Professional Documents
Culture Documents
Portfolio Submission
By: Andrea Sambartolo
Standard-Professional Practice:Members apply professional knowledge
and experience to promote student learning. They use appropriate
pedagogy, assessment and evaluation, resources and technology in planning
for and responding to the needs of individual students and learning
communities. Members refine their professional practice through ongoing
inquiry, dialogue and reflection.
Artifact Description: While partaking in the current course Methods of
Teaching Math and Science I was able to explore the use of strategies and
principles needed to create and teach an effective lesson plan which is my
artifact, as well as become aware of the three models of pedagogy which
include direct instruction, formative, and transformative (applying student
knowledge). With this assignment, I was responsible for teaching a
mathematics lesson related to the Ontario Curriculum that focuses on a key
element of this course which is the motivational/anticipatory set of a lesson
plan. The significance of this assignment was to develop an understanding of
how to efficiently motivate the students to want to learn what I will be
teaching, to let them know what they will be doing and why it is relevant for
them to know, and to ensure that all students are attentive. In being given
this task, I was able to gain a better understanding of how to maintain
classroom management, how to use my personality, voice and manner in
order to excite the students, how to incorporate pedagogical techniques to
encourage the students to listen to my instruction, and finally, I was able to
gain experience on how to create an atmosphere for students where they are
excited to learn. Lastly, I learned that it is of importance to include
approaches that apply to kinesthetic, auditory, and visual learners. As an
aspiring teacher, I understand that my duty will include the creation of
effective lesson plans that include accommodations and tools (technology,
assessment instruments, materials), for each individual student, following a
constructivist approach.
Artifact Rationale: In an educational system that supports constructivism,
it is of great importance to create effective lesson plans where diverse
learners can become motivated and interested in learning. In this, educators
must provide ways in which all students are included and are encouraged
and willing to participate. In having the opportunity to complete this teaching
seminar I were able to determine what the most productive ways to teach
students are, and ultimately determine what will be the most beneficial for
them. Motivation plays a key role in a students interest, engagement and
enjoyment in school and associated tasks such as homework and study
(Martin, 1). I found this quote important in regards to this artifact as it
References
Brophy, Jere E., and Wentzel, Katherine. Motivating Students to Learn. 4th Ed.
Routledge.
1-99.
Martin, Andrew, and Tracey, Danielle. Motivating Students to Learn. 1-4.
http://www.learninglinks.org.au/wp-content/uploads/2012/11/LLIS19_Motivating.pdf
Milkova, Stiliana. Strategies for Effective Lesson Planning. Center for
Research on Learning and
Reaching. (October 1, 2012) 1-6.
Assessment
Rationale
Motivation/
Anticipatory Set
(MINDS ON)
Question and Answers: asking students open-ended or closeended questions and giving them some time to think and answer.
TC=Teacher Candidate
ST= Student (random potential questions)
PR=Possible response
In math today we are going to start a new unit. This Unit is called
Measurement. What is measurement?
ST: When you measure something.
TC: excellent. What do we measure?
ST: We can measure anything like book, pencil and pen.
TC: What can we use to measure?
ST: Ruler.
TC: Can we use other objects to measure items such as cubes,
blocks, footsteps, strings and hands.
ST: Yes.
TC: Exactly, as long as we use the same size objects to
measure it is okay to use those items.
TC: Do you think if I use these two different size cubes to
measure an object, my answer will be correct/perfect?
ST: No because they are two different sizes.
TC: Thats right we can use anything to count but we need to
make sure its the same size.
TC: What are some things we can measure?
ST: books, classroom, tables, and chairs.
TC: Thats right, today we will be learning to measure the
length of something.
TC: Boys and Girls what are we exactly measuring when we
are looking at the length?
ST: We are measure how long and short and object is.
TC: Yes, we will look and guess to see which string will be long
and which string will be short.
TC: Lets look at the string on my right hand, if you think this
one is longer raise your hand.
ST: Students raise their hand.
TC: If you think the string on my left hand is longer raise your
hand.
ST: Students raise their hand.
TC: Now lets test to see which one is longer. Use linking
Student
Engagement/
Procedures
(ACTION ON)
Closure
(CONSOLIDATION)
Accommodations/
Modifications
Think, pair, share: have students find something that is short and
something that is tall and ask them to explain their reasoning.
Teacher will be able see each students understanding about the
lesson covered as they answer questions & will orally review what
students learned about in their lesson.
Review the meaning of measurement (to see how long an object
is) and length (to measure something to see how long or short an
object is), and reiterate the things one can use to measure objects
(a human being, a table, a line outside on the playground).
Today we learned about measurement and length. We compared
things using taller/longer than and shorter than.
Facilitate questions that draw upon their understanding: how did
we find out whether something was tall or short? What objects did
we find in the classroom that helped us measure things?
We learned that there are many things around the classroom that
we can measure such as books, chairs, tables. We also saw how
many things there are around the classroom that we can use to
find out if something is short or tall, such as linking cubes, rulers,
etc.
We measure every day. When we measure something we find out
how far it is from one end to the other end.
Use visuals, verbal cues and gestures when teaching so that there
is a variety of ways for the students to retain/understand the
information.
Prior knowledge: Students are familiar with counting as they count
every day when they are doing calendar in the morning >
Materials/Equipme
nt/
Technology
Reflection