Reflective Statement
Artifact: Biography Unit Assessments
STANDARD 3
All teachers should give constructive instruction and feedback to students in both written and oral contexts while being aware of diverse learners’ needs. Teachers should effectively provide a variety of instructional strategies, constructive feedback, criticism, and improvement strategies.
I selected to use my biography unit assessments as an artifact for Language Arts standard 3 because it demonstrates my ability to design diverse assessments to measure students reading and writing skills and abilities. For this assignment, I was instructed design three diverse assessments for a unit in my full time 2nd grade student teaching placement. The unit I designed the assessments for was an autobiography and biography unit. The three diverse assessments was a writing assessment for an autobiography, an open ended quiz for a traditional assessment, and a summative/presentation assessment of the person they studied. The goal was to create a create different types of assessments to cater to the diverse learning needs of students and to allow them opportunities to demonstrate their knowledge best.
This artifact is an appropriate representation of the standard because it shows how I can design assessments to best meet the needs of all of my learners to demonstrate their reading and writing abilities. Knowledge indicator 3B states that the competent teacher “understands how to use diverse instructional strategies and assessments that include an appropriate balance of lecture, discussion, activity, and written and oral work.” Throughout the unit and assessments, this knowledge is demonstrated through the use of a variety of instructional strategies and assessments. Throughout the unit, lessons include student choice, partner work, group work, creative representation of the person the students’ studied. The assessments allow students to be assessed on a variety of different skills and abilities, while catering to their individual academic strengths. Creating this unit and the accompanying assessments aided greatly in my skills in creating and implementing lessons and assessments. I used my students diverse learning needs to guide my instruction and measures of assessment in order to best facilitate learning and the development of reading and writing skills.
Artifact: Biography Unit Assessments
STANDARD 3
All teachers should give constructive instruction and feedback to students in both written and oral contexts while being aware of diverse learners’ needs. Teachers should effectively provide a variety of instructional strategies, constructive feedback, criticism, and improvement strategies.
I selected to use my biography unit assessments as an artifact for Language Arts standard 3 because it demonstrates my ability to design diverse assessments to measure students reading and writing skills and abilities. For this assignment, I was instructed design three diverse assessments for a unit in my full time 2nd grade student teaching placement. The unit I designed the assessments for was an autobiography and biography unit. The three diverse assessments was a writing assessment for an autobiography, an open ended quiz for a traditional assessment, and a summative/presentation assessment of the person they studied. The goal was to create a create different types of assessments to cater to the diverse learning needs of students and to allow them opportunities to demonstrate their knowledge best.
This artifact is an appropriate representation of the standard because it shows how I can design assessments to best meet the needs of all of my learners to demonstrate their reading and writing abilities. Knowledge indicator 3B states that the competent teacher “understands how to use diverse instructional strategies and assessments that include an appropriate balance of lecture, discussion, activity, and written and oral work.” Throughout the unit and assessments, this knowledge is demonstrated through the use of a variety of instructional strategies and assessments. Throughout the unit, lessons include student choice, partner work, group work, creative representation of the person the students’ studied. The assessments allow students to be assessed on a variety of different skills and abilities, while catering to their individual academic strengths. Creating this unit and the accompanying assessments aided greatly in my skills in creating and implementing lessons and assessments. I used my students diverse learning needs to guide my instruction and measures of assessment in order to best facilitate learning and the development of reading and writing skills.