Standard #2: Learning Differences
Artifact #1: Vocabulary Foldables
Essential Knowledge 2(i): Knows about second language acquisition processes and knows how to incorporate instructional strategies and resources to support language acquisition.
Description: During my Teacher Work Sample unit, one of the activities we did was make a vocabulary foldable. Because the chapter was vocabulary heavy and the later sections build on the earlier ones. I needed to be sure that the language was not going to be a barrier to understanding. Students defined the words in their own words, using their translators when they needed to, as well as drew pictures that represented what the word was describing mathematically.
Rationale: I believe this experience fulfills this standard because it demonstrates that I am aware of the way that students can develop their language skills in my classroom. Before building on this knowledge I gave them the time they needed to learn the new vocabulary and use their first language to support their learning.
Essential Knowledge 2(i): Knows about second language acquisition processes and knows how to incorporate instructional strategies and resources to support language acquisition.
Description: During my Teacher Work Sample unit, one of the activities we did was make a vocabulary foldable. Because the chapter was vocabulary heavy and the later sections build on the earlier ones. I needed to be sure that the language was not going to be a barrier to understanding. Students defined the words in their own words, using their translators when they needed to, as well as drew pictures that represented what the word was describing mathematically.
Rationale: I believe this experience fulfills this standard because it demonstrates that I am aware of the way that students can develop their language skills in my classroom. Before building on this knowledge I gave them the time they needed to learn the new vocabulary and use their first language to support their learning.
Artifact #2: Collaboration with Students and Teachers Outside the Classroom
Critical Dispositions 2(l): Believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential.
Description: Throughout the whole semester I collaborated with other teachers and students outside of the classroom as well as working with students individually in class and during Learning Labs. If a student didn't do well on a homework assignment I would ask them to see me during learning lab so we could work on understanding the content in a way that may not have been how it was presented in class. I communicated frequently with the ELL teacher because of his close relationships with so many of my students to ask for his support or advice on what I could be doing differently in order to better help the students in my classroom. At the beginning of the semester I observed his classroom to see how he presented material differently in order to expand my horizons and learn what I could be doing differently to support my students.
Rationale: I believe this experience fulfills this standard because it demonstrates that I am willing to work with students and other professionals in the school to help students achieve their fullest potential. I met with students in learning labs and after school because I believed that just because they didn't understand it the way we discussed it in class that does not mean they can't understand it. I believe that some students just need a different approach or more time with the material than others.
Critical Dispositions 2(l): Believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential.
Description: Throughout the whole semester I collaborated with other teachers and students outside of the classroom as well as working with students individually in class and during Learning Labs. If a student didn't do well on a homework assignment I would ask them to see me during learning lab so we could work on understanding the content in a way that may not have been how it was presented in class. I communicated frequently with the ELL teacher because of his close relationships with so many of my students to ask for his support or advice on what I could be doing differently in order to better help the students in my classroom. At the beginning of the semester I observed his classroom to see how he presented material differently in order to expand my horizons and learn what I could be doing differently to support my students.
Rationale: I believe this experience fulfills this standard because it demonstrates that I am willing to work with students and other professionals in the school to help students achieve their fullest potential. I met with students in learning labs and after school because I believed that just because they didn't understand it the way we discussed it in class that does not mean they can't understand it. I believe that some students just need a different approach or more time with the material than others.