"We believe that the novice teacher should be aware, of and have respect for human diversity."
The Big Ideas presented in this characteristic reflect how the novice teacher has a duty to understand human diversity that is present on a global, national, regional, and local level. This is an important characteristic as it relates to how well one knows his or her students. It is important to first, respect the traditions and differences between diverse cultures, ethnicity, etc so that the novice teacher can better serve the needs of each student. Understanding and learning about human diversity helps students feel included rather than excluded.
Artifacts that I have done which represent this ideal are lessons about diversity in culture and ethnicity. For instance, I recently completed a lesson that addressed geography and religious diversity, in which students were taught to practice tolerance and respect other cultures. It is critical for the novice teacher and the students to understand and respect diversity, so structuring lessons around this content is particularly effective.
"We believe that the novice teacher should have in-depth knowledge of pedagogy."
No surprise here, pedagogy is the bread and butter for any teacher -- novice teacher included. It is critical for novice teachers to come out of training programs with a high level of pedagogical knowledge. After all, how can one develop into a master teacher without knowing the basis for educational ideas? The better one understands educational psychology, classroom management, and how to teach in general, the more likely that teacher is to grow into an effective educator.
Good artifacts which are demonstrative of pedagogical knowledge will include things such as written papers and research essays for pedagogical classes, as well as test scores for the PLT (which I have not yet taken). However, these artifacts would give credibility to a novice teacher wishing to prove that he or she had a solid background in pedagogical knowledge.
11 March, 2013
12 February, 2013
Characteristics of a Novice Teacher Analysis
"We believe that the novice teacher should be a reflective practitioner."
The "big ideas" Presented in this statement relate to how novice teachers should reflect on their practice. Basically, this characteristic expresses the urgent need for expert teachers to look inward at their own techniques and look for ways to improve their practice. If a novice teacher does this, then they can continue to hone their skills and become a more effective educator.
My artifact that currently embodies this character trait is my researcher notes and notebook. This document helps me keep track of things that go on in my PDS, as well as creates space for me to reflect on how I could improve. For instance, if I have a particular set of problems which arise in my teaching experience, I can make note of those problems. Then, through research or collaboration with other teachers, I can search for effective solutions to these problems.
This artifact relates to this characteristic because it, at its core, is literally the definition of reflection on one's practice. If used correctly, a researcher notebook can help educators think deeply about meaningful ways to improve their instructional methods.
"We believe that the novice teacher should have in-depth knowledge of content."
This is a rather straightforward characteristic, yet is among the most important. Clearly, knowing your content is paramount to being an effective educator. The better that you know your content, the better you can answer questions and illuminate important themes in your content. For instance, an in-depth knowledge of history goes miles towards creating interesting lessons and inspiring meaningful learning, as well as fosters comprehensive knowledge of key facts.
I would contend that my overall body of work (tests, essays, grades, etc) in core content classes lends credibility to my knowledge of content. For instance, I have papers where professors have lauded my research and analysis abilities.
This relates to the characteristic quite directly in that it literally deals with my content knowledge. I would not have such a good GPA or other high scores if my knowledge of content was weak.
The "big ideas" Presented in this statement relate to how novice teachers should reflect on their practice. Basically, this characteristic expresses the urgent need for expert teachers to look inward at their own techniques and look for ways to improve their practice. If a novice teacher does this, then they can continue to hone their skills and become a more effective educator.
My artifact that currently embodies this character trait is my researcher notes and notebook. This document helps me keep track of things that go on in my PDS, as well as creates space for me to reflect on how I could improve. For instance, if I have a particular set of problems which arise in my teaching experience, I can make note of those problems. Then, through research or collaboration with other teachers, I can search for effective solutions to these problems.
This artifact relates to this characteristic because it, at its core, is literally the definition of reflection on one's practice. If used correctly, a researcher notebook can help educators think deeply about meaningful ways to improve their instructional methods.
"We believe that the novice teacher should have in-depth knowledge of content."
This is a rather straightforward characteristic, yet is among the most important. Clearly, knowing your content is paramount to being an effective educator. The better that you know your content, the better you can answer questions and illuminate important themes in your content. For instance, an in-depth knowledge of history goes miles towards creating interesting lessons and inspiring meaningful learning, as well as fosters comprehensive knowledge of key facts.
I would contend that my overall body of work (tests, essays, grades, etc) in core content classes lends credibility to my knowledge of content. For instance, I have papers where professors have lauded my research and analysis abilities.
This relates to the characteristic quite directly in that it literally deals with my content knowledge. I would not have such a good GPA or other high scores if my knowledge of content was weak.
21 September, 2012
Our PDS group's definition (UHS: Myself, Andrew, Alexis, Mackenzie, Caleb) of a PDS:
1. A place where everyone, teacher, student, and administration, as well as preservice teachers can learn. Each should be able to continually learn from one another. It should also include reciprocal professional development. This allows every person involved with a PDS to have a chance at success
2. A program that has a strong University to School connection. This allows for the linkage of liberal arts instruction and practicum instruction to create a well-rounded program for future educators. This also assists helping preservice teachers learn theory into practice as well as practicing reflection and inquiry.
3. A place where all students, educators, and administrators can feel comfortable. This can be accomplished and displayed through collaboration and reflective practices. This also means it is a place of open communication between not only teachers and students, but a community. Lastly, a mutual respect should be found between students, educators, and the community.
2. A program that has a strong University to School connection. This allows for the linkage of liberal arts instruction and practicum instruction to create a well-rounded program for future educators. This also assists helping preservice teachers learn theory into practice as well as practicing reflection and inquiry.
3. A place where all students, educators, and administrators can feel comfortable. This can be accomplished and displayed through collaboration and reflective practices. This also means it is a place of open communication between not only teachers and students, but a community. Lastly, a mutual respect should be found between students, educators, and the community.
4. Must be committed to use cutting-edge research, technology, and theory. This is critical for increasing student learning and providing future educators with powerful teaching abilities so that they can be more effective educators.
5. Must be an environment that places the needs of the students and their learning above all else. In other words, students must be the center of the PDS. The needs of the students must dictate the curriculum.
6. Has a responsibility to broaden the learning community beyond that of the school and the university. This is critical, as members of the community (particularly parents) can be an excellent resource if they are invested in the learning community.
7. Should be used as an "instrument of change", and always look to develop new policy though inquiry-based practice.
8. Must be a program which establishes specific goals for learning and development and strives to meet these goals.
9.. The PDS is an extended learning community in which multiple partner institutions develop relationships with the schools that they serve.
10. Work towards educational reform and school improvement in the area by integrating expertise and knowledge of practice as well as developing new approaches specific to that locality.
11. Provides an environment that supports the learning of K-12 students as well as student teachers, faculty, and other professionals in the field. All members of the community can learn and grow from each other in the field.
12. Develops a common shared professional vision of teaching and learning grounded in research and practitioner knowledge. Professionals learn by doing, not through rote memorization or higher education course work.
6. Has a responsibility to broaden the learning community beyond that of the school and the university. This is critical, as members of the community (particularly parents) can be an excellent resource if they are invested in the learning community.
7. Should be used as an "instrument of change", and always look to develop new policy though inquiry-based practice.
8. Must be a program which establishes specific goals for learning and development and strives to meet these goals.
9.. The PDS is an extended learning community in which multiple partner institutions develop relationships with the schools that they serve.
10. Work towards educational reform and school improvement in the area by integrating expertise and knowledge of practice as well as developing new approaches specific to that locality.
11. Provides an environment that supports the learning of K-12 students as well as student teachers, faculty, and other professionals in the field. All members of the community can learn and grow from each other in the field.
12. Develops a common shared professional vision of teaching and learning grounded in research and practitioner knowledge. Professionals learn by doing, not through rote memorization or higher education course work.
13. Allows for all learners to have equitable access to knowledge.
14. An environment recognizes and honors the diversity of students and multicultural curricula.
15. Creates an educative community and enables educators and the students to make educational decision together. Is a learning process for everyone involved including the P-12 students and faculty, college/university faculty, and preservice teachers which helps build a stronger educative community.
16. Builds and strengthens the learning community by promoting life-long learning through communication, collaboration, and reflection.
17. Helps future educators conduct inquiry, action research, and reflective practice to find the most effective instructional techniques and learning strategies in the classrooms.
18. A learning environment that supports candidate and faculty development within the context of meeting all children’s needs. Each PDS is committed to providing equitable learning opportunities for all, and to preparing candidates and faculty to meet the needs of diverse student populations.
19. A program that is always progressing. PDS partners work together over time, building relationships
and commitment to their shared goals. They develop new strategies, roles, and
relationships to support their work.
20. A setting in which new practitioners and P–12 and university faculty can learn to meet the challenges of 21st century education together, because the expertise and resources of both university and the schools support them.
19. A program that is always progressing. PDS partners work together over time, building relationships
and commitment to their shared goals. They develop new strategies, roles, and
relationships to support their work.
20. A setting in which new practitioners and P–12 and university faculty can learn to meet the challenges of 21st century education together, because the expertise and resources of both university and the schools support them.
02 December, 2011
17 November, 2011
Technology Reflection: Smartboards
Description/Experience
The technology which was displayed to us in our seminar was a SMARTboard. These are a sort of digital whiteboards which display computer graphics on a touch screen, and items on the screen can be manipulated via computer or touch. I found that this particular technology is excellent for using interactive activities such as manipulatives, review games, and other touch-activated activities.
Application
For an application of this technology, I would use an interactive map to help students review and understand physical and political geographic regions of the world.
Learners for this could be anywhere from 7-12 grade students, but the difficulty and obscurity of the assessment questions would vary by age group. For our purposes, let’s assume that these are 7th grade geography students. At the end of this activity, students should be able to grasp the locations of various geographical landforms and important political states around the world.
For assessment, students would be assigned a location on the SMARTboard map, and either draw the physical feature or region (with the pen tool) or place a pre-made graphic of a country or ocean’s name on its world location. The other students at their desk must also draw the landform or political state on a map handout provided to them. The calling order of students for this activity would be random, as to prevent a situation in which only the highest prepared students answer. This activity would be designed as a review game for either a large-scale map quiz or test, so the ultimate form of assessment will come through that. However, it should be apparent if students are grasping the material from both the SMARTboard and the handout.
- I would first pass out the paper handouts to students, and then orient them to the rules of the review game activity.
- Students would then be divided into teams, both of which would compete for some sort of reinforcement (candy, extra credit, etc.)
- Out of two separate hats, I draw both the name of four students, and one landform/country
- The student groups would take turns trying to get the landform as close to the actual spot as possible. Collaboration is allowed. The team to go first will initially be decided by coin flip, and then alternate going forward.
- Whoever is closest to the actual location will receive two points for their team. In the event of a tie, each team receives one point.
- Meanwhile, students not called up to the board are to copy whatever occurs onto their map handout.
- The team with the most points at the end of the activity wins.
Reflection
--Pedagogical-Content:
There are two primary strategies that I use in formulating this activity. First is the power and importance of review. Assessing student learning through a review game is both a fun and powerful method of evaluating whether or not the content has been learned or taught well enough for the upcoming summative assessment. Evaluation in this manner is important so that core standards are met within the classroom. This strategy is appropriate for geography as it ensures that students are still accessing and using information about geography from earlier in the course.
The other method I use is cooperative learning. Working together on locating difficult geographical landforms increases the likelihood that they will exchange ideas about methods they use to recall the information. This is necessitated by the wealth of pertinent information required for this activity.
Students would initially approach geography as the study of maps. However this activity will seek to incorporate regional data which helps geography come alive as a living representation of both human and physical phenomena. However, I would worry that geography’s reputation as boring would hurt student motivation in my classroom.
- --Technological-Pedagogical:
This technology would help students work together to better understand geographical data. As a review tool, the SMARTboard serves as an exciting visual aid for students.
The SMARTboard would allow me to use a more constructivist approach to teaching geography in that students would be required to pull information from their classmates rather than me. As a learning tool, students would be much more motivated to use a SMARTboard and a friend than a textbook or atlas.
Management wise, I would have to ensure that students in the classroom were not shouting out answers in order to help their teammates. Also, I would have be sure to orient the students (if need be) to how the SMARTboards work in general. In addition, I will have to both manage assigning students and landforms to the board while keeping the classroom environment orderly.
--Technological Pedagogical Content:
The SMARTboard serve as a powerful visual aid and review tool for assessing the students on their learning of geography. Specifically, this technology is better than others (iPads, books) for this activity as it puts students in the driver’s seat, encourages cooperative learning, and demonstrates correct information visually to all students in the classroom.
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