Student Teaching
Unit plan 1
IPTS (2013) STANDARD 2 - Content Area and Pedagogical Knowledge - The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
IPTS (2013) STANDARD 5 - Instructional Delivery - The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. The teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
Description: Linked below is a unit plan I created for my first student teaching placement at Prairie Central High School. The unit was created for the photo 1 class.
Rationale: Students created a self portrait photograph and then embroidered their photograph using at least 3 different kinds of stitches. The embroidery showed mood and emotion through color and placement.
Evidence: See buttons below
Unit plan 2
IPTS (2013) STANDARD 2 - Content Area and Pedagogical Knowledge - The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
IPTS (2013) STANDARD 5 - Instructional Delivery - The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. The teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
Description: Linked below is a unit plan I created for my second placement at Oakdale and Glenn Elementary schools. Students learned what synesthesia is and artists that work with synesthesia. Then, students created their own artwork with a variety of mediums while listening to different kinds of music.
Rationale: Students learned about synesthesia, explored the distinction between abstract and non-objective art, and studied artists that use these concepts. Students participated in an experiential exercise wherein they listened to music and subsequently crafted their own non-objective abstract artwork. Students then completed a brief quiz to assess their comprehension of the variances between abstract and non-objective abstract art.
Evidence: See buttons below
Assessments
ASSESSMENT METHODS PORTFOLIO - One formative and summative assessment from each placement or two if in one placement for the semester to match the plans above
IPTS (2013) STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Description: Linked below are two assessments. The first formative assessment is a slideshow that I used during a typography unit in high school. On slide 11 there is a review slide and slide 18 has a link to a Kahoot. The second formative assessment was used as an exit slip during a 5th grade unit focusing on analogous colors.
The first summative assessment was used for a 2nd grade class to assess knowledge of horizontal, vertical, and diagonal lines. The second summative assessment is the rubric I used for grading during the typography unit mentioned above.
Rationale: I used formative assessments as a means of gauging understanding, aiming to discern whether any adjustments to my instructions were necessary or if further clarification was required. The summative assessments were made to be straightforward, ensuring that students had a clear understanding of expectations and for facilitating a direct assessment of their grasp of the knowledge at hand.
Evidence: See buttons below
Pal 1
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1 (at least 1 submission)
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism, provides leadership in the learning community; and advocates fro students, parents or guardians, and the profession.
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Description: I attended IAEA in St. Charles with a group of other ISU students.
Rationale: I attended many workshops and furthered my knowledge of teaching and professionalism.
Evidence: See photo on the right.
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Pal 2
PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2 (at least 1 submissions)
IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism, provides leadership in the learning community; and advocates fro students, parents or guardians, and the profession.
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Description: I ran a booth at the sweet corn circus in uptown normal where kids could create an illusionistic cricus themed thaumatrope.
Rationale: I got to work with the community and helped many kids create art.
Evidence: see photo to the right
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