4.4 Content Knowledge – Designing Coherent Instruction in the area of Lesson and Unit Structure
Throughout the course General Inquiry and Teacher Assessment Methods (EDU 6150) I have been challenged to change how I approach the process and components of lesson planning. In the past, I had been more concerned with creating engaging learning activities than developing assessment tools for my students. Learning the ‘backwards design’ method where educators carefully consider assessment before designing activities along with studying the edTPA requirements has equipped me with a structured approach lesson planning for my future classroomsRead More »
8.1 Professional Practice – Participating in a Professional Community
Developing relationships and open discussion with other educators, emerging and experienced, has been a key part of processing the purpose of public education. The constantly changing landscape of education reform in the US, and Washington State, is filled with polarizing opinions, debates, and methods of improvement. Driven by “the search for a panacea” (Hunt, 2005, p.85) to social problems, legislation at different times in history has altered the purpose, funding, and importance of public education. Whether it is the increased emphasis of STEM subjects from A Nation at Risk (1983) or standards based testing through NCLB (2001) schools and teachers are still feeling the effects of education reform efforts. While I continue to understand and empathize with the academic environment I will enter into, collaborating with other professionals challenges me to question the sources of reform and imagine change coming from communities and not just government.Read More »
I first came into Curriculum Design (EDU 60166) with prior experience in creating and teaching lessons and curricula but not with aligning them to any standards, nor having a clear assessment plan for them. Looking back, the practice of ‘unwrapping’ state standards and turning them into a cohesive unit plan was the most intimidating and daunting task.Read More »
8.2 Professional Practice – Growing and Developing professionally.
Part of growing as a professional educator has been reflecting on my own journey as a student and challenging those ideas, beliefs, and practices I thought of as normal and acceptable in the classroom. During the course Learners in Context (EDU 6132) we covered self-efficacy and ego versus task involvement focused classrooms. Even though I grew up in competitive, mostly ego-involved classrooms I am now learning and processing how to create more a cooperative, task-involved environment for my future students. By understanding and treating students as individuals, using positive and personal feedback, and encouraging students to learn from failures I hope I can move away from my preconceptions and towards more fully supporting students’ academic motivation.Read More »