Domain 1A: Say Ten Way
During my student teaching, I was also able to teach math lessons that would help my students be able to count to 20 better and to be able to understand the place value between the numbers 11 through 20. Using the Eureka Math curriculum, I was able to pull lessons from the textbook and used manipulatives such as "hide zero cards" and cubes to allow students to have more hands-on experience with the content that they were learning. The students were able to write what numbers 11-19 looked like, and were also able to see what numbers added to 11-19 using place value and their "hide zero" cards. Through the activities in the book, and the ability to use the manipulatives, students are able to learn in various ways to help appeal to different types of learners.
This artifact represents Domain 1A: Demonstrating Knowledge of Content and Pedagogy, Because I had to get used to the curriculum the students were learning and had to be able to alter the lesson in a way that allowed students to not only right in their textbooks but to have physical manipulatives in which students could see what they were doing instead of just writing. I use the content and the pedagogy that I have learned from my previous years 2 create lessons that would ultimately allow the students to not only retain the information but to retain the information on a deeper level.
Domain 1F: Teacher Assessment Work Sample
During my student teaching, I participated in a 'Teacher Assessment Work Sample" where I was able to create both formative and summative assessments based on the needs of my students in the classroom. I targeted three specific students: one lower-level learner, one on. level learner, and one student who has shown advanced progress during the lessons throughout the year. My students were asked to recall key details and supporting details in the book "From Sheep To Sweater" by Daniel Nelson. I administered lessons for a week that included both formative and summative assessments which would change depending on how my students felt about the lesson the day before. In order to collect the data that I needed to tell if students are making progress, I created lessons that would appeal to different learners. One mainly auditory, a few that allowed the students to participate in hands-on activities, and a lesson that would allow for them to work with a partner to check their understandings about the book, and then come together as a class to go over what they shared so that the class could go over any misconceptions that they had. Pre-Assessment data was collected to determine the students abilities, and Post-Assessment data was collected to show how much of the information the students retained. All target students were able to reach the objectives that were set in the beginning of the lessons.
This artifact represents Domain 1f: Designing Student Assessments. During this time I was not only to display my knowledge of the students and their progress but to create Assessments in which students would be measured to help meet their goals. I would use the assessments to design the lessons and to determine if the students needed more time to focus on a part of the lesson that they might not have understood the day before. By designing fewer lessons and creating formative and summative assessments, I was able to gain knowledge of my student's progress and to help them with specific areas that might have gone under the radar if assassins were not given throughout the lessons.
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Teacher Assessment Work Sample
Say Ten lesson