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Part II: Connect e teaching artifact to a sub-standard and assess your proficiency
1.3 Candidate engage learners in a variety of learning experiences to capitalize on strengths
and build areas of development that are weaker.
Connect the teaching artifact/assignment with standard language: Using several strategies,
get to know one another and set expectations for the learning environment. By doing the
icebreaker and the group brainstorming, the teacher is able to assess the students level of
comfort in the class and talking in front of others, as well as their understanding of the Google
Classroom, where they would be submitting their work.
Source: Introduction Lesson Plan: Nicole Combs (2016).
Self-Assessment (Use the course assignment rubric as your guide):
Rubric Example:
Assignment Checklist
I included each element called for on the rubric. I received positive feedback from my professor.
He stated I had a good handle on teaching and I got all of the students involved. He noted the
students were actively engaged in the activities. My mentor teacher also noted I had more
students engaged than he did in a typical class. Based on the feedback, I fully met the requirements
of the assignment, and have met the standard.
According to Dr. Combs, my Expectations PowerPoint was good, and it was a good idea to let
students come up with their own consequences. She recommended I include online grading that
includes the expectations. This would allow families to be continuously engaged. They would be
able to see how students are meeting expectations and progressing toward proficiency in the
specific outcomes and standards.
o Resource: Dr. Sandra CombsHawaiian Studies Teacher, Kapaa High School, Kapaa, HI
Another way to look at expectations is to look at what students expect from teachers and schools.
The following youtube.com video highlights ten student expectations.
o http://www.youtube.com/watch?v=K96c-TGnSf4