COMPREHENSIVE EXAM- Master of Arts in Teaching (MAT)
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COMPREHENSIVE EXAM: Master of Arts in Teaching (MAT)
REVISED: InTASC STANDARD Aligned GACE Questions for MAT
Instructions:
Write well developed responses to the following essay
questions.
Read the questions carefully and be certain that your responses
address each component of the question.
Include APA formatted citations
within the body of each essay response and provide properly formatted
references at the end of each question. Be certain the thoroughly edit your
assignment for grammatical correctness and clarity.
SECTION I – Answer each question.
Standard #1:
Learner Development Standard #2:
Learning Differences
1.
Describe a recent lesson that you created and taught which aligns to the
Mississippi College and Career Readiness Standards.
In your
description, be certain to explain the following: a.) the purpose of the
MS CCRS, b.) why scaffolding instruction is essential when using the
MS CCRS for your content area, and c.) how your lesson was designed
with attention to learner growth, learner development, and/or learner
diversity.
The purpose of Mississippi College and Career Readiness Standards is to equip teachers with the
content standards they need in order to effectively teach their lesson.
It specifies the skills and
information that should be expected of students as they progress through the grades and subjects.
This will give students
the abilities and knowledge that they need to succeed in college and in
their jobs are outlined in the Mississippi College and Career Readiness Standards. The MS
CCRS are designed to guarantee that every student has the chance to thrive in a global market,
and they are in line with national requirements. The significance of scaffolding instruction is
essential when using the MS CCRS requires for my content area because it enables instructors to
address the requirements of all students. Giving the assistance students need for success and then
progressively reducing that assistance as they gain proficiency is known as scaffolding.
Per the
Mississippi Department of
Education website, it is said that the
Mississippi College and Career
Readiness Standards
scaffolding allows instructors to have a better knowledge of the standards as
they plan for classroom instruction (MDE, 2016).
Students' mastery of a subject is dependent on
scaffolding education that meets the needs of every student.
How I designed my lesson with attention to learner growth, learner development, and/or learner
diversity is that I first developed and delivered one that adheres to the Mississippi College and
Career Readiness Standards. Here’s how: Subject is Language Arts in English and 7th grade
level. Topic: Examining Nonfiction Writings. Mississippi College and Career Readiness
Standard: RI.9-10.1 CCSS.ELA-Literacy To support your interpretation of the text's explicit and
implicit messages as well as any conclusions you may have formed from it, provide solid and
relevant evidence from the text. Learning Outcomes: Students will be able to analyze a
nonfiction literature's primary concept and supporting details by identifying and citing strong,
relevant evidence from the text. Pupils will be able to articulate how their interpretation is
supported by the evidence. Summary of Lesson starting with the Introduction: I started by
finding out what knowledge the pupils had about nonfiction works. I went on to say that
nonfiction books are meant to educate readers on subjects that are relevant to their daily lives. I
further clarified that writers of nonfiction bolster their assertions with proof. Task: I split up
the
class into smaller groups and assigned a nonfiction piece to read in each group. Although the
books covered a variety of subjects, they were all written at a comparable reading level. I asked
the pupils to list the text's primary concept and any supporting information. I also asked them to
locate supporting information and proof for the core point. Discussion: Following students'
completion of their materials, we reconvened as a class to go over the lessons they had learnt. I
invited students to present the key points and information from their reading, along with any
supporting data they had discovered for their analysis. Evaluation: I asked students to compose a
brief essay in which they examined a nonfiction work of their choosing in order to gauge their
comprehension of the session. I asked the students to list the text's core premise, supporting
facts, and whatever evidence they could find to back up their interpretation. Scaffolding
Guidance I used to scaffold the lesson in order to assist students in identifying the primary
concept and supplementary information of their writing was, I first gave them a visual organizer.
Second, I moved about the classroom to assist pupils as required while they were working. Third,
before they were required to analyze evidence independently, I allowed them to practice doing so
in small groups.
Considering the Diversity, Development, and Growth of Learners, I took into consideration the
variety, growth, and development of my students while creating the lesson in the following ways:
I gave the kids a range of nonfiction works to choose from so they could find a book that suited
their reading level and area of interest. To accommodate the requirements of all students, I used a
range of teaching styles, including direct instruction, cooperative learning, and independent
practice. I gave kids the chance to come to me and their peers with questions and requests for
assistance. I used many methods to gauge the pupils' grasp of the material, such as written
paragraphs and group discussions. I also kept the following guidelines in mind when I created
the lesson, in addition to these particular examples. Differentiation: I made an effort to present
each student a range of learning opportunities tailored to their specific need. Engagement: I made
an effort to provide a stimulating and engaging learning atmosphere for each and every student.
Equity: I made an effort to establish a classroom where each kid felt appreciated and respected.
In closure, I think it's critically to create lessons that promote the variety, growth, and
development of every student. I was able to design a lesson that satisfied the requirements of
every student and was in accordance with the MS CCRS by adhering to the aforementioned
guidelines.
Mississippi Department of Education. (2016).
Mississippi College and Career Readiness
Standards/
Scaffolding Guidance
.
Mdek12.org. https://www.mdek12.org/OAE/
college-and-career-readiness-standards
2.
Discuss the relationship between the Individuals with Disabilities
Education Act and Individual Education Plans.
Be certain to explain
the following elements of IDEA: a.) the key rights and protections that it
affords students and parents (or caregivers) impacted by a disability, b.)
who is eligible to receive special education under IDEA, c.) the process
for securing services, and d.) the responsibilities of the teacher and
school charged with educating a child with a disability.
Give special
attention to your discussion of the function of an IEP in fulfilling the
educational goal of development for diverse groups of learners with
special needs.
The Individuals with Disabilities Education Act and Individual Education Plans are related
because IDEA is a law that ensures free appropriate public education for eligible children with
disabilities, while the IEP outlines the special education instruction, support, and services that a
student needs to be successful in school. IDEA provides key rights and protections for students
and parents and/or caregivers impacted by a disability. It guarantees access to free appropriate
public education in the least restrictive environment for every child with a disability. This means
that students with disabilities have the right to receive an education alongside their non-disabled
peers to the maximum extent possible. Under IDEA (IDEA, 2015), eligibility for special
education services is determined through an evaluation process. Students who have been
identified as having a disability that affects their educational performance may be elidable to
receive special education services.
The process of securing services under The Individuals with Disabilities Education Act involves
several steps. First, a teacher or other school staff member may recommend a student for
evaluation if they are not making progress despite receiving additional support through Tier 2
and Tier 3 interventions. The parent or caregiver is then notified about the recommendation and
must provide consent for the evaluation to take place. The student is then administered tests or
assessments to gather information about their strengths, weaknesses, and specific needs. Once
the results come back and it is determined that the student meets eligibility requirements, an IEP
meeting is held where placement decisions are made based in individualized needs. Furthermore,
teachers and schools have responsibilities when educating children with disabilities under The
Individuals with Disabilities Education Act. They must provide appropriate accommodations,
modifications, specialized instruction, related services such as speech therapy or occupational
therapy, assistive technology devices/services if needed, and ensure access to general curriculum
content whenever possible. Teachers also play an important role in implementing the goals
outlined in each student’s Individual Education Plans. Overall, an Individual Education Plans
serves as a roadmap for providing individualized educational support to diverse groups of
learners with special needs by outlining specific goals/objectives, accommodations, and services
necessary for their academic success.
U.S. Department of Education.
(2015).
The Individuals with Disabilities Education
Act and Individual Education Plans
.
https://sites.ed.gov/idea/about-idea/
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3.
A group of new teachers get together regularly to analyze recent student
assessment data and they recognize that across their various classes over
half of the students performed below the designated target on a
summative (formal) assessment (a test) at the end of unit.
During their
discussion of the assessment data, they brainstorm ideas on what their
next steps should be. What are some issues that these teachers need to
consider as it relates to how they will use the assessment data to inform
instructional practices, promote student learning, and account for
varying levels of development and diversity among learners?
Give at
least two specific examples of actions that these teachers should take in
the plans for increasing learner understanding of the essential content.
Some issues that these teachers need to consider as it relates to how they will use the assessment
data to inform instructional practices, promote student learning, and account for varying levels of
development and diversity among learners is maybe the way the test was given to the students
could be one of the issues.
An example of actions that these teachers should take in the plans for
increasing learner understanding of the essential content is teachers can reteach lesson through
the use of remediation and small groups assignments. Try to pair students in no more than three
to four each with one to two students that have masted the objective, so that way they can help
the students as needed as well. Another example would be to allow students to add more
interactive lessons to provide them with additional support. The teacher must make sure that the
information presented on the test is similar to the material presented to students. Teacher must
also plan their lessons accordingly to the standards so students learn the material in the order in
which it will be assessed. Always
ensure to identify students' learning needs based on those
priorities. Determine initial focus for universal instruction, including accelerating learning and
potential need for flexible small group support. Also, use deep learning strategies to think aloud
content. Getting students to talk about content is really important. Using protocols such as
fishbowls, discussion mapping, and final word protocols enable students to understand and
consolidate information (
McDowell,
2023). This is because it is far easier to talk about what we
read than the actual process of reding and writing. As students are engaging in these routines,
teachers should prompt students to use academic language in their discussions.
McDowell
, M. (
2023
,
January
6
).
4 Strategies of Building Content Knowledge
.
Edutopia
.
https://www.edutopia.org/article/4-strategies-building-content-knowledge-elementary/
4.
Using examples from your recent clinical internship, explain the
differences between formal and informal assessments.
Include at least
two examples of each type in your response.
Also, include in your
response and explanation of how/why/when assessment methods may
need to be adapted (or modified) to account for learner/learning
diversity.
The differences between formal and informal assessments are
formal assessment refers to a
grading system-based evaluation to monitor students' knowledge. Informal assessment refers to a
method of student evaluation that does not have any standard grading criteria.
The structure of
informal evaluation methods allows teachers to observe the student’s progress at different points
in the learning period. Depending on the context, formal assessments can be norm-referenced or
criterion-referenced. For example, if you want to know how a learner’s score compares to the
average class score, then a norm-referenced is your best bet. When informal assessments take
different forms in the classroom. For example, a teacher can ask students to fill out an exit ticket
with closed-ended questions at the end of a lesson.
The teacher can also ask students to take part
in group quizzes or brief presentations about a particular subject. Informal assessments allow
instructors to provide immediate feedback to students and address any learning gaps in time.
An
advantage of formal assessment over informal evaluation is it spurs students to pay keener
attention during classes. Since a formal assessment is high stakes, it motivates students to
perform better to get higher grades (Longe, 2023).
The information can be utilized to create a
meaningful and actionable current level of academic and functional performance to be included
on an IEP when official and informal assessment data are integrated. Using the student's
indicated areas of need and areas of strength, relevant and achievable goals can be developed.
Although both formal and informal assessments have advantages and disadvantages, when
combined, they can offer a plethora of student data that can greatly aid instructors in helping
their students. Formal evaluations are helpful for gauging student performance, diagnosing
conditions, and placing students in specialized programs or small groups in the classroom. They
can also be used to assess how effectively instruction and curriculum work. It is possible to
determine the needs that should be addressed in an IEP based on each student's performance on a
standardized test. An educator can go deeper into areas of need that have been identified on a
formal evaluation with an informal assessment. An informal assessment, for instance, can assist a
teacher in identifying more precise strengths and needs in the subject of grammar if that subject
has already been identified as a general area of need. Pronouns could be the subject of a
specialized evaluation, such as receptive understanding or noun/pronoun.
Longe B. (2023, January 17).
Formal vs. Informal Assessment:15 Key Differences and
Similarities
. formplus. https://www.formpl.us/blog/formal-vs-informal-assessment
5.
Who was Leo Vygotsky, and what significant contributions did he make
to the field of education? Explain why his contributions would be
relevant for a teacher who was interested in creating a learning
environment in which learners and teachers work cooperatively and
collaboratively to achieve learning goals? In your explanation, include
at least two examples of specific ways that a teacher might promote
collaborative learning using Vygotsky’s theories.
Question 5
Lev Vygotsky was a
Russian psychologist and teacher
who developed a theory about how our
social interactions influence our cognitive development. This is known as Lev Vygotsky's
Sociocultural Theory of Cognitive Development, which emphasized that human change and
development, particularly the development of our thinking, is influenced by society and culture.
He believed that social interaction plays a critical role in children's learning a continuous process
that is profoundly influenced by culture. Vygotsky's experimental studies revealed that
children
use private speech more frequently when facing difficult challenges, as if to talk themselves
though the steps and strategies for solving the problem
.
Early childhood education has benefited greatly from the work of Lev Vygotsky. Language was
the foundation of learning, according to Vygotsky’s breakthrough idea (Cherry, 2023). It was one
of his points he made that language is necessary for other activities like reading and writing. He
also maintained that language could be used to create logic, reasoning, and reflective thought. As
a result, instructional strategies to enhance literacy development were developed, as well as a
revaluation of the classroom layout. In the classroom, teachers should encourage students to take
charge, study together, and have critical dialogues. In order to further inspire the students, the
teacher’s duty was to facilitate learning by leading the discourse and confirming contributions.
Vygotsky understood that learning and social contexts were inextricably linked. Vygotsky
noticed that children also learn a great deal from peer interactions. In fact, children often pay
more attention to what friends and classmates know and are doing than they do to adults.
Teachers can leverage this tendency by pairing less skilled children with more knowledgeable
classmates to observe and imitate. As a result, effective social strategies must be identified and
implemented. Collaboration with classmates or mentors on activities that include problem
solving abilities and real-life challenges is one method that students learn information.
Cherry, K. (2023, February 22).
Lev Vygotsky’s Life and Theories: Vygotsky died young,
but had an important influence on psychology.
Verywell Mind.
https://www.verywellmind.com/lev-vygotsky-biography-
6.
Who was Albert Bandura, and what significant contributions did he make to the
field of education?
Explain why his contributions would be relevant for a teacher
who was interested in creating a learning environment in which family members of
students or community members become part of the school (or classroom) learning
community?
In your explanation, include at least two examples of specific ways that
a teacher might design a learning environment around Bandura’s theories?
Question 6
Albert Bandura was born in a small Canadian village about 50 mile outside Edmonton on
December 4, 1925. Bandura is well-known social cognitive psychologist who is most known for
his famous Bobo doll studies, his social learning theory, and the psychologists and a professor
Emeritus at Stanford University. He created the concepts of self-efficacy and social learning
theory, which have had a huge impact on the fields of social, cognitive, developmental,
educational, and clinical psychology. The Social Learning Theory od Bandura investigates how
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children, in particular imitate others’ behavior. The importance of Social Learning Theory may
lead to the development of innovative teaching approaches. This could include looking at how
children mimic their peers’ actions, identifying them, and putting this learning by doing
technique into practice. In 1977, Bandura was the first to show that self-efficacy, or one’s
conviction in one’s own skills, has an impact on what people do, how much effort they put into
it, and how they feel while doing it. A person’s self-efficacy is defined as his or her belief in his
or her ability to carry out the actions required to achieve specified goals. The ability to control
one’s own motivation, conduct, and social environment is referred to as self-efficacy. Attention,
retention, reproduction, and motivation are four concepts in Bandura’s theory that demonstrate
how to establish the perfect conditions for positive social learning to occur. Students can be both
educators and learners if all four conditions are met.
His contribution may be important for teachers through the use of positive reinforcement and
prizes, social learning theory can be applied in the classroom to encourage and teach desired
behaviors. Suppose a student is complimented for raising their hand to speak, and they are much
more than likely to do the same thing again. Teachers can interact with children who are acting
out or having difficulty learning if they are aware of learning theories. The social learning
theory’s practical applications can assist certain children to modify their conduct by directly
addressing their behavioral concerns. Positive role models can be used by teachers to encourage
desired behavior and thereby improve a school culture. Positive role models in and out of the
classroom will assist not only individual students but also the entire class and student body.
Social learning theory underpins other teaching tactics such as energizing students and increasing
their self-efficacy. A positive teacher, for example can assist pupils develop self-efficacy, or the
belief in one’s ability to succeed in a variety of settings by being positive with them and
encouraging them verbally. The self-efficacy of a person has an impact on how they approach
tasks, goals, and obstacles, according to Bandura (Main, 2022). They see obstacles as jobs to be
accomplished, acquire deep interests in the things they participate in, develop a strong feeling of
dedication to their interests, and easily bounce back from failures and disappointments. In
contrast, persons who lack self-efficacy tend to shun difficulties, believe that challenging jobs
and situations are beyond their skills, have bad feelings about their failures and outcomes, and
have a hard time believing in themselves. Furthermore, according to Bandura, it is difficult and
perhaps harmful to learn everything from personal experience. He says that because so much of a
person’s life is based on social interactions, observing others is a natural way to learn knowledge
and abilities. In conclusion, in terms of learning, observation is quite important. It not only helps
students’ study, but it also helps them understand, retain, and apply what they have learned to
their daily lives, allowing them to grow and achieve even more.
Main, P. (2022, October 24).
Social Learning Theory-Bandura
. Structural learning.
https://www.structural-learning.com/post/social-learning-theory-bandura.
7.
Select from the list of theorists provided below and explain how (at least
three) of them have made contributes to the field of education which
inform current best practices in constructing safe, engaging, and
positive learning environments.
a
Abraham Maslow (Hierarchy of Needs)
b
Albert Bandura (Observational Learning Theory)
c
Frederick Herzberg (Motivation Hygiene Theory)
d
Jean Piaget (Development Stages)
e.
Benjamin Bloom (Bloom’s Taxonomy)
f.
Howard Gardner (Multiple Intelligences)
g.
John Dewey (Learning by Doing)
Question 7
The theorists that I have chosen are b: Albert Bandura Observational Learning Theory, g: John
Dewey Learning by Doing, and e: Benjamin Bloom Bloom’s Taxonomy.
The Observational
Learning Theory of Albert Bandura really contributes to the field education in a way that the
learner will learn through observation and not just all about imitating (Main, 2022). When a
learner observes the behavior of their classmates and even teacher- and they will know that they
learn about that, it really helpful to the learners that they will also do it and apply it. Bloom's
Taxonomy, on the other hand, has a great contribution to the field of education. The reason is that
the taxonomy will serve to the teachers as their guide to create their objectives or plan for their
lessons. And it is very important thing to the field of education and the lesson plan. It is also a
way in designing the activities and methods of the teacher. Another thing is that the teacher will
identify of what particularly needs to apply in a particular lesson. While, John Dewey, his
learning by doing is indeed a helpful to the teacher and to the learners as well. John Dewey's
theory proposed that
individuals' hands-on approach offers the best way of learning
. Due to this,
the philosophies of John Dewey have been made a part of the eminent psychologist’s pragmatic
philosophy of education and learning (Main, 2023). Because the teacher will let his/her learners
to do on their own or to discover with themselves. Education, for Dewey is not only about
gaining theoretical knowledge but also getting practical experience. He viewed education from a
holistic perspective whereby learning is seen as a continuous process that combines knowledge
with life experiences and encourages students to integrate
thinking skills
with tangible results.
This view of education ensures students have significant experiences which are internally
meaningful and contribute to their growth as learners. By letting them to do a particular context,
they will learn, and they become meaningful for them. And the learners will always have the
freedom to express their knowledge and skills undoubtedly.
Main, P. (2022, October 24).
Social Learning Theory-Bandura
. Structural learning.
https://www.structural-learning.com/post/social-learning-theory-bandura.
Main, P. (2023, October 14).
John Dewey’s Theory: How have John Dewey’s theories of
learning shaped educational reform and classroom practice?
Structural learning.
https://www.structural-learning.com/post/john-deweys-theory
8.
You overheard your students talking about the recent presidential
debate (or the resent racial protest or the Covid-19 pandemic), and you
want to integrate discussion of these current events into your course
content.
Describe how you could use your content knowledge expertise
specifically knowledge of key concepts, disciplinary tools and methods,
etc. to help students understand, think critically about, or draw
connections between one of the current events and essential course/class
content.
Be certain to identify your main content area (licensure area)
in your response.
Question 8
As an educator, I have learned about witnessed, and experienced the value of engaging young
learners in meaningful work that can be experienced in a variety of ways. Every child is unique,
they come from different backgrounds, have different needs, have different interests, and learn in
different ways. As a result, I attempt to teach and expose my students to learning experiences that
include all domains of development, engagement/ hands-on, and allow them to investigate and
discover their own answers and recognize themselves in the classroom. In order to develop
successful critical thinkers, one must be incorporated into the curriculum content and teaching
approaches and sequenced at all grade levels. One of these debates; can technology promote
students critical thinking skills? Overall, actual practices indicates that teaching approaches tend
to focus on subject content rather than critical thinkers’ development. The results indicate a gap
in teaching critical thinker skills in terms of innovative methods and particularly in the use of
new technologies (Alsaleh, 2020) They also highlight the need for further research that
investigates new approaches for teaching critical thinking skills.
As a result, I aim to strike a mix off new and familiar material in each of my curricular themes,
and I urge my pupils to discover connections to their own lives. Students for an example,
expressed an interest in food, so I decided to turn our centers into various restaurants. We started
by brainstorming what we knew about eateries we have in our classroom by voting. We created
signs, menus, and props like felt pizzas, and a cardboard box oven together. Using real-world
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examples and solving real-world problems in the classroom can help pupils connect to what they
are learning. It can also help to pique interest in learning about crucial problems. When teachers
employ real-world situations and scenarios, there is evidence to back up the importance of
authenticity. It gives them that background knowledge, which helps when giving feedback in a
discussion. It not only makes the lesson more important for the kids, but it also ensures that they
are adequately engaged. They also become more aware of the various options available to them
in society.
Alsaleh, N. J. (2020, January).
Teaching Critical Thinking Skills: Literture Review
.
https://files.eric.ed.gov/fulltext/EJ1239945.pdf
9.
Describe a teaching and learning scenario in which you could promote
students’ interest in or knowledge of your chosen content area
(discipline) by connecting your content to real world issues, problems, or
events.
Clearly articulate your content area, the age and/or grade level
of the students in the scenario, the real word (local or global) issue,
problem, or event, and examples of other content areas that could be
connected in this teaching and learning scenario.
Be certain to describe
why you believe connecting this real-world issue to your content area
would spark student interest?
Question 9
Grade Level: Middle School (8th grade) Real-world Issue: Human Rights and Refugee Crises
Scenario: In a middle school history class, students learn the rich tapestry of human rights
development with a focus on connecting historical events to contemporary global issues. The
chosen real-world issue is the ongoing refugee crises, providing a tangible and urgent context for
understanding the significance of human rights. The class begins by exploring foundational
historical documents such as the Universal Declaration of Human Rights adopted in 1948.
Students engage in critical analysis of the historical events and social movements that led to the
recognition of fundamental human rights. As they grasp the historical evolution, the teacher
introduces the current global challenge of refugee crises, sparking immediate relevance and
connection to the content. To deepen their understanding, students are encouraged to explore
personal narratives and case studies of individuals affected by forced migration. The teacher
facilitates discussions on the intersection of historical events and the present-day realities faced
by refugees. This approach not only enhances students' historical literacy but also cultivates
empathy and a sense of social responsibility.
The interdisciplinary nature of this scenario is evident as students seamlessly connect history to
various content areas. In language arts, they engage in reflective and persuasive writing, crafting
essays on the importance of upholding human rights in the face of refugee crises. Geography
lessons involve mapping out the route’s refugees take and understanding the geopolitical factors
influencing displacement. The social studies component delves into the political implications of
offering asylum and the responsibilities of nations in protecting human rights. This holistic
approach enables students to appreciate the complexity of global issues, encouraging critical
thinking and a nuanced understanding of historical and contemporary dynamics. Why Connect to
Real-world Issue: Connecting the study of human rights to the contemporary issue of refugee
crises provides students with a tangible understanding of the importance of historical
developments. It fosters empathy and allows students to see the relevance of the past in
addressing present-day challenges, making the subject matter more engaging and meaningful.
Connecting the study of human rights to the real-world issue of refugee crises serves a dual
purpose. Firstly, it makes the subject matter more relatable and immediate for students. Human
rights, often perceived as abstract concepts, take on concrete significance when linked to the
stories and struggles of refugees. This connection fosters a sense of empathy as students
recognize the shared humanity that underlies the historical development of human rights and the
current plight of displaced individuals. Secondly, the integration of a real-world issue cultivates a
sense of agency and empowerment among students. Rather than viewing history as a static series
of events, they come to see it as a living narrative that continues to unfold. By addressing
contemporary challenges linked to human rights, students recognize the potential for positive
change through informed and responsible citizenship. Moreover, this scenario aligns with the
principles of global citizenship education. Students not only learn about historical developments
and global challenges but also develop skills and attitudes necessary for active participation in an
interconnected world. They learn to appreciate cultural diversity, understand the impact of
historical events on current realities, and consider the ethical dimensions of their roles as global
citizens. In conclusion, the teaching and learning scenario presented intertwines the study of
history with the pressing real-world issue of refugee crises. This interdisciplinary approach not
only enhances students' historical knowledge but also cultivates empathy, critical thinking, and a
sense of global citizenship. By connecting the past to the present, educators can inspire students
to become informed and compassionate advocates for human rights in an ever-changing world.
10.Create a sample lesson for your content area which integrates each of
the following elements:
a.) alignment to MS College and Career Readiness Standards for your
discipline (content area),
b.)assignments/activities that require use of discipline specific tools,
methods, or knowledge, and c.) implementation of materials to problem
solving and thinking across multiple disciplines (content areas).
Grade level: 7th grade
Subject: Science
Topic: Properties of Matter and Chemical Reactions
Objectives: Students will be able to identify physical and chemical properties of matter. Students
will be able to differentiate between physical and chemical changes. Students will be able to
create a non-Newtonian fluid (slime) and describe the physical and chemical changes that occur
during the process.
Alignment to MS College and Career Readiness Standards: MS-PS1-2: Analyze and interpret
data on the properties of substances before and after the substances interact to determine if a
chemical reaction has occurred. MS-PS1-3: Gather and make sense of information to describe
that synthetic materials come from natural resources and impact society. MS-PS1-5: Develop and
use a model to describe how the total number of atoms does not change in a chemical reaction
and thus mass is conserved.
Materials: Whiteboard and markers; Slime-making materials (PVA glue, Borax, water, food
coloring); Safety goggles; PowerPoint presentation; Handout with questions about physical and
chemical properties and changes
Procedures: Bellringer; Students will answer a question on the whiteboard: "What is matter?".
The teacher will then provide the definition and ask for examples of matter in the classroom.
Lesson: The teacher will begin with a PowerPoint presentation on physical and chemical
properties of matter and changes. Students will be asked to differentiate between physical and
chemical properties by observing and describing substances. Students will be given a handout
with questions about physical and chemical properties and changes. After completing the
handout, students will put on safety goggles and create slime using PVA glue, Borax, water, and
food coloring. They will observe and describe the physical and chemical changes that occur
during the process. The teacher will provide feedback on the student observations and
descriptions. Students will clean up their work areas and complete an exit ticket by answering the
question: "What is the difference between physical and chemical properties? Provide an example
of each."
Assessment: The teacher will assess students' understanding of physical and chemical properties
and changes through observation of the slime-making activity and the handout. The exit ticket
will also serve as a formative assessment of student understanding. Implementation of materials
to problem solving and thinking across multiple disciplines
Content areas: Students will use critical thinking skills to identify and differentiate between
physical and chemical properties and changes. The slime-making activity integrates art and
science by allowing students to create a visually appealing and tactile product while learning
about chemical reactions. The discussion of the impact of synthetic materials on society
integrates social studies and science.
Mississippi Department of Education. (2016).
Mississippi College and Career Readiness
Standards/
Scaffolding Guidance
.
Mdek12.org. https://www.mdek12.org/OAE/
college-and-career-readiness-standards
11.
Assume that you have just finished week one of a three-week unit on a topic that is
specific to your content area. As you reflect on the week, you notice that there were some
behavioral problems that caused disruptions in the learning environment, and there were
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some noticeable strengths and weakness among different groups of learners in the class.
Given this situation describe some evidence-based instructional strategies and classroom
management strategies that could be used to make adjustments to the next two weeks of
instruction.
Respond to this question with specific attention to best practices in your
content area.
Effective administration of the classroom is one of the most important factors contributing to
academic achievement. In order to address behavior, I would first form a group based on skill
levels, since this would allow for the most amount of progress to be made within small groups.
For instance, I would divide the students into different groups according to their level of skill and
devise a wide range of different activities to cater to their need. Students who are having
difficulty understanding the material will collaborate with the instructor to get further help. Other
pupils who have already shown mastery will now focus on more advanced abilities. I would
continue to teach the present lesson to the full class and then proceed, but during the centers and
group time, I would focus on differentiating my instruction for the various types of students.
In terms of conduct, I would institute a system that awards points for good behavior. This system
of rewards could include anything as simple as verbal appreciation or a tiny trinket. In addition
to this, I would provide students the opportunity to do daily self-checks in which they may
evaluate and modify their own behavior as required. These self-checks might be carried out by
the person, in a small group, or both. For the purpose of further enhancing the quality of training,
I would also include a number of other summative and formative evaluations. These evaluations
could contain things like multiple-choice questions, writing prompts, and practical exercises.
This would make it possible for me to track the development of the students and make
adjustments as required. In addition, I would employ a mix of inquiry-based learning and direct
teaching to ensure that every student is given the chance to acquire knowledge of the content.
Having mini-lessons, guided practice, and autonomous work would all fall under this category.
Lastly, I would make the classroom atmosphere more conducive to learning by emphasizing the
importance of teamwork and respect. Students might benefit from this by exchanging their
thoughts and offering assistance to one another when necessary. A set of norms and expectations
that are both articulated and adhered to would be another recommendation of mine. This would
provide a learning atmosphere that is secure and supportive, one in which all students have the
opportunity to realize their full potential. In general, evidence-based teaching practices as well as
evidence-based classroom management strategies are necessary components of a successful
learning environment. I am able to guarantee that every student has the chance to attain their full
potential by using a number of instructional methods, including but not limited to, grouping,
assessments, direct teaching, and maintaining a good learning environment.
Gupta AK. (2017, January)
A descriptive study of behavioral problems in school
going children.
Ind Psychiatry. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5810175/
SECTION VI – Answer each question.
Standard 9: Professional Learning and Ethical Practice Standard 10: Leadership and Collaboration
12.
As you reflect on your recent clinical internship experience, what are the top three areas
for growth that you need to work on in order to be a more effective educator?
What
type(s) of self-assessment, peer evaluation, or supervisor evaluation tool(s) did you use to
identify these areas for improvement?
Describe some of the options for professional
development that are available to you within your school district, in the State of
Mississippi, and through the professional organization(s) for your content area that would
help you improve upon your areas of weakness?
As I reflect on my recent experience participating in a clinical internship, I realize that the top
three areas for improvement that I need to focus on in order to become a more effective educator
are developing relationships with your students, developing
a comprehensive, unit-based
curriculum; and becoming more proficient in the use of technology as an instructional tool.
I may employ a range of approaches for self-evaluation, peer evaluation, and supervisor
evaluation to determine these specific areas in which you may make improvements. You have
completed a self-assessment of your performance as a teacher by comparing your
performance to
the standards that are expected of professional teachers. You not only asked your mentor teacher
but also your peers and the principal for their views. In addition, your supervisor provided you
with an evaluation both in the middle of the year and at the conclusion of the year. You have
access to a variety of professional development opportunities within your school district,
throughout the state of Mississippi, and through the professional organization that are relevant to
the subject matter that you teach, all of which can assist you in addressing the areas in which you
are deficient. You are able to participate in a variety of opportunities for professional
development that are made
available to you by your school system. These options may include
workshops and seminars.
In addition, the state of Mississippi makes available several programs for professional
development through its Department of Education. One of these programs is called the
Mississippi Educator Effectiveness System, and it offers opportunities for professional learning
that are related to both teaching and learning. Last but not least, there are a variety of
professional organizations connected to the
subject matter that you teach that provide chances
and resources for professional development. One such organization is the National Education
Association, which you can join to take advantage of these. You have demonstrated an overall
dedication to furthering your professional growth and expanding your capabilities as an educator.
You will determine the areas in which you need improvement by utilizing the feedback you
received from your internship experience as well as the various assessment tools.
After that, you
will make use of the professional development resources that are available to you in order to
become a more effective educator.
Mississippi Department of Education. (2016).
Mississippi College and Career Readiness
Standards/
Scaffolding Guidance
.
Mdek12.org. https://www.mdek12.org/OAE/
college-and-career-readiness-standards
13.
Given the time that you have spent in your current clinical internship site, how would you
describe the school and your role in the school building to an outsider?
As you
understand, what are the most important historical, cultural, social, political, and
community factors impacting the school and its learners?
As a teacher within this
learning environment what opportunities (beyond your normal teaching responsibilities)
have you taken to serve in leadership or advocacy roles within the school?
If none, then
explain what types of proactive steps a teacher could take to be more engaged in fulfilling
the school’s mission to improve student (and overall school) learning outcomes?
Given the time that I have spent in my current clinical internship site, I would describe the school
where I am doing my current clinical internship at as fair. I have had the opportunity to witness
the dynamics of this school and the students who attend here. Students at this school come from
a wide range of socioeconomic backgrounds and backgrounds, as it is situated in an inner-city
neighborhood that is primarily comprised of low-income residents.
The vast majority of the kids
come from low-income households headed by parents who have not completed high school, and
many of these families are in need of financial assistance. My clients were students in the sixth
and seventh grades who were studying science, and seventy percent of them read at a level
appropriate for the third grade. The pervasiveness of violence and town fighting, as well as the
presence of gangs and drugs, are among the community variables that have had a significant
impact on this school. Because of this, the environment for learning has become challenging for
many of the pupils. As a teacher in this kind of learning environment, I've had a number of
opportunities to take on responsibilities of leadership or advocacy inside the school, and I've
always made the most of those chances. I also started a Big Brother program and a mentorship
program with the male teachers at the school to adopt three pupils. Both of these programs are
designed to help students succeed in life.
As a teacher within this learning environment
at this institution, one of my responsibilities is to
take active efforts to increase my involvement in the accomplishment of the school's mission,
which is to improve the learning outcomes for students as well as the school as a whole. Through
the mentorship programs and other efforts that I have launched, I have offered students with a
variety of forms of help in a variety of settings. In addition, I have collaborated with the
management of the school to establish a learning atmosphere that is secure and encouraging for
the pupils.
In addition, I have collaborated with other educators to develop novel teaching
approaches and practices with the goal of increasing the level of student engagement that occurs
in the classroom. In conclusion, I have done what needs to be done to make certain that the
students have access to the tools and materials that will assist them in achieving their goals. By
being proactive and taking these actions, I have been able to contribute to the mission of the
school, which is to improve the learning outcomes for students. I have been able to contribute to
the development of a supportive and fruitful learning environment for all of the kids as a result of
the leadership and advocacy responsibilities I have played. To maximize learning opportunities,
is it necessary to build a positive learning community where every student feels safe, supported,
and motivated to learn. This may seem hard to attain with the different discipline issues teachers
face in the classroom. Not only are these rendering learning difficult, but also leading to teacher
burnout. So, to prevent the occurrence of problem behaviors, teachers need to use proactive
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classroom management. In addition, I have been able to offer the kids the resources and support
they require to be successful in their academic activities, which is a responsibility that falls
squarely on my shoulders.
Djoub, Z. (2022, January 17).
Proactive Classroom Management Strategies
. Edulearn2change.
https://edulearn2change.com/article-proactive-classroom-management-strategies/