Commitment to Student Learning
I believe that all students have to potential to learn and I strive to be the educator that brings that to light. As stated in the Conceptual Framework of West Virginia State University Teacher Education Program, I am committed to using holistic approaches to student learning. I understand that all students do not learn on the same level, by the same method, nor at the same frequency. I am committed to plan and modify my teaching lessons to best suit the array of each individual students in the classroom. An extremely wise Special Education Professor once told me that "No student can do everything, but all students can do something". These words of advice have had a special place in my heart. As a teacher, it is my personal goal to see that all of my students do that one thing that they may have not have thought they could master.
The several methodology classes that the WVSU teacher program offers really equips teacher candidates with multiple strategies to effectively teacher a classroom with multiple learners. With in depth study of Gardeners' multiple intelligence theory, I am able to design lessons for an array of learners. This includes: verbal/linguistic, spatial, logical mathematical, bodily/kinesthetic, musical, naturalistic, interpersonal, intrapersonal, and existential learners. To demonstrate my commitment to student learning, I have included artifacts below.
The first artifact below is a 316 lesson plan. It was one of the first lesson plans that I wrote and then implemented in the classroom. Within this lesson I used a variety of teaching strategies. I also reflected very well after this lesson. In the reflection I included ways to change the lesson to better suit that class. The second artifact included is a tutoring and assessment case study from 331. This includes information about the lesson I worked with and how it was assessed. It also has data based decision making, pre and post test information, and graphs showing growth.
The last two artifacts are assignments that I have completed in 426. The portfolio shows how my work and education align with the NCATE standards.
The several methodology classes that the WVSU teacher program offers really equips teacher candidates with multiple strategies to effectively teacher a classroom with multiple learners. With in depth study of Gardeners' multiple intelligence theory, I am able to design lessons for an array of learners. This includes: verbal/linguistic, spatial, logical mathematical, bodily/kinesthetic, musical, naturalistic, interpersonal, intrapersonal, and existential learners. To demonstrate my commitment to student learning, I have included artifacts below.
The first artifact below is a 316 lesson plan. It was one of the first lesson plans that I wrote and then implemented in the classroom. Within this lesson I used a variety of teaching strategies. I also reflected very well after this lesson. In the reflection I included ways to change the lesson to better suit that class. The second artifact included is a tutoring and assessment case study from 331. This includes information about the lesson I worked with and how it was assessed. It also has data based decision making, pre and post test information, and graphs showing growth.
The last two artifacts are assignments that I have completed in 426. The portfolio shows how my work and education align with the NCATE standards.
fraction_frenzy_lesson_plan.docx | |
File Size: | 21 kb |
File Type: | docx |
assessmentreport.docx | |
File Size: | 41 kb |
File Type: | docx |
portfolio.docx | |
File Size: | 19 kb |
File Type: | docx |
simile_&_metaphor_lesson.docx | |
File Size: | 19 kb |
File Type: | docx |
simile_and_metaphor_test_graph.docx | |
File Size: | 15 kb |
File Type: | docx |
anchor_charts.docx | |
File Size: | 15 kb |
File Type: | docx |