Domain 3: Instruction
3a: Communication with Students
3b: Using Questioning and Discussion Techniques
3c: Engaging Students in Learning
3d: Using Assessment in Instruction
3e: Demonstrating Flexibility and Responsiveness
3b: Using Questioning and Discussion Techniques
3c: Engaging Students in Learning
3d: Using Assessment in Instruction
3e: Demonstrating Flexibility and Responsiveness
Artifact 3d: Using Assessments in Instruction
The PowerPoint below was created as a way for myself to see if the students were understanding how to change Irregular Nouns into Irregular Plural Nouns. This game was played with the workshop group as whole group activity. The students were called the board and shown the first slide and asked to change the irregular noun into an irregular plural noun. As the student was changing the noun, the rest of the class was watching to see if they agree or disagree with what the word was changed to. If the students agreed then the next slide was shown to see if they were correct, if some of the students disagree they were asked why they disagreed. Each student was presented the opportunity to change the word from an irregular noun to an irregular plural noun.
As each student went the board, I could see who understood the rules and could apply them to the words on the slide show. As the students were changing the words, there was a poster next to them that they could use as a reference. This poster had the rules that were given and some examples of words that we as a class changed. I encouraged the students to use the resource available to them if they could not remember how to change the word.
The PowerPoint below was created as a way for myself to see if the students were understanding how to change Irregular Nouns into Irregular Plural Nouns. This game was played with the workshop group as whole group activity. The students were called the board and shown the first slide and asked to change the irregular noun into an irregular plural noun. As the student was changing the noun, the rest of the class was watching to see if they agree or disagree with what the word was changed to. If the students agreed then the next slide was shown to see if they were correct, if some of the students disagree they were asked why they disagreed. Each student was presented the opportunity to change the word from an irregular noun to an irregular plural noun.
As each student went the board, I could see who understood the rules and could apply them to the words on the slide show. As the students were changing the words, there was a poster next to them that they could use as a reference. This poster had the rules that were given and some examples of words that we as a class changed. I encouraged the students to use the resource available to them if they could not remember how to change the word.
Artifact 3a: Communicating with Students
This is another math lesson that I designed and taught in a second grade classroom. This math lesson focused on the introduction of division. Division is not a second grade standard but my lead teacher wanted the student to have a little bit of experience with division before going into third grade.
This artifact shows that at the beginning of each lesson, I communicate with the students the objective for the lesson. Along with the objectives, I also explained to the students that this was just an introduction to division. The lead teacher and I wanted them to just have an idea of what division was and how to group things for division. It was awesome to see the students take division and relate it back to multiplication that they were learning.
This is another math lesson that I designed and taught in a second grade classroom. This math lesson focused on the introduction of division. Division is not a second grade standard but my lead teacher wanted the student to have a little bit of experience with division before going into third grade.
This artifact shows that at the beginning of each lesson, I communicate with the students the objective for the lesson. Along with the objectives, I also explained to the students that this was just an introduction to division. The lead teacher and I wanted them to just have an idea of what division was and how to group things for division. It was awesome to see the students take division and relate it back to multiplication that they were learning.
Artifact 3a: Communicating with Students
The writing shown is an expository/informational writing that we as a class did together. This writing was designed to show the students what expository/informational writing was and how it looked. This writing was multiple steps and multiple days activity.
We first started this activity by talking about what expository/informational writing was and how it compared to narrative and persuasive writing that the students had already done in the school year. After that I handed out the article we were going to use to write our expository/informational writing ( I had already per-selected the article to use). We started out by highlighting all the important facts in the article. After that we chose 3-4 of the important facts that we wanted to write about.
The next step was to write a rough draft of our paper which was about snow leopards. After we completed the rough draft, as a class we went through and edited our paper. The final step was to write the final copy. Once this was done I posted our steps up in the writing corner, this way the students had a reference to look at while they were writing their own expository/informational paper.
The writing shown is an expository/informational writing that we as a class did together. This writing was designed to show the students what expository/informational writing was and how it looked. This writing was multiple steps and multiple days activity.
We first started this activity by talking about what expository/informational writing was and how it compared to narrative and persuasive writing that the students had already done in the school year. After that I handed out the article we were going to use to write our expository/informational writing ( I had already per-selected the article to use). We started out by highlighting all the important facts in the article. After that we chose 3-4 of the important facts that we wanted to write about.
The next step was to write a rough draft of our paper which was about snow leopards. After we completed the rough draft, as a class we went through and edited our paper. The final step was to write the final copy. Once this was done I posted our steps up in the writing corner, this way the students had a reference to look at while they were writing their own expository/informational paper.