Reflection on Quality Indicator 5
Content Area Literacy MS Educ343/W
For Dr. Cozens
November 10, 2012
By Teresa Shelton
Shelton1
Quality Indicator 5. The pre-service teacher uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
Performance Indicators: The pre-service teacher
1.2.5.1 selects alternative strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs
1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
The pre-service teacher used a combination of eight different strategies to create an artifact that will expand the students’ ability to develop critical thinking, literacy understanding throughout content areas, and perform at their highest capability. The artifact uses visual strategies such as graphic organizers to oral strategies of the teacher modeling reading text out loud. The artifact creates a learning environment to ensure all students learn to read, write, and comprehend content information.
The pre-service teacher used alternative strategies as in 1.2.5.1 P.I. by using word sorts and self-collection charts to teach vocabulary. She
Shelton 2
also used shared reading to model using prior knowledge, context clues, and vocabulary development.
The notetaking lesson was used to teach students how meet 1.2.5.2 P.I. Where students will be able to critical examine what is important enough to be in their notes and how to use the information to problem solve. The ability to take effective notes allows the students to perform to their fullest capabilities by being focused on the material that is important. The skill is used for all content areas. The teacher is providing skills the students will use to succeed in school and life not just one lesson.
Blachowicz and Fisher (2000) identified four ideas for effective vocabulary instruction and they were: 1. be actively involved in word learning, 2. Make personal connections, 3. be immersed in vocabulary, and 4. Consolidate meaning through multiple information sources. The artifact shows how the pre-service addressed all four areas with strength. The vocabulary was taught using multiple texts from the alternative text collection. Vocabulary learning occurred from the word sorts, vocabulary self-connection charts, and shared reading. The students must be actively
Shelton 3
involved in all of the strategies used in the artifact. This artifact does not include lecture alone. Student involvement and participation are critical in all the strategies applied. The vocabulary self-collection chart, QAR chart, shared reading, and constructed response writing use background knowledge as integral piece of the learning process.
According to J. Cummins the use of read alouds benefit the English language learner because it creates multiple ways to promote understanding for the English language learners but also the pre-service teacher believes it creates an excellent way to motivate and engage other struggling students to learn reading, writing, and content skills. The pre-service teacher used the book Pink and Say to create interest in the Civil War by making the students see how boys close to them in age in America were affected by this war. Without pointing out some students like English language learners that may know little about the Civil war to students who struggle with motivation the read aloud of Pink and Say can create that bridge to learning.
Shelton 4
The pre-service teacher believes that vocabulary and reading skills are critical for success in higher education. She also believes that students learn skills in a multitude of ways and the pre-teacher created a learning environment that allows all students to learn. The artifact addresses vocabulary, reading, writing, predicting, summarizing, comprehension, prior knowledge, context clues and the ability to effectively create notes. The student who uses this artifact would have the ability to move forward in their education pursuit prepared for the next level of instruction.
Indicators: The pre-service teacher
1.2.5.1 selects alternative strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs
1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
Benchmark: The candidate uses and subsequently evaluates the impact of a variety of instructional strategies, materials, and technologies to meet individual student needs and to encourage students’ development of critical thinking, problem solving, and performance skills. Although artifacts reveal the use of a variety of strategies, reflections may not clearly establish the candidate’s ability to match specific strategies with the content and/or skills to be taught.
Deficient
(1)
Emerging
(2)
Acceptable
(3)
Proficient
(4)
There is insufficient evidence upon which to make a determination. The candidate’s reflection shows flaws or gaps in disciplinary understanding. Unable to connect subject matter within and across disciplines.
The candidate demonstrates basic knowledge of the discipline(s). Narrative addresses the indicators in a focused, direct manner and includes some theoretical support. Narrative reflects standards of grammar, spelling, syntax, and composition. Artifact cited reflect the competencies indicated.
The candidate demonstrates strong knowledge of the discipline(s). Narrative addresses the indicators in an integrated, synthesized, organized manner and includes theoretical support. Address parts of the Quality Indicator. Narrative reflects professional standards of grammar, spelling, syntax, and composition. Artifact cited reflect the competencies indicated.
The candidate demonstrates an understanding of the most important elements/issues/strands of the discipline necessary for students to develop a deep understanding of the subject matter. Narrative is comprehensive, addressing all major concepts in the Quality Indicator and Performance Indicators. Narrative reflects high professional standards of grammar, spelling, syntax and composition. Artifact cited reflect the competency indicated.
Score:
4
Student’s Name:
Teresa Shelton
Scorer’s Name:
Jeanie Cozens
Content Area Literacy MS Educ343/W
For Dr. Cozens
November 10, 2012
By Teresa Shelton
Shelton1
Quality Indicator 5. The pre-service teacher uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
Performance Indicators: The pre-service teacher
1.2.5.1 selects alternative strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs
1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
The pre-service teacher used a combination of eight different strategies to create an artifact that will expand the students’ ability to develop critical thinking, literacy understanding throughout content areas, and perform at their highest capability. The artifact uses visual strategies such as graphic organizers to oral strategies of the teacher modeling reading text out loud. The artifact creates a learning environment to ensure all students learn to read, write, and comprehend content information.
The pre-service teacher used alternative strategies as in 1.2.5.1 P.I. by using word sorts and self-collection charts to teach vocabulary. She
Shelton 2
also used shared reading to model using prior knowledge, context clues, and vocabulary development.
The notetaking lesson was used to teach students how meet 1.2.5.2 P.I. Where students will be able to critical examine what is important enough to be in their notes and how to use the information to problem solve. The ability to take effective notes allows the students to perform to their fullest capabilities by being focused on the material that is important. The skill is used for all content areas. The teacher is providing skills the students will use to succeed in school and life not just one lesson.
Blachowicz and Fisher (2000) identified four ideas for effective vocabulary instruction and they were: 1. be actively involved in word learning, 2. Make personal connections, 3. be immersed in vocabulary, and 4. Consolidate meaning through multiple information sources. The artifact shows how the pre-service addressed all four areas with strength. The vocabulary was taught using multiple texts from the alternative text collection. Vocabulary learning occurred from the word sorts, vocabulary self-connection charts, and shared reading. The students must be actively
Shelton 3
involved in all of the strategies used in the artifact. This artifact does not include lecture alone. Student involvement and participation are critical in all the strategies applied. The vocabulary self-collection chart, QAR chart, shared reading, and constructed response writing use background knowledge as integral piece of the learning process.
According to J. Cummins the use of read alouds benefit the English language learner because it creates multiple ways to promote understanding for the English language learners but also the pre-service teacher believes it creates an excellent way to motivate and engage other struggling students to learn reading, writing, and content skills. The pre-service teacher used the book Pink and Say to create interest in the Civil War by making the students see how boys close to them in age in America were affected by this war. Without pointing out some students like English language learners that may know little about the Civil war to students who struggle with motivation the read aloud of Pink and Say can create that bridge to learning.
Shelton 4
The pre-service teacher believes that vocabulary and reading skills are critical for success in higher education. She also believes that students learn skills in a multitude of ways and the pre-teacher created a learning environment that allows all students to learn. The artifact addresses vocabulary, reading, writing, predicting, summarizing, comprehension, prior knowledge, context clues and the ability to effectively create notes. The student who uses this artifact would have the ability to move forward in their education pursuit prepared for the next level of instruction.
Indicators: The pre-service teacher
1.2.5.1 selects alternative strategies, materials, and technology to achieve multiple instructional purposes and to meet student needs
1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
Benchmark: The candidate uses and subsequently evaluates the impact of a variety of instructional strategies, materials, and technologies to meet individual student needs and to encourage students’ development of critical thinking, problem solving, and performance skills. Although artifacts reveal the use of a variety of strategies, reflections may not clearly establish the candidate’s ability to match specific strategies with the content and/or skills to be taught.
Deficient
(1)
Emerging
(2)
Acceptable
(3)
Proficient
(4)
There is insufficient evidence upon which to make a determination. The candidate’s reflection shows flaws or gaps in disciplinary understanding. Unable to connect subject matter within and across disciplines.
The candidate demonstrates basic knowledge of the discipline(s). Narrative addresses the indicators in a focused, direct manner and includes some theoretical support. Narrative reflects standards of grammar, spelling, syntax, and composition. Artifact cited reflect the competencies indicated.
The candidate demonstrates strong knowledge of the discipline(s). Narrative addresses the indicators in an integrated, synthesized, organized manner and includes theoretical support. Address parts of the Quality Indicator. Narrative reflects professional standards of grammar, spelling, syntax, and composition. Artifact cited reflect the competencies indicated.
The candidate demonstrates an understanding of the most important elements/issues/strands of the discipline necessary for students to develop a deep understanding of the subject matter. Narrative is comprehensive, addressing all major concepts in the Quality Indicator and Performance Indicators. Narrative reflects high professional standards of grammar, spelling, syntax and composition. Artifact cited reflect the competency indicated.
Score:
4
Student’s Name:
Teresa Shelton
Scorer’s Name:
Jeanie Cozens