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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 5
Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
My artifacts demonstrating this standard
Name of Artifact: Field Trip Plans
Date: October 18, 2012
Course: EDUC 224 Introduction to Scientific Inquiry
Brief Description: Field Trip design for Scientific Inquiry class.
Rationale: I have included the field trip plans made in my Introduction to Science Inquiry class to demonstrate my understanding of how to connect concepts taught in the classroom with the outside world around us. I believe this project also shows that I can engage my students using different perspectives by extending our lessons outside the school setting.
Date: October 18, 2012
Course: EDUC 224 Introduction to Scientific Inquiry
Brief Description: Field Trip design for Scientific Inquiry class.
Rationale: I have included the field trip plans made in my Introduction to Science Inquiry class to demonstrate my understanding of how to connect concepts taught in the classroom with the outside world around us. I believe this project also shows that I can engage my students using different perspectives by extending our lessons outside the school setting.
Reflection
Regardless of the subject, field trips are a wonderful way for all students to acquire a fresh look at the content they are learning. Field trips expose students to flexible learning environments that enhance their learning experience. Field trips also provide the students with a chance to come up with innovative, new, and critical ways to look at and to solve issues. As a teacher, I would like to give my students opportunities to engage in the active learning that field trips can offer. I will strive to create experiences that encourage learner exploration, discovery, and expression across content areas.
Name of Artifact: Bats and Adaptations Lesson Plan
Date: October 31, 2012
Course: EDUC 224 Introduction to Scientific Inquiry
Brief Description: This is an example of a lesson plan I created for my Introduction to Scientific Inquiry class.
Rationale: To demonstrate my ability to engage learners in generating and
evaluating new ideas, I have included a lesson plan on bats and their adaptations.
Reflection
My Introduction to Scientific Inquiry professor asked the class members to design a lesson plan for a science class. Because it was near Halloween, I chose to do a lesson around bats and animal adaptations. This lesson would be an introduction to an adaptations unit. I melded what I already knew of Venn diagrams and KWL charts with a lesson idea I found online.
The online source suggested beginning the lesson with a reading of Stellaluna, by Janella Cannon which is the story of a bat who is raised by birds. I decided to begin with the KWL chart, asking the students what they know about bats and birds and what they want to know. After reading the story, we can finish the chart with what they learned. I then split the class into pairs or small groups depending on ability and had them make Venn diagram posters, comparing and contrasting bats and birds, which
could be put on display in the hall because children gain a sense of pride when their work is on display. I believe this activity would help students make connections in their learning. I felt that I presented multiple ways to
introduce the topic, helping to engage the students in critical thinking.
The online source suggested beginning the lesson with a reading of Stellaluna, by Janella Cannon which is the story of a bat who is raised by birds. I decided to begin with the KWL chart, asking the students what they know about bats and birds and what they want to know. After reading the story, we can finish the chart with what they learned. I then split the class into pairs or small groups depending on ability and had them make Venn diagram posters, comparing and contrasting bats and birds, which
could be put on display in the hall because children gain a sense of pride when their work is on display. I believe this activity would help students make connections in their learning. I felt that I presented multiple ways to
introduce the topic, helping to engage the students in critical thinking.