Artifact and Activities #1

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Liberty University *

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539

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Arts Humanities

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Jan 9, 2024

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Artifacts and Activities 1 Artifacts and Activities Crystal C. Cooper Liberty University EDLC 539 Varonika Hardman 11.4.23 Abstract I am pursuing my MAT in secondary education with endorsements in English and Social Studies. As of today, I am working as a 6th-grade English teacher and 6th-grade English department chair. By composing this paper, I will discuss the information that I found to help better my teaching skills, such as standard #4.

Artifacts and Activities 2 Artifacts and Activities The perception is that lesson planning and differentiating instruction are the primary responsibilities of an educator. Without a well-thought-out lesson plan, an educator would be like a fish floundering in the water. I can admit that when I first started teaching 6th grade, I never planned. I started teaching 6th grade in mid-November. I never had anyone to show me the ropes, needed a mentor to take me under their wing, and was never asked for lesson plans. I had my first observation in April before spring break. The only feedback given was regarding making my lesson plans more rigorous for my advanced students. For the Performance, Essential Knowledge, and Critical Dispositions norms for INTASC Model Core Teaching Standard #4: Content Knowledge. I am the least prepared and need to strengthen the areas of encouraging my students to tap into their prior background content knowledge, connecting new concepts to concepts they are familiar with, and making connections with their own experiences (4d). This standard highlights the significance of educators being knowledgeable in their content areas so that their students can achieve mastery of the content as well. Furthermore, educators help students become masters of the content by creating and utilizing meaningful strategies. I also need to strengthen how to integrate culturally relevant

Artifacts and Activities 3 content to build on learners’ background knowledge (4m). Finally, I must improve my commitment to working towards each learner’s mastery of disciplinary content and skills (4r). To strengthen the area of encouraging my students to tap into their prior background content knowledge, connecting new concepts to familiar concepts, and making connections with their own experiences, I will utilize strategies such as asking students to provide information about a picture projected onto the whiteboard. They will comprehend while also being able to relate to the new information being presented and the concepts that they will be learning. I will utilize famous pictures throughout history to engage the students in discussing the tone and mood of a poem or short story. This strategy is known as image brainstorming. I will also incorporate picture books or graphic novels that the students can connect to the concept I am teaching (Alber, 2011). To comprehend how to integrate culturally relevant content to build on learners’ background knowledge, I must accept that the role of an educator in an inquiry-based classroom differs significantly from that of a traditional one. Educators should assist learners with developing their questions related to content. The role that an educator plays in an inquiry-based classroom is uncommon and easily misinterpreted. Learners need to establish a connection with literature on three levels: text to text, text to self, and self to the world. All learners bring something to the classroom. When becoming familiar with the prior knowledge of learners, an educator can fully engage students in literacy experiences that allow them to make connections with their diverse backgrounds, thereby building on this knowledge (Ciprani-Sklar, 2008). It encourages learners to learn about the world and ask challenging questions. Finally, I will strengthen the area of improving my commitment to working towards each learner’s mastery of disciplinary content and skills. One way to achieve this is by creating

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Artifacts and Activities 4 demonstrable learning goals and how students will be able to exhibit their mastery. I would also try to implement collaborative study groups (CSGs). Mastery can be achieved through collaborative groups because each student takes responsibility for the other’s learning. However, it cannot be a group made of friends. The groups must be composed of students with diverse learning styles and levels of expertise. Finally, I could recognize whether or not a learner has grasped the concept. If they have not, I need to be able to determine if my method of instruction is beneficial to the learner and, if not, implement a plan that would be more effective in delivering the lesson material. For the Performance, Essential Knowledge, and Critical Dispositions norms for InTASC Model Core Teaching Standard #5: Application of Content, I am the least prepared and need to strengthen the areas of engaging my students in the application of content knowledge to real- world problems through the lens of interdisciplinary themes (5b). I also need to strengthen my comprehension of utilizing digital and interactive technologies for efficiently and effectively achieving specific learning goals (5l). Finally, I need to strengthen how I value knowledge outside of my content area and how doing so will enhance student learning (5r). To begin, to strengthen the area of engaging my learners in the application of content knowledge to real-world problems, I would help them to open their eyes to community issues. I would help them comprehend that they should be aware of what is happening around them: locally, nationally, and internationally. Engaging in discussions about everyday topics can help them make personal connections. If I were a history teacher, for instance, I would teach them about the history of Israel and Palestine so they could have a better understanding of what is going on on the other side of the world. To strengthen the area of utilizing digital and interactive technology, I could take my

Artifacts and Activities 5 students on a virtual field trip. I utilized this the other day in my lesson. I was discussing inferences, and I took the students on a VR field trip to Hong Kong where they were looking at an event and were tasked with determining what the event was and applying it to their background knowledge by determining if the event reminded them of anything they had ever seen before. I could also incorporate more usage of digital exit tickets to determine if the students learned the material. Finally, I will strengthen the value of knowledge outside of my content area by modeling active learning and student-teacher interaction. Student engagement and motivation can be heavily influenced by whether or not a student has good interactions with his teacher both in and outside the classroom. I have witnessed my students get anxious when they sit too long listening to instruction, so they must be active participants and heavily engaged. My biblical norm is from Psalms 32:8 (message version), “Let me give you some good advice: I am looking you in the eye and giving it to you straight.” With the determination to strengthen my areas, I can and will apply this Bible passage to my school, in my class, with my colleagues, and with the administration. These standards are intended to serve as a resource for creating policies and initiatives on a state and district level. By examining the complexity of the practice of an educator, these standards can be utilized to prioritize teacher performance.

Artifacts and Activities 6 References Alber, R. (2011). Are you tapping into prior knowledge often enough in your classroom? Edutopia . Retrieved from Are You Tapping into Prior Knowledge Often Enough in Your Classroom? | Edutopia Cipriani-Sklar, R. (2008). Generating enriched literacy experiences for older English language learners. RHI: Reaching Reluctant Readers. Random House, Inc. INTASC-CCSSO. InTASC Model Core Teaching Standards (2013). Retrieved from Model Core Teaching Standards and Learning Progressions for Teachers 1.0 McCreary, J. C. (2014). Teacher's perceptions of the hiring process in Texas public schools : Information richness, position fit, and intentions to remain in the classroom. https://core.ac.uk/download/211334809.pdf Professional Education Standards. Professional Education Standards

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