The attached document is a brief, albeit wordy, presentation regarding “specific learning disabilities with an emphasis on reading within the context of a high school social studies classroom.” Although written over a year before I entered the classroom for my internship, my interest in literacy spurred me to learn more about reading disabilities. Much of my research yielded results on how to help students with reading difficulties in the classroom. I have made an effort to apply many of the strategies in my classroom. Even for students who are not labeled as having a learning disability in reading, they can benefit from using these strategies. One in particular that has been extremely beneficial as I work with certain students has been the idea of model thinking. By reading aloud and then walking students through my thought process verbally, they begin to see how they can think through some of their struggles.
Category Archives: L1: Learner centered
This paper was written in response to an assignment for my Students as Learners class. This attests to my ability to think about how students learn and interact with one another. As students change throughout their schooling careers, it is important to keep in mind where they are developmentally, and the teacher should be available to help students learn and mature as members of a great community.
The attached documents are a unit plan written for an eighth grade social studies classroom. Studying indistrialization, urbanization, and immigration is an important part of United States history, and this unit was designed to give students important information while encouraging them to make personal connections and think critically. The first document is the unit plan, which includes Desired Results, Assessment Evidence, and a Learning Plan. The second includes several corresponding lesson plans that include more detail about the specific lessons.
This unit plan was created using a backwards planning method, which we learned about in General Teaching Methods (EDU 6135) through our text, Understanding by Design. I started my planning with establishing clear objectives and defining the unit’s essential questions and enduring understandings. I then proceeded to create more detailed performance tasks and lesson plans.
Approval Standard S2 is “aligned with curriculum standards and outcomes,” focusing on “student learning targets and progresses to meet them.” My preparation of this unit plan demonstrates my competency in this area in that, first and foremost, I constructed this unit plan with specific standards and goals in mind. I chose several assessments and skills that students would know and be able to do by the end of the unit, and I create daily lesson plans to help accomplish that goal.