STANDARD 3
All teachers should give constructive instruction and feedback to students in both written and oral contexts while being aware of diverse learners’ needs. Teachers should effectively provide a variety of instructional strategies, constructive feedback, criticism, and improvement strategies.
Knowledge Indicators - The competent teacher:
3A. understands how to analyze an audience to determine culturally appropriate communication strategies to share ideas effectively in both written and oral formats with students and their families, other faculty and administrators, and the community and business in general.
3B. understands how to use diverse instructional strategies and assessments that include an appropriate balance of lecture, discussion, activity, and written and oral work.
Performance Indicators - The competent teacher:
3C. analyzes content materials to determine appropriate strategies and techniques to create successful learning through reading, writing, speaking, and listening.
3D. assists students whose communication skills may be impeded by learning, language, and/or cultural differences, especially those whose first language is not English.
3E. conducts effective classroom discussions by managing groups, asking questions, eliciting and probing responses, and summarizing for comprehension.
3F. uses a variety of media to enhance and supplement instruction.
3G. uses multi-disciplinary instructional approaches.
3A. understands how to analyze an audience to determine culturally appropriate communication strategies to share ideas effectively in both written and oral formats with students and their families, other faculty and administrators, and the community and business in general.
3B. understands how to use diverse instructional strategies and assessments that include an appropriate balance of lecture, discussion, activity, and written and oral work.
Performance Indicators - The competent teacher:
3C. analyzes content materials to determine appropriate strategies and techniques to create successful learning through reading, writing, speaking, and listening.
3D. assists students whose communication skills may be impeded by learning, language, and/or cultural differences, especially those whose first language is not English.
3E. conducts effective classroom discussions by managing groups, asking questions, eliciting and probing responses, and summarizing for comprehension.
3F. uses a variety of media to enhance and supplement instruction.
3G. uses multi-disciplinary instructional approaches.
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Reflection
Artifact: Writing Lesson
LAS 3: All teachers should give constructive instruction and feedback to students in both written and oral contexts while being aware of diverse learners’ needs. Teachers should effectively provide a variety of instructional strategies, constructive feedback, criticism, and improvement strategies.
Write a paragraph explaining your knowledge and understanding of that standard—put the standard into your own words.
It’s not enough to just have students write to you or read to you, as a teacher you need to support that students writing and reading skills by giving them feedback and ways to improve upon what they can do. It’s also important to remember as a teacher the needs of all kinds of different learners, and what may be an effective feedback for one student may mean nothing to another. Teachers should have a variety of different ways to help students produce writing, and then they should also have a variety of different ways to help students produce better writing.
Explain how the artifact you chose demonstrates your understanding and application of the standard.
I chose a writing lesson that I gave, based off of the Lucy Calkins approach to writing because of its use of the Think Pair Share strategy. The first portion of the lesson is a lecture basically, where I as the teacher am modeling how the students are going to be reading and writing. I read a portion of text, stop, say my thinking process out loud, then I write making sure to model every step correctly. The next portion, the students get a chance to practice, I read a portion of text and have the students work with a partner to discuss the text using the same method of thinking that I used and then as a class we share ideas. I believe that this part of the lesson goes along well with indicator 3E in which the competent teacher “conducts effective classroom discussions by managing groups, asking questions, eliciting and probing responses, and summarizing for comprehension.” From there, I can see if the students are understanding the lesson and if it seems they are then we move on to the next part of the lesson which is the students reading and writing about their own stories, using my lecture as a model. I believe that this fits in well with the indicator 3B in which the competent teacher “understands how to use diverse instructional strategies and assessments that include an appropriate balance of lecture, discussion, activity, and written and oral work.” During the last portion of this lesson, while the students are writing and reading, I walk around the room and give on the spot feedback and comments to students about their writing. Sometimes it’s simply a “I like this sentence here” or “could you expand on this idea?” but sometimes a student needs more support than that. In indicator 3D, it states the competent teacher “assists students whose communication skills may be impeded by learning, language, and/or cultural differences, especially those whose first language is not English.” For a few of my students who require more support, I spend a little more time with them, and help them construct sentences or expand on ideas, and in some cases it’s just great that they get something onto the paper.
If the artifact has been used in your practice, reflect on how your teaching will change in the future to further meet the standard.
Having never had the experience of giving a writing lesson before, I was nervous about this one since it was my first, but after having done it I believe that I will continue to do writing lessons in this fashion. Beginning the lesson with the model, and then moving to discussion, and then letting the students work at their own pace I think really makes for better writing. Even the circling around the room and giving feedback makes large impacts on the students further writing, because they start taking more things into account while they write. I find this style of lesson to be very effective, and I will continue to conduct writing lessons in this manner, and maybe even other kinds of lessons as well.
Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a Diverse Society as a result of satisfactorily meeting the standard.
I feel more prepared to teach and learn in a diverse society because of the kinds of feedback that I have to give to students. The same feedback doesn’t work for every student and saying one thing may motivate someone and the same thing may make another want to give up. I have several low writers in my class and I believe helping them is what is preparing me better for teaching and learning in a diverse society.
Artifact: Writing Lesson
LAS 3: All teachers should give constructive instruction and feedback to students in both written and oral contexts while being aware of diverse learners’ needs. Teachers should effectively provide a variety of instructional strategies, constructive feedback, criticism, and improvement strategies.
Write a paragraph explaining your knowledge and understanding of that standard—put the standard into your own words.
It’s not enough to just have students write to you or read to you, as a teacher you need to support that students writing and reading skills by giving them feedback and ways to improve upon what they can do. It’s also important to remember as a teacher the needs of all kinds of different learners, and what may be an effective feedback for one student may mean nothing to another. Teachers should have a variety of different ways to help students produce writing, and then they should also have a variety of different ways to help students produce better writing.
Explain how the artifact you chose demonstrates your understanding and application of the standard.
I chose a writing lesson that I gave, based off of the Lucy Calkins approach to writing because of its use of the Think Pair Share strategy. The first portion of the lesson is a lecture basically, where I as the teacher am modeling how the students are going to be reading and writing. I read a portion of text, stop, say my thinking process out loud, then I write making sure to model every step correctly. The next portion, the students get a chance to practice, I read a portion of text and have the students work with a partner to discuss the text using the same method of thinking that I used and then as a class we share ideas. I believe that this part of the lesson goes along well with indicator 3E in which the competent teacher “conducts effective classroom discussions by managing groups, asking questions, eliciting and probing responses, and summarizing for comprehension.” From there, I can see if the students are understanding the lesson and if it seems they are then we move on to the next part of the lesson which is the students reading and writing about their own stories, using my lecture as a model. I believe that this fits in well with the indicator 3B in which the competent teacher “understands how to use diverse instructional strategies and assessments that include an appropriate balance of lecture, discussion, activity, and written and oral work.” During the last portion of this lesson, while the students are writing and reading, I walk around the room and give on the spot feedback and comments to students about their writing. Sometimes it’s simply a “I like this sentence here” or “could you expand on this idea?” but sometimes a student needs more support than that. In indicator 3D, it states the competent teacher “assists students whose communication skills may be impeded by learning, language, and/or cultural differences, especially those whose first language is not English.” For a few of my students who require more support, I spend a little more time with them, and help them construct sentences or expand on ideas, and in some cases it’s just great that they get something onto the paper.
If the artifact has been used in your practice, reflect on how your teaching will change in the future to further meet the standard.
Having never had the experience of giving a writing lesson before, I was nervous about this one since it was my first, but after having done it I believe that I will continue to do writing lessons in this fashion. Beginning the lesson with the model, and then moving to discussion, and then letting the students work at their own pace I think really makes for better writing. Even the circling around the room and giving feedback makes large impacts on the students further writing, because they start taking more things into account while they write. I find this style of lesson to be very effective, and I will continue to conduct writing lessons in this manner, and maybe even other kinds of lessons as well.
Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a Diverse Society as a result of satisfactorily meeting the standard.
I feel more prepared to teach and learn in a diverse society because of the kinds of feedback that I have to give to students. The same feedback doesn’t work for every student and saying one thing may motivate someone and the same thing may make another want to give up. I have several low writers in my class and I believe helping them is what is preparing me better for teaching and learning in a diverse society.