InTASC Model Core Teaching Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Spring 2016
The following lesson plan is a pair of science lesson plans I created and carried out with my preschool students for EDU/HUS 329 Science and the Project Approach. The first lesson plan is a sink or float science experiment where we brought random objects, some that will clearly float, some that will undoubtedly sink, and some that could be tricky to guess! We make observations and guesses before dropping them in the water, we also write down our data. Students actively test out different objects and want to keep experimenting with different objects in a group.
The second lesson plan is a outdoor naturalist exploration lesson where I took a group of preschoolers outside on our playground, with notebooks, pens, magnifying glasses, and an insectarium container. Their goal was to find as many different bugs as possible, notice their similarities, differences, record what they see in their journals and really explore their environment. They naturally worked together either in a large group or in pairs, socializing and working together to lift big rocks or stumps, encouraging each other to keep looking for more insects.
The following lesson plan is a pair of science lesson plans I created and carried out with my preschool students for EDU/HUS 329 Science and the Project Approach. The first lesson plan is a sink or float science experiment where we brought random objects, some that will clearly float, some that will undoubtedly sink, and some that could be tricky to guess! We make observations and guesses before dropping them in the water, we also write down our data. Students actively test out different objects and want to keep experimenting with different objects in a group.
The second lesson plan is a outdoor naturalist exploration lesson where I took a group of preschoolers outside on our playground, with notebooks, pens, magnifying glasses, and an insectarium container. Their goal was to find as many different bugs as possible, notice their similarities, differences, record what they see in their journals and really explore their environment. They naturally worked together either in a large group or in pairs, socializing and working together to lift big rocks or stumps, encouraging each other to keep looking for more insects.
Fall 2013
The following is the second part of four RAPS assignments (Reflective Activities and Your Portfolio). The assignment was to answer the questions: Why teach? Also to draw on experiences as a student, reflect on teachers I have been fortunate (or unfortunate) to have, and my hopes and dreams for my students. This assignment has both the Artifact and Reflection in the same piece of writing. The assignment encourages the student to write a letter to themselves in five or ten years, to see if the student's goals as a teacher have changed.
Dear Ashley,
There are so many reasons why I want to become a teacher. I have always admired the process of teaching. I greatly value the methods of gaining knowledge and have accepted that I will never stop learning, no matter how old I get.
I remember back in my K-2 multi-age classroom, when I was in the 2nd grade, helping the younger students with their simple math and projects. I felt so helpful, and that was the best feeling. I remember secretly hoping that everyday a fellow peer would come over and ask for help on work or what not. I just loved being able to teach my peers, to guide them. Maybe that was the moment I knew that I wanted to be an educator. I treasure those three years so very much. Without a doubt my teacher was a huge part of that experience. Mrs. Guisely was my multi-age homeroom teacher and she was the sweetest, kindest, most understanding teacher I’ve had thus far. When I do become a teacher, I can only hope I do as well as she did. That classroom must’ve had at least twenty children in it, but she paid so much attention and cared for each student individually, and more importantly equally.
I have had my share of teachers who just did not seem to care about their students, which led me to not care about that class. Only in high school did I see teachers slowly start to not care about the students when the students did not care about the subject. Sadly enough, guidance counselors failed to help seniors really strive to go to college or show the different options, before it was too late. I strongly believe in learning not only from your past mistakes, but others too.
From what I’ve observed over the majority of my life, the best teachers not only say that they want you to succeed, but actually do it and make the conscious effort to see it through. I want to strive to work in partnership with my students. I know it will be harder to teach important life skills when writing, spelling and counting will be on the forefront of the students’ minds. I do not intend to overwhelm them, but I have a feeling I will have so much I want to teach them, that having the same group of children for three years will be perfect for me, and most importantly, for them.
I want to teach them responsibility, time management, and how to communicate with their peers. I want them to feel motivated to learn. Showing them great interpersonal skills so they want to communicate and can express themselves with words and pictures is so important. I hope to be able to pick out each students skills and enhance them with daily exercises. I want to mold the school year around each group of students. I want to make mistakes but more importantly learn from them and learn from my students. I want to learn to have open body language so that the students feel comfortable with me. I looked up to Mrs. Guisely as a third parent. I wanted to gain all the knowledge I could handle at such a young age. When I look back and remember crying when I had to leave school early because I just did not want to miss out on anything. I can only hope I have that affect on my students, that they want to come back each day.
I love the idea of the kids working together. I fear the idea of my students feeling left out or bullied when working together. Creating those peer relationships is always so important to gaining confidence and communication skills. I hope they always feel safe in the classroom and learn to be kind. I believe every student deserves to be treated equally; no matter who they are or where they come from. I remember the saying being painted on the wall in my multi-age classroom, “Treat people the way you want to be treated”. It was stuck with me for my entire life and try so very hard to live by it. I want to embrace diversity in the classroom by teaching my class new languages and ASL. I will use the best technology and videos that are fun and age appropriate for them, depending on school funding of course. I really want to have the learners be involved in creating something, start to finish. Whether it is a vegetable garden or just a yearlong project. I remember housing Monarch butterflies, watching them make their little cocoons and setting them free in the spring. Children need to understand that everything around them changes constantly and that there is so much to learn out there.
A huge part of being a teacher is communicating with the parents. I know it might be a stretch but I really want to meet with the parents at least once a month so that they can understand how their child is doing and learning. What the students might need to focus on more and how they act to their peers. Also, I would love for the parents to be involved in a project with the children, nothing too time consuming, but long or often enough where the student can show off what they have done over the school year. It will mainly be a time where the student can gain more confidence in their self. I believe confidence plays a huge role in how much the child wants to put in to their education. The more secure the student feels, the better they will be at important decision-making.
Lastly, I want to be the “sounding board” if necessary. I want them to feel comfortable enough to come to me if there are any issues. When they are that young, you want them to become self-assured soon enough to be able to speak up for themselves. I could not say it enough that communication is so important. They need to be able to speak up when something is wrong in their world, not just in the classroom. I want them to make their own decisions, to make mistakes but most importantly learn from them. I want them to also have individual time to them selves, to be able to delve into their own mind and personal creativity. Something that seems will be soon lost with all the distractions technology and television has created.
I definitely intend to write the same letter once I have started working in a classroom. I literally cannot wait to take that first step in to a classroom and enrich the lives of the anxious learners. I think I will be more excited than them on our first day together! This is why I need to be a teacher. Everyday the reasons for becoming a teacher become stronger than the day before. Honestly, this class has let me truly see that I really want to be a teacher.
Sincerely,
Ashley
Essential Knowledge;
3(k) The teacher knows how to collaborate with learners to establish and monitor elements of a safe and productive learning environment including norms, expectations, routines, and organizational structures.
3(l) The teacher understands how learner diversity can affect communication and knows how to communicate effectively in differing environments.
Critical Dispositions
3(o) The teacher values the role of learners in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate of learning.
3(r) The teacher is a thoughtful and responsive listener and observer.