{"id":44,"date":"2022-11-23T15:52:06","date_gmt":"2022-11-23T20:52:06","guid":{"rendered":"https:\/\/wordpress.clarku.edu\/eportfolio-sample\/?page_id=44"},"modified":"2023-05-04T19:56:12","modified_gmt":"2023-05-04T23:56:12","slug":"illustration","status":"publish","type":"page","link":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/philosophy-growth\/illustration\/","title":{"rendered":"Illustration of Growth in Practice"},"content":{"rendered":"

Meeting Diverse Needs:<\/em><\/p>\n

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My assessment plan for a science lesson I taught in September 2022.<\/figcaption><\/figure>\n

The image above depicts a lesson I taught in late September. In this lesson, students had one inflexible means of meeting my learning goal. I expected them to write a prediction about what would happen to the seed. At the beginning of the year I had students who were non-writers and I knew this was not a realistic goal for all students, but I did not understand how to differentiate.<\/p>\n

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Assessment plans from a lesson taught in late April 2023.<\/figcaption><\/figure>\n

The assessment plans above identify three means through which students may demonstrate mastery.<\/p>\n

When I began providing students with flexible means of demonstrating their understanding, I began to notice a significant difference in their engagement and work. <\/p>\n

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Independent work completed during science in March 2022.<\/figcaption><\/figure>\n
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Independent work completed in April when provided with flexible means.<\/figcaption><\/figure>\n

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The images above depict student work completed by the same student when provided with a single means of demonstrating mastery vs. flexible means of demonstrating mastery (drawing, labels, or writing). <\/p>\n

Classroom Management:<\/em><\/p>\n

My classroom management has grown significantly as I have taken on a greater role in teaching this spring. My ability to manage and respond to student behaviors has grown significantly as I have developed trusting relationships with my students.<\/p>\n

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A message I sent to my mentor, Jill, in early April.<\/figcaption><\/figure>\n

February and Early March: 7 evacuations, calling for level two behavior support 5-6 x per day, and using only restorative justice (in response to conflict)<\/p>\n

Late March and April: 0 evacuations, calling for support a maximum of 2x per day, and using restorative practices frequently (not just in response to conflict). <\/p>\n

Not only has my ability to respond to behaviors improved, but I have learned that clear scaffolding to support more challenging times (transitions) can help reduce dangerous and disruptive behaviors. <\/p>\n

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The image depicted above illustrates how I use visuals to communicate to students what materials they need to acquire before the transition timer is up.<\/figcaption><\/figure>\n

Personalization:<\/em><\/p>\n

Over this year, my ability to personalize learning to center students has grown tremendously. In December at my initial CAP, I used my own personal experience visiting the Grand Canyon to frame my science lesson on weathering and erosion. In April, I gave students the opportunity to share images from living in different climates as examples for what students might wear. Sharing my life and my experiences as a lens for learning has translated to empowering students to frame their learning through their unique life experiences.<\/span><\/p>\n

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Teacher Clarity:<\/em><\/p>\n

Over the past year, I’ve grown tremendously in designing lessons that are clear and aligned with the standards. The stated learning goals from October to April illustrate how I have grown in developing clear goals for short lessons. <\/p>\n

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These learning goals were planned for a lesson I taught in October 2022.It is also clear that I have grown through how I connect student goals (“I can…”) to my stated learning goals (“students will be able to…..”). <\/p>\n

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The learning goals stated above were planned for a lesson taught in late April 2023.<\/figcaption><\/figure>\n

My teacher clarity has translated to how I communicate learning goals and objectives with my students. Early in the year, I did not share my stated learning goals or objectives with my students, now I begin every lesson by sharing them in writing, reading them, and having students say it with me. <\/p>\n

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My stated learning goal from my final science lesson.<\/figcaption><\/figure>\n","protected":false},"excerpt":{"rendered":"

Meeting Diverse Needs: The image above depicts a lesson I taught in late September. In this lesson, students had one inflexible means of meeting my learning goal. I expected them … Continue reading Illustration of Growth in Practice<\/span><\/a><\/p>\n","protected":false},"author":1227,"featured_media":0,"parent":6,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"ngg_post_thumbnail":0,"footnotes":""},"class_list":["post-44","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/wp-json\/wp\/v2\/pages\/44","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/wp-json\/wp\/v2\/users\/1227"}],"replies":[{"embeddable":true,"href":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/wp-json\/wp\/v2\/comments?post=44"}],"version-history":[{"count":0,"href":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/wp-json\/wp\/v2\/pages\/44\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/wp-json\/wp\/v2\/pages\/6"}],"wp:attachment":[{"href":"https:\/\/wordpress.clarku.edu\/mat23-skrambeer\/wp-json\/wp\/v2\/media?parent=44"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}