DRAFT: This module has unpublished changes.

As an educator, I recognize that there are various components of teaching that are essential to the learning process. These components include creating relevant lesson plans, providing hands-on and creative methods for students to explore the content, encouraging an environment of respect and rapport, and developing assessments that align with and inform instruction.

 

I believe that all lesson plans should not only address the standards but also be relevant to the students. By understanding the relevancy of the topic, I provide the students with a purpose for learning the content. Relevancy also includes making connections to prior knowledge and experiences. I often incorporate activities or discussions that require students to create connections between their prior knowledge or experiences and the content be addressed in class. In general, the relevancy encourages students to construct connections with the content and make the content more meaningful.

 

I strongly believe that lesson plans must encourage participation from all students. Each student must be engaged in exploring the content that the standards address. Through hands-on activities students have the chance to actively participate and learn the content. I often infused these activities with creativity and technology when possible in order to provide unique learning experiences. As the students participate in these activities, they are learning through experimentation, discovery, and inquiry. While it is significant to incorporate activities, they must be followed by discussions in order for the experiences to be meaningful.

 

As students engage in hands-on activities, they are often required to work collaboratively with their peers. As a result, it is vital to create an environment where all students feel respected and safe to explore the content. The students must feel that they can ask questions and make comments in safety. This safe environment is created by building a rapport between the students and their peers and between students and myself. Throughout the year, I work on building a rapport with the students. As I continue to build connections with and between the students, the students begin to view the classroom as a place where risks can be taken and learning and growth can occur.

 

Assessments, regardless of the type, determine whether the students are learning and whether the learning targets and standards are being met. I am then able to provide feedback and adjust my teaching to improve the achievement of students. I use assessments as I teach in order to make decision regarding instruction. For instance, formative assessments may be used to clarify whether students have learned. If the students are having trouble with certain areas or misconceptions, then I can decide to teach the lesson again or provide valuable feedback. I ultimately use the information to plan and implement instruction and provide feedback to students. In addition, I use assessments after instruction to determine whether students have learned and to ensure that the learning targets and standards were met. I frequently utilize performance assessments or summative assessments to grade students. The results of these assessments allow me to know whether the students understood the lesson or whether a concept has to be taught in a different way.

DRAFT: This module has unpublished changes.