Standard 7: instructional planning
Teachers are able to plan different kinds of lessons.
The teachers organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community and curriculum goals.
The teachers organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community and curriculum goals.
Artifact Reflection
Title of Artifact: Pre-Student Teaching Lesson Plans
Date Completed: Fall 2012
Description: During my time pre-student teaching in a second grade classroom, I prepared and presented three different lesson plans. Two of the lesson plans were for reading, and the other was for math. These lesson plans all differed in instruction and content.
Alignment Reflection
Wisconsin Teacher Standard Alignment
This artifact aligns with standard seven of the Wisconsin Teacher Development and Licensure Standard. This standard states “The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, and community and curriculum goals.” These lessons align with standard seven because each lesson plan was instructed systematically based on the students, curriculum, and community. I am going to focus on my first lesson, which was on the long vowel “I”. This lesson was based on the curriculum of the school, which uses a textbook called “Storytown.” I modified the lesson to fit the interests of the students, so I added a long vowel “I” fire truck activity because they enjoy art projects. I also based the lesson on the students’ prior knowledge of the subject. The class already had a lot of knowledge on the long vowel “I”, so we only did a few review slides on the smartboard, and then jumped into the activity. The second lesson plan was based on the Everyday Mathematics curriculum, and was also revised to fit the student’s prior knowledge of fact families. My third lesson plan was again based on “Storytown”, but it was about the long vowel “e”. The instruction for this lesson was modified by taking away certain smartboard slides the students already understood and adding extra time to discuss the story we were reading. All of these lesson plans were instructed so that it fit the curriculum and was adjusted for the students in the class.
UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment
This artifact best aligns with KSD3.c. of the UWP School of Education Knowledge, Skill, and Disposition statements which states, “The candidate has the ability to engage students in the learning process by linking appropriate content, based upon suitable instructional materials and resources, to students’ knowledge and experience, being certain that all students are cognitively engaged in the activities/assignments and that the students actively contribute to the content design. Instruction is highly coherent and appropriately paced for all students and allows for reflection and closure as appropriate.” Each lesson was linked to the appropriate content and used different materials to involve the students. For example, the long “I” lesson plan used the smartboard, whiteboards, and paper and crayons for the fire truck activity. Every lesson was based on the students’ knowledge and included activities for review and activities that practiced new skills. The lessons allowed each student to actively participate and were at a pace appropriate for all students. At the end of each lesson, there was time for closure. For example, at the end of the long “I” lesson plan, the students shared examples of their long vowel “i” words with the students in their groups. Each lesson plan engaged the class in learning.
Secondary Alignment
KSD1.b
KSD1.e
Personal Reflection
What I learned about teaching/learning from this experience:
I learned that teaching must be flexible based on the students and curriculum in your classroom. Each lesson must cover the appropriate content, but instructional strategies will change so that the students are getting the most out of each lesson. The lessons must have each pupil actively engaged in the activity. To have each student actively engaged, classroom management is key as well. Without proper classroom management, the students will not get the most out of each lesson taught. Varied instructional strategies, along with good classroom management techniques, will lead to a very successful classroom.
What I learned about myself as a prospective educator as a result of this experience/artifact:
I learned about myself as a future educator that no two lessons are going to be the same. Lesson planning is all about using a variety of instructional strategies. Every lesson is going to be different because each student learns differently based on the subject and content being taught. No two lessons will be the same when I become a teacher, which means I will have to become a dynamic teacher. I will have to use different teaching techniques to keep the students engaged and on their feet. I will use different types of technology and activities that reach out to the different learning styles students will have. Every lesson will have to differ in my future classroom so that each student stays involved and interested.
Title of Artifact: Pre-Student Teaching Lesson Plans
Date Completed: Fall 2012
Description: During my time pre-student teaching in a second grade classroom, I prepared and presented three different lesson plans. Two of the lesson plans were for reading, and the other was for math. These lesson plans all differed in instruction and content.
Alignment Reflection
Wisconsin Teacher Standard Alignment
This artifact aligns with standard seven of the Wisconsin Teacher Development and Licensure Standard. This standard states “The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, and community and curriculum goals.” These lessons align with standard seven because each lesson plan was instructed systematically based on the students, curriculum, and community. I am going to focus on my first lesson, which was on the long vowel “I”. This lesson was based on the curriculum of the school, which uses a textbook called “Storytown.” I modified the lesson to fit the interests of the students, so I added a long vowel “I” fire truck activity because they enjoy art projects. I also based the lesson on the students’ prior knowledge of the subject. The class already had a lot of knowledge on the long vowel “I”, so we only did a few review slides on the smartboard, and then jumped into the activity. The second lesson plan was based on the Everyday Mathematics curriculum, and was also revised to fit the student’s prior knowledge of fact families. My third lesson plan was again based on “Storytown”, but it was about the long vowel “e”. The instruction for this lesson was modified by taking away certain smartboard slides the students already understood and adding extra time to discuss the story we were reading. All of these lesson plans were instructed so that it fit the curriculum and was adjusted for the students in the class.
UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment
This artifact best aligns with KSD3.c. of the UWP School of Education Knowledge, Skill, and Disposition statements which states, “The candidate has the ability to engage students in the learning process by linking appropriate content, based upon suitable instructional materials and resources, to students’ knowledge and experience, being certain that all students are cognitively engaged in the activities/assignments and that the students actively contribute to the content design. Instruction is highly coherent and appropriately paced for all students and allows for reflection and closure as appropriate.” Each lesson was linked to the appropriate content and used different materials to involve the students. For example, the long “I” lesson plan used the smartboard, whiteboards, and paper and crayons for the fire truck activity. Every lesson was based on the students’ knowledge and included activities for review and activities that practiced new skills. The lessons allowed each student to actively participate and were at a pace appropriate for all students. At the end of each lesson, there was time for closure. For example, at the end of the long “I” lesson plan, the students shared examples of their long vowel “i” words with the students in their groups. Each lesson plan engaged the class in learning.
Secondary Alignment
KSD1.b
KSD1.e
Personal Reflection
What I learned about teaching/learning from this experience:
I learned that teaching must be flexible based on the students and curriculum in your classroom. Each lesson must cover the appropriate content, but instructional strategies will change so that the students are getting the most out of each lesson. The lessons must have each pupil actively engaged in the activity. To have each student actively engaged, classroom management is key as well. Without proper classroom management, the students will not get the most out of each lesson taught. Varied instructional strategies, along with good classroom management techniques, will lead to a very successful classroom.
What I learned about myself as a prospective educator as a result of this experience/artifact:
I learned about myself as a future educator that no two lessons are going to be the same. Lesson planning is all about using a variety of instructional strategies. Every lesson is going to be different because each student learns differently based on the subject and content being taught. No two lessons will be the same when I become a teacher, which means I will have to become a dynamic teacher. I will have to use different teaching techniques to keep the students engaged and on their feet. I will use different types of technology and activities that reach out to the different learning styles students will have. Every lesson will have to differ in my future classroom so that each student stays involved and interested.
Click here for Long I Lesson Plan | |
File Size: | 36 kb |
File Type: | docx |
Click here for Fact Family Lesson | |
File Size: | 36 kb |
File Type: | docx |
Click here for Long E Lesson Plan | |
File Size: | 41 kb |
File Type: | docx |