-
Notifications
You must be signed in to change notification settings - Fork 0
/
caepreflection.php
200 lines (187 loc) · 11.7 KB
/
caepreflection.php
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
<?php include 'head.php'; ?>
</head>
<?php include 'header.php'; ?>
</header>
<main class="longreads">
<article class="h-entry">
<h1 class="p-name">How I Meet CAEP Standards</h1>
<div class="pubinfo">
<p>Published by <a class="p-author h-card" href="https://jgregorymcverry.com">J. Gregory McVerry</a>
on <time class="dt-published" datetime="2019-12-19 12:34:20">19<sup>th</sup> December 2019</time></p>
<span class="summary">
<p class="p-summary">Tracing how the CAEP standards get operationalized in my classes</p>
</span>
</div>
<div class="copy">
<div class="e-content">
<h2>Standard #1: Learner Development. </h2>
<p>The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.</p>
<h3>EDU 307</h3>
<h4>Objectives and Goals</h4>
<ul>
<li>Create a slide deck to teach a literary element through the the use of literature.
</li>
<li>Create mini lessons for reader and writers workshop
</li>
<li>Define the role of fables in teaching and reinforcing behaivor</li>
<li>Analyze how voices are amplified and lost in children's literatur</li></ul>
<h4>Assignments and Assessments</h4>
<p>In EDU 307 we begin our discussion on learner development by first reflecting on our own identity as a reader and writer and then tracing the development of these identities throughout our life. Students record a series of <a href="https://docs.google.com/document/d/1ugz_hjhfenSyGF8DPdq4L6j_xlvAhAoaLEGctTfiDks/edit">digital dumps</a>throughout the class exploring the way we get defined as readers and writers
<h3>EDU 305</h3>
<h4>Objectives and Goals</h4>
<ul>
<li>Analyze the implications and cultural roots oral langauge development differences among pre-school age children with a clear position supported by textual evidence</li>
<li>Evaluate methods for increasing intellectual risk in the preschool classroom while sharing and brainstorming classroom activitie</li>
<li>Define emergent literacy skills</li>
<li>Evaluate readers using a developmental approach to teaching phonemic awareness and phonics</li>
<li>Describe the developmental stages of reading</li>
<li>Use diagnostic reading assessments to identify stages of reading</li>
</ul>
<h4>Assignments and Assessments</h4>
<ul>
<li>Make a poster on the stages of reading</li>
<li>Recommend developmentally approriate goals for a student given a running record</li>
</ul>
<h3>EDU 407</h3>
<h4>Objectives and Goals</h4>
<ul>
<li>Use a wide variety of instructional resources to plan and deliver literacy instruction that meets the developmental needs of elementary children </li>
<li>Analyze student artifacts to make data driven decisions about spelling and phonics skill</li>
</ul>
<h4>Assignments and Assessments</h4>
<ul>
<li>Publish a portfolio of lessonsfinal portfolio will contain a revised submission and a reflection on your instructional design. The lessons can be for reading or writing The lessons will include:</li>
<ul>
<li>Phonics/Spelling Screencast</li>
<li>Text Structure</li>
<li>Fiction Lesson Plan</li>
<li>Poetry Lesson Plan</li>
<li>Novel lessonM</li>
</ul>
</ul>
<h2>Standard #2: </h2><p>Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.</p>
<h3>EDU 307</h3>
<h4>Objectives and Goals</h4>
<ul><li>Evaluate how voices can be silenced or hidden in curriculum. More importantly we will explore how to use literature as tool for trajectory.
</li>
<li>Explain, using examples fromt he text how literacy can act as a trajectory for equity</li>
</ul>
<h4>Assignments and Assessments</h4>
<p>our group must choose two books from this listThe Collaborative for Equity In Literacy Learning. Get together and read the two books. Organize a snapchat or instagram meet up (sharingq pics of quotes and thoughts), meet face to face for coffee, use text messages. Use the class stream and make your own channel. Just read and discuss the books together. Publish your thinking.</p>
<p>As a group annotate the article "Thrice Lessons Learned." Use a shared tag. Respond to and reply to each other. </p>
<p>The digital dumps in EDU307 are scaffolded around the discussion of culturally proactive pedagogies in <a href="https://docs.google.com/document/d/1B5sYkc782kc0cCIhukkGMVsBesPr0ECCtd-l1wARA_4/edit">Digital Dump 2</a>you can see the focus on diverse learners.</p>
<h3>EDU 305</h3>
<h4>Objectives and Goals</h4>
<ul>
<li>Define Dyslexia</li>
<li>Describe common intervention plans</li>
<li>Evaluate the effectives of RTI using national research</li>
</ul>
<h4>Assignments and Assessments</h4>
<p>Students read and comment on the backround of dyslexia. They then create a fictional dyslexia plan for a schools</p>
<p>We examine national studients of reading interventions such as RTI and reading first and then debate why we think these programs, based on scientific research, never work.</p>
<h3>EDU 407</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<p >In EDU 407 we focus on differentiating based on content knowledge. While all forms are modification are encouraged in the classroom students demonstrate an ability to differntiate based on knowledge. For each lesson plan they must return to their stanrdards and find what the grade level expecations are for one grade above and one below. They then come up with differentiation using these expectations</p>
<h2>Standard #3:</h2><p>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.</p>
<p>Think about a 3rd grade students who showed the same areas of growth and other areas the students should target what would you do? Then pick someone else's third grade student and develop a mini lesson for their targeted areas of growth</p>
<h3>EDU 307</h3>
<h4>Objectives and Goals</h4>
<li>Describe effective spaces to create communities of reading and writing</li>
<li></li></ul>
<h4>Assignments and Assessments</h4>
<p>Evaluate classroom videos and identify how teachers create a space for readers and writers to thrive. Students watch a series of video. They pay specific attention to the space and community</p>
<h3>EDU 305</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h3>EDU 407</h3>
<h4>Objectives and Goals</h4>
<ul>
<li>Engage in the writing process</li>
<li>Reflect on how you contribute to a community of writers</li>
</ul>
<h4>Assignments and Assessments</h4>
<ul>
<li> Write 5 out of the seven days. Writing is defined any way you want. Here is the first prompt. Have you grown as a writer? Did blogging make you better or worse? </li>
<li>Choose a piece from writing challenge. Develop this and engage in the writie process. Publish a post reflecting on each stage of the writing process.</li>
</ul>
<h2>Standard #4: Content Knowledge.</h2><p> The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.</p>
<h3>EDU 307</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h3>EDU 305</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h3>EDU 407</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h2>Standard #5: Application of Content.</h2><p> The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.</p>
<h3>EDU 307</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h3>EDU 305</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h3>EDU 407</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h2>Standard #6: Assessment.</h2><p> The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.</p>
<h3>EDU 307</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h3>EDU 305</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h3>EDU 407</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h2>Standard #7: </h2><p>Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.</p>
<h3>EDU 307</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h3>EDU 305</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h3>EDU 407</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h2>Standard #8: Instructional Strategies.</h2><p> The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.</p>
<h3>EDU 307</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h3>EDU 305</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h3>EDU 407</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h2>Standard #9: </h2><p>Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.</p>
<h3>EDU 307</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h3>EDU 305</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h3>EDU 407</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h2>Standard #10: Leadership and Collaboration.</h2><p> The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.</p>
<h3>EDU 307</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h3>EDU 305</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
<h3>EDU 407</h3>
<h4>Objectives and Goals</h4>
<h4>Assignments and Assessments</h4>
</div>
<a href="https://jgregorymcverry.com/notes/2020-02-20-2" rel="prev"> Previous Note</a> <a class="u-syndication" href="https://brid.gy/about#twitter">Published with Bridgy</a>
</div>
</article><div id="webmentions"></div>
</main>
<footer>
<?php include 'footer.php'; ?>
</body>
</html>