint Presentation of Case Study #38- “The
Perfectionist”
Date: March 27, 2013
Course: EDUC 250- Educational Psychology
Brief Description: PowerPoint presentation of a case study created with a classmate in that was presented to our peers.
Rationale: To document my understanding of individual differences and diversity of students,I have included this PowerPoint that was created and presented to my peers with a classmate.
Reflection
My Educational Psychology professor gave us case studies to read through and then present to our peers. We did this with partners from our class. My partner and I were assigned case number 38: “The Perfectionist.” Our case dealt with a middle school boy who did not complete assignments for his art class. The art teacher assumed that the boy was another perfectionist like others he’d had in past years. He tried different tactics to help the boy, but to no avail. Two years later, the boy committed suicide. My partner and I felt the best way to present our case study was in a PowerPoint presentation, but only giving little bits of information/dialogue at a time, so as to interact with our peers and let
them draw their own conclusions. I am very proud to say that one of my peers saw the“red flags” in the dialogue between the boy and his teacher. Our point was that you can’t assume anything about your students and you need to really listen to them when you talk, sometimes listening for what they’re not saying. We were able to generate a lengthy discussion amongst our peers, ending with my advising to always report your suspicions based on students’ behaviors to proper staff members. It’s better to do too much and be wrong, than to do too little and be right. I think we all learned a most valuable lesson from the case study and my partner and I presented it very effectively. I know that I will always listen to my students and take the time to find out what is going on with them, rather than make assumptions about their academic and social behaviors.