Standard 1: Discipline Taught
Candidates demonstrate a broad general understanding of the major concepts of the discipline they teach. They understand and are able to use assumptions and the processes of inquiry for the discipline being taught. Candidates create interdisciplinary learning experiences that allow students to integrate knowledge, skills and methods of inquiry from several related subject areas. They use connections in instruction across disciplines and draw on their knowledge to build understanding and motivate students. They demonstrate an understanding of the implications of disability legislation and special education policies and procedures and they provide equitable access to and participation in the general curriculum for students with disabilities.
Through my scores on my Praxis exams, I have demonstrated my knowledge of Early Childhood methods. All of my scores were above average and show my knowledge of the young child.
Candidates understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.
Candidates understand and identify differences in student approaches to learning and performance. They design instruction and adapt instructional techniques for all students within the broader context of their families, cultural backgrounds, socioeconomic classes, languages, communities, peer/social groups and exceptional learning needs. Candidates create a learning community which is inclusive and in which individual differences are respected.
Through this lesson plan, I have demonstrated my ability to provide opportunities for diverse learners in my classroom. By making adaptations for different types of students, from gifted to learning disabilities, I have shown that I can develop lessons that allow each child in my class to learn. Through this lesson plan, I can teach every child in my classroom the concept of solid shapes and each child’s learning style will be met.
Standard 11: Technology
11.a. Candidates use technology and technology based resources to facilitate developmentally appropriate student learning.
Supporting Explanation
Candidates use technology resources to guide classroom decisions regarding student learning. They integrate instructional technology to facilitate interdisciplinary teaching and learning in their classrooms, to supplement instructional strategies, to design instructional materials, and to enhance hands-on experiences and problem solving activities for all students. Candidates select and use grade-level and content-specific technology resources, including assistive technology, to increase student participation in the total curriculum. They apply technology to analyze assessment data and to target individual student learning needs.
11.b. Candidates use technology to enhance their professional growth and productivity.
Supporting Explanation
Candidates use technology in their own learning process and to change their current educational practice. They use technology to gather, sort, and analyze information needed for their own research projects and to communicate and collaborate effectively with other professionals. Candidates use tools such as databases and spreadsheets for sorting, compiling, and analyzing data gathered from a variety of sources. They use presentation tools in a networked environment for sharing information in multiple professional formats.
11.c. Candidates effectively use and manage all technology available to them and explore uses of emerging resources. They promote the equitable, ethical and legal use of technology resources.
Supporting Explanation
Candidates design effective environments for using and managing technology in the classroom. They are able to perform minor trouble-shooting operations. When planning units of instruction, candidates address software purchasing agreements, copyright laws, issues related to intellectual property, the importance of virus protection, and policies for acceptable use of Internet resources. Candidates seek information from technical manuals and journals as well as on-line resources to learn about emerging technologies and to explore their possible educational applications. They model the legal and ethical use of technology resources.
Through this lesson plan, I have used a variety of activities created through technology. I have created activities which require the students to use technology. I have also used Power Point to create a Jeopardy game providing assessment for what the students have learned. By using this lesson plan, I have taught to a variety of learners and introduced technology in a positive way to the classroom.
By familiarizing myself with several different Acceptable Use Policies, I have demonstrated my knowledge of the acceptable use of technology.