Standard Three
Teachers are responsible for managing and monitoring student learning.
Rationale for Artifacts I & II & III:
NBCTs deliver effective instruction, varying their teaching strategies, keeping students motivated, engaged and focused. They know how to assess the progress of students, of their classes, and are able to convey that to parents.
Artifact I is a slide show that let’s you visit my classroom! I have many teaching strategies that require many different seating arrangements – especially since I have three different grade levels every day! No problem! Student’s are always ready to help, and excitedly ask, “What are we doing today?” as they help move to a seating arrangement for groups, presentations, partners, or discussions. They quickly are accustomed to the different arrangements and we waste no time moving to the right set-up! Beyond the arrangements, you can see my students doing their work in class! Sometimes they are writing; sometimes presenting; sometimes they are having conversations, playing games, singing songs, or working on projects as I move around the room to help. Students willingly volunteer, feel safe to take risks, and learn quickly with enthusiasm! Their work is proudly displayed and photos of students whose parents have signed the releases are posted online on the class wiki or on the school website. Their lessons are often found on the website, as you can see from Artifact II: Lesson for Grade 8 “Project: Des cartes postales” and Grade 6 Glog Lesson on “La Géographie de la France.”
Artifact I:
Please see a slide show of students actively learning, and using what they learn in various activities. My students love to connect in many ways to French class! Whether they are acting in skits, playing games, enjoying a cultural experience like the celebration of the "Galette des rois," creating a map along with a class Glog, learning through PowerPoint presentations, connecting new vocabulary to old content they have learned, or making a fashion show - they always act with enthusiasm!
- NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused.
- They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals.
- NBCTs know how to assess the progress of individual students as well as the class as a whole.
- They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents.
Rationale for Artifacts I & II & III:
NBCTs deliver effective instruction, varying their teaching strategies, keeping students motivated, engaged and focused. They know how to assess the progress of students, of their classes, and are able to convey that to parents.
Artifact I is a slide show that let’s you visit my classroom! I have many teaching strategies that require many different seating arrangements – especially since I have three different grade levels every day! No problem! Student’s are always ready to help, and excitedly ask, “What are we doing today?” as they help move to a seating arrangement for groups, presentations, partners, or discussions. They quickly are accustomed to the different arrangements and we waste no time moving to the right set-up! Beyond the arrangements, you can see my students doing their work in class! Sometimes they are writing; sometimes presenting; sometimes they are having conversations, playing games, singing songs, or working on projects as I move around the room to help. Students willingly volunteer, feel safe to take risks, and learn quickly with enthusiasm! Their work is proudly displayed and photos of students whose parents have signed the releases are posted online on the class wiki or on the school website. Their lessons are often found on the website, as you can see from Artifact II: Lesson for Grade 8 “Project: Des cartes postales” and Grade 6 Glog Lesson on “La Géographie de la France.”
Artifact I:
Please see a slide show of students actively learning, and using what they learn in various activities. My students love to connect in many ways to French class! Whether they are acting in skits, playing games, enjoying a cultural experience like the celebration of the "Galette des rois," creating a map along with a class Glog, learning through PowerPoint presentations, connecting new vocabulary to old content they have learned, or making a fashion show - they always act with enthusiasm!
Artifact II: "Projet: Des Cartes Postales"
This link to my wiki page shows the lesson plan, rubric, and student work on this WebQuest project for my 8th grade students this year, 2012.
Artifact III: Glog: La géographie de la France
The glog below was a lesson created for a literacy lesson plan as part of my EDU-720 course at the University of New England. This lesson was designed to increase comprehensive reading in the content area for 6th grade students. One of the maps a student created is in the slide show above - it was a very successful and fun activity that helped students link the geography with pictures and reading they did in class.
This link to my wiki page shows the lesson plan, rubric, and student work on this WebQuest project for my 8th grade students this year, 2012.
Artifact III: Glog: La géographie de la France
The glog below was a lesson created for a literacy lesson plan as part of my EDU-720 course at the University of New England. This lesson was designed to increase comprehensive reading in the content area for 6th grade students. One of the maps a student created is in the slide show above - it was a very successful and fun activity that helped students link the geography with pictures and reading they did in class.
Reflection of Standard Three
In my coursework at the University of New England, I have developed state of the art lesson plans to engage students and increase their literacy in the content area. In sixth grade this still includes reading in English. By 8th grade all the reading and writing is generally done in French. The artifacts chosen show different projects students have done as a result of some of these lesson plans. Their work speaks volumes for itself. My students delve in deeply, learn to read, write, speak, listen, and learn about new cultures through varied lesson plans. For this reason you see their work, and I have linked an example of a project with the rubric and student work uploaded to this year’s wiki. I have changed my wiki since last year, but there is also a link to last year’s projects on that wiki, embedded as samples for this year’s students. Enjoy the WebQuest lesson, the assessment, and the project you see!
I fully believe that when student-centered activities are created, they grow in motivation, performance, and acquisition of knowledge. My students today are so much more interactive with the French language at level one than they have been at much higher levels in their counterparts were a decade ago! It is the change from teacher-centered activities to student-centered activities that has made the difference. The rubric attached to the 8th grade WebQuest demonstrates this change, and is a perfect way to assess students and classes. Students who perform well on these activities then perform equally as well as on formalized assessments, and have less anxiety over it. Since these activities are kept online, as is my edmodo.com site (which requires parent code entries) parents are able to interact with me as well. Our relationship flourishes, and parents are able to volunteer – you can see a parent helping with our “Fête de la Galette des Rois” in the slide show. It is wonderful to establish and grow these relationships! Together we are able to work to provide the highest quality education to the students in my courses.
I fully believe that when student-centered activities are created, they grow in motivation, performance, and acquisition of knowledge. My students today are so much more interactive with the French language at level one than they have been at much higher levels in their counterparts were a decade ago! It is the change from teacher-centered activities to student-centered activities that has made the difference. The rubric attached to the 8th grade WebQuest demonstrates this change, and is a perfect way to assess students and classes. Students who perform well on these activities then perform equally as well as on formalized assessments, and have less anxiety over it. Since these activities are kept online, as is my edmodo.com site (which requires parent code entries) parents are able to interact with me as well. Our relationship flourishes, and parents are able to volunteer – you can see a parent helping with our “Fête de la Galette des Rois” in the slide show. It is wonderful to establish and grow these relationships! Together we are able to work to provide the highest quality education to the students in my courses.