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INTASC STANDARD 3: LEARNING ENVIRONMENTS
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The teacher works with others to create environments that support individual and collaborative learning, and that encourages positive social interaction, active engagement in learning, and self motivation.
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artifact 1: Conference Response (click to view)
This conference post was created during Week 6 of EDTP 635 on July 5, 2014. It was posted in response to a query about grouping strategies identified during field observations as well as questions about personal considerations for grouping. I used experiences in face-to-face classroom observations from May during which I watched two different teachers use collaboration as a classroom strategy. I also researched the effectiveness of grouping as well as different implementations.
Rationale:
The artifact shows my recognition of effective and non-effective use of grouping strategies by different teachers during my observations. I was able to discern how a lack of heterogeneous grouping by one teacher led to student exclusion and less efficient completion of the task. I discuss the significance of creating heterogeneous groups through my discussion of my observations as well as research on grouping strategies. I also reflect on the importance of creating “an emotion and socially safe classroom environment” through the development of positive student interaction.
This artifact was the first use I made of my face-to-face classroom observations. Through the analysis of the grouping implementation I witnessed I was able to gain a greater understanding of how to create a proper environment in order to support collaborative learning that promoted a positive social interaction. The research I completed in learning about grouping strategies enabled me to understand how collaboration can support learning and create extrinsic and intrinsic motivation within my students.
My main strength is appreciation and understanding of grouping strategies. I understand how collaboration can increase student learning and motivation as well as allow for interpersonal development and accountability. I will work to increase my knowledge of grouping and collaborative methods and their application within the curriculum I will cover in my classroom.
This artifact was the first use I made of my face-to-face classroom observations. Through the analysis of the grouping implementation I witnessed I was able to gain a greater understanding of how to create a proper environment in order to support collaborative learning that promoted a positive social interaction. The research I completed in learning about grouping strategies enabled me to understand how collaboration can support learning and create extrinsic and intrinsic motivation within my students.
My main strength is appreciation and understanding of grouping strategies. I understand how collaboration can increase student learning and motivation as well as allow for interpersonal development and accountability. I will work to increase my knowledge of grouping and collaborative methods and their application within the curriculum I will cover in my classroom.
artifact 2: FLVS OBSERVATION FORM (click to view)
The FLVS Intern Live Lesson Observation Form was completed as an assignment during EDTP 645 on November 17, 2014. The observation form was an evaluation of a recorded lesson that I taught while an intern with Florida Virtual School. During my time with FLVS I self-taught multiple collaboration sessions with middle school science students through the virtual online collaboration tool “Blackboard Collaborate”. I was tasked with recording one of these sessions and then completing a self-evaluation observation form in which I reflected on my performance during the session. To complete this assignment I chose a recorded session, then watched the session while completing the observation form to the best of my ability.
Rationale:
This artifact represents a very unique classroom situation as the environment is not in a traditional classroom, but rather in a virtual platform. This artifact demonstrates my ability to manage and motivate students through use of positive reinforcement, tonal variation, and redirection in order to keep students on-task and move the lesson along.
The experience creating this artifact was the first exposure I have had to teaching young students. While I have learned many different strategies and theories throughout my coursework the opportunity to apply them with real children was invaluable. This experience was also unique as I was able to record it for further evaluation and reflection. While completing the observation form I found myself replaying certain sections and considering better ways of motivating or responding to the students.
My biggest strength is in my ability to take control of a classroom and direct the activities toward a goal. I am actively aware of how my voice and word choice can motivate or reprimand the students I am working with. I will continue to improve my use of motivational techniques so that they do not require as much active thinking to implement. Throughout the session my mind spent a large portion of time on thinking about how to respond rather than being able to seamlessly interact with the students.
The experience creating this artifact was the first exposure I have had to teaching young students. While I have learned many different strategies and theories throughout my coursework the opportunity to apply them with real children was invaluable. This experience was also unique as I was able to record it for further evaluation and reflection. While completing the observation form I found myself replaying certain sections and considering better ways of motivating or responding to the students.
My biggest strength is in my ability to take control of a classroom and direct the activities toward a goal. I am actively aware of how my voice and word choice can motivate or reprimand the students I am working with. I will continue to improve my use of motivational techniques so that they do not require as much active thinking to implement. Throughout the session my mind spent a large portion of time on thinking about how to respond rather than being able to seamlessly interact with the students.