Ms. Yorke's
Standard #1: Learner Development
The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Summary: To me, this standard explains my responsibility as a teacher to understand that all students learn differently and that my planning must be centered around the needs of my students. I need to design lessons that span the learning preferences of the students and ensure that they are balanced appropriately as to cater to their skill level and provide a challenge.
Artifact 1: Student Survey
Critical Dispositions: 1(h) Respects learner’s differing strengths and needs and is committed to using this information to further each learner’s development.
Description: On my first day at Madison Jr. High School, I gave students a short questionnaire to take home and fill out, encouraging them to take their time completing it. The questions ranged from personal interest, to feelings about school and ended up being quite telling as to how they perceive the school community. The questions were concise, yet provided me with a great deal of information about my students.
Artifact 2: Habits of Work
Essential Knowledge: 1(f) Identifies readiness for learning, and understands how development in any one area may affect performance in others.
Description: Habits of Work rates students' proficiency in three main areas; Respectful and Cooperative Behavior, Responsible Citizen, and Productive and Engaged Worker. Students self-assess their performance daily in each of these categories. Every week I look at what they have rated themselves and if I agree, students put a sticker on a chart in the classroom that corresponds with their performance in that area. For example, if a student receives a one in a category, they put a red sticker on the chart. Students get a yellow sticker for a two and a green sticker for a three. Fours are reserved for exceedingly good performance and students recognize that this is difficult to achieve.
Rationale: The results of the survey told me exactly what I needed to do to engage my students, driving the design of my unit. Many of my students indicated that they prefer hands-on, activity based learning, which ultimately guided me to including activities multiple times a week. Students were also very honest on the survey. Some told me that they have a learning disability, while others noted that, though they usually need help, they will not typically ask for it. These were the things that I constantly kept in mind as I planned and implemented lessons.
Rationale: The Habits of Work allow me to assess academic mindsets and character traits that are critical to students' readiness to learn. It allows me to view students' growth and determine what areas they need more support in to achieve success. Though these areas specifically target academics, they are critical in developing learners into responsible young adults and instill important core values. The chart makes students more mindful of their habits and improves their overall preparedness and attention to detail.