mini portfolio edrl 427

8/2/2019 Mini Portfolio EDRL 427

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Persephoni Moore

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Component 1a: Demonstrating Knowledge of Content and

PedagogyElement: Knowledge of Prerequisite RelationshipsComponent 1b: Demonstrating Knowledge of Students

Element: Knowledge of students interests and cultural

heritage

Component 1c: Setting Instructional Outcomes

Element: Suitability for diverse learnersComponent 1d: Demonstrating Knowledge of Resources

Element: Resources for classroom useComponent 1e: Designing Coherent InstructionElement: Lesson and Unit StructureComponent 1f: Designing Student Assessments

Element: Criteria and standards2


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Knowledge of Prerequisite RelationshipsI chose to create a chart for myartifact from my understandingof prerequisite relationships. Insome schools, when teachingmultiplication facts they do not goin the numerical order of 1, 2, 3,etc. Some teach the 1s time tables,then the 2s time tables, then 4stimes tables and so on. Beforestudents can understand how tomultiply certain higher numbers,they must have a basic knowledgeof multiplying lower numbersfirst.

1s

2s

10s 5s

4s

11s

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UNSATISFACTORY Teachers plans and practicedisplay little understanding ofprerequisite relationshipsimportant to student learning ofthe content. I know what are prerequisitesare but I do not know whatprerequisite relationships are.From my understanding, Ithink that it is more like acrawling before walkingsituation, thought myunderstanding could bewrong.

BASIC Teachers plans and practiceindicate some awareness ofprerequisite relationships,although such knowledge may beinaccurate or incomplete. I would like to have atleast a fullunderstanding ofprerequisite relationships.I want to know how they

can be used ininstruction andeffectively apply myknowledge of themduring instruction.4


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The artifact that I foundappropriate for this component is aBio Poem from my ERDL 442:Literacy Instruction I class. TheBio-poem can be used to get toknow students in your classroom.It doesnt go into cultural heritage,but it does allow teachers to seemany different sides of theirstudents. For example, the BioPoem not only allows the studentto share what they love, but also tosee what they are afraid of.

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Knowledge of students interests and cultural heritage


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PROFICIENT Teacher recognizes the value ofunderstanding studentsinterests and cultural heritageand displays this knowledgefor groups of students. In order for students to feelapart of the classroom,knowledge of studentsinterests, backgrounds, andheritage needs to be recognizedby the teacher.

DISTINGUISHED Teacher recognizes the value ofunderstanding studentsinterests and cultural heritageand displays this knowledgefor individual students. I have applied many activitiesin classrooms to get to knowgroups of students. Eventhough I have read numerousbooks with different methods to

learn about studentsbackgrounds, I have not appliedit individually to every singlestudent.

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Suitability for diverse learners

All of the elements in Component 1Care involved with instructionaloutcomes. I chose to create a replica ofa general model of assessment in theclassroom. I found this model in mybook Reading, Writing andLearning in ESL for ERDL 471:Language Development, Acquisition,and Learning. Since the element Ichose involves using assessments, Ifound this artifact to be suitable.

Assess

Instructbased on

assessment

Re-Assess

Instruct

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BASIC Most of the outcomes are suitable formost of the students in the class basedon global assessments of studentlearning I feel that I am at a basic level ofperformance for this element. Ithink the outcome for student s,based on the various assessmentsthat I would give, would only besuitable for most students and

not all students.

PROFICIENT Most of the outcomes are suitable for allstudents in the class and are based onevidence of student proficiency. However,the needs of some individual studentsmay not be accommodated. This element was the mostdifficult one for me to grasp. Iwant to become more proficientwith setting the instructionaloutcomes in the classroom. I want

the assessments I give students togive me a look at what theylearned from the content andhave the outcomes suitable for allstudents in the classroom.

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Resources for classroom useI remember Professor DeMartinitelling the class about the districtgiving SMART Boards to teachersfor their classrooms and a greatamount of them were stored away,not being used. A SMART Board is agreat example as a resource forclassroom use. Not only are studentsengaged when using a SMART

Board for learning, but they alsowant to participate more duringinstruction. I have seen these used inclassrooms and I have heard that theycan be obtained through the schooldistrict.9


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BASIC Teacher displays awareness ofresources available for classroom usethrough the school or district but noknowledge of resources available morebroadly. I understand that schoolsand the school districthave many resources thatcan be used in theclassroom, however, I donot know where I would

find them or where Iwould get them from.

DISTINGUISHED Teachers knowledge of resources forclassroom use is extensive, includingthose available through the school ordistrict, in the community, throughprofessional organizations anduniversities, and on the Internet. I want to use any resourcethat I can find to benefitmy classroom when I amfinally able to teach. Iwant to know where I can

go to find these resources,not only through thedistrict, but throughoutthe community as well.

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Lesson and Unit StructureFor this component, my

artifact is my WritersWorkshop lesson plan. Itshows the lessonsstructure is clearlydefined and is easy tofollow step by step.

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PROFICIENT The lesson or unit has a clearlydefined structure around whichactivities are organized. Progressionof activities is even, with reasonabletime allocations. I feel that I am very proficientin the structure of units andlessons. In each of myeducational classes, I wasassigned to create at least oneor more lesson plans and/orgo on field observations andteach particular units. Mytime allocations arereasonable, but they can usesome adjusting.

DISTINGUISHED The lessons or units structure isclear and allows for differentpathways according to studentneeds. The progression of activities

is highly coherent. The lessons and units that Ihave taught met somestudents needs, but not all.Most of my lessons were justtaught, then I would give an

activity following thedirection. I want to createlessons that allows manydifferent pathways so allstudents needs are met.12


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Criteria and standardsI came across this book while

browsing one day and startedto look through it. It has aexplanations to what formativeassessments are and how theycan be used in the classroom.The book shows you 25different ways to do formativeassessments.

Formative AssessmentBook

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BASIC Approach to the use of formativeassessment is rudimentary,including only some of theinstructional outcomes. In some of my educationalclasses, I have only heard offormative assessments, but Inever understood fully whatthey where or how I was to usethem in a classroom. Now that I

know the basics of formativeassessments, I now would liketo have a more proficientapproach to them.

PROFICIENT Teacher has a well-developedstrategy to using formativeassessment and hasdesigned particularapproaches to be used. Not only do I want to be welldeveloped using formativeassessments, I want to usemore than one approach

when using them in theclassroom.

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I now have a betterunderstanding of Domain 1 andthe elements that the componenthave that I would like tounderstand more clearly!

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