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Three projects demonstrate my proficiency in standard three: middle grades curriculum, instruction, and assessment. The Impact on student Learning project included lesson plans, formative and summative assessments, and an evaluation of my own performance. The Civil War interdisciplinary unit and the Martin Luther King story book incorporated technology alongside researchbased teaching strategies.
Three projects demonstrate my proficiency in standard three: middle grades curriculum, instruction, and assessment. The Impact on student Learning project included lesson plans, formative and summative assessments, and an evaluation of my own performance. The Civil War interdisciplinary unit and the Martin Luther King story book incorporated technology alongside researchbased teaching strategies.
Three projects demonstrate my proficiency in standard three: middle grades curriculum, instruction, and assessment. The Impact on student Learning project included lesson plans, formative and summative assessments, and an evaluation of my own performance. The Civil War interdisciplinary unit and the Martin Luther King story book incorporated technology alongside researchbased teaching strategies.
Artifacts: Impact on Student Learning Project; Civil War
Interdisciplinary Unit; Martin Luther King Jr. Autobiographical StoryJumper Topic/Title: Courage Unit Research Project; Interdisciplinary Unit with Social Studies, Language Arts, and Science; Civil Rights Leader Autobiography Medium: Google Docs, Microsoft Word, Prezi, StoryJumper Technology Used: Microsoft word, Internet, Promethean Board, Library Databases I chose three projects from my middle grades education courses to demonstrate my proficiency in Standard Three: Middle Grades Curriculum, Instruction, and Assessment. I completed my Courage Research Unit Impact on Student Learning Project (ISLP) during my student teaching in 6th grade advanced placement language arts. For this project, I developed a research project for a unit which included: lesson plans, formative and summative assessments, and a thorough analysis of student work. I used the data collected from assessments to determine my students growth and an evaluation of my own performance. The interdisciplinary unit was completed in conjunction with three other middle grades teacher candidates. Each of us chose at least one of our content areas to create lesson plan sequences based on the American Civil War. My portion of the unit focused on language arts, and I included a reading guide for Uncle Toms Cabin and other analyses of literary works during the era. Lastly, I created a visual aid
to represent Dr. Martin Luther Kings life using StoryJumper.com. This is
a creative way to engage learners in teaching the Civil Rights Era and Dr. Kings background. Each of these three projects demonstrates my ability to understand and apply relevant middle grades concepts and instruction in my lesson plans. They also show my ability to utilize effective assessment strategies that are both developmentally responsive and age appropriate for a variety of middle grades learners. Both the Civil War interdisciplinary unit and the Martin Luther King story book puts on display my ability to work collaboratively with my fellow teacher candidates on a variety of topics that sought to make cross-curricular connections to ensure our students received the most developmentally responsive and relevant instructional materials possible. In addition, all three of these projects incorporated technology alongside researchbased teaching strategies to ensure students received an engaging education that works in conjunction with state standards. With the ISLP, I was able to incorporate my content knowledge with my knowledge of the students to make the best instructional decision based on their interests, learning styles, etc. This knowledge provided me with the opportunity to explore concepts that my students found interesting and relevant while reflecting on my pedagogy, all of which feed into my proficiency in Standard Three.