INTASC standard two is about the development of students. This standard talks about the development of students physically, socially, emotionally, and cognitively. When implementing this principle the teacher needs to take into consideration the age of their students and their development in order to plan an effective lesson. If teaching a middle school or even really a high school lesson, the teacher should take into account that most students are going to talk no matter what. To deal with this the teacher should plan a group activity, therefore allowing the students to talk, but as they talk they can learn the material they need to. In education psychology we discussed the idea of adolescent students have a short attention span and not paying attention for long periods of time, therefore breaking up the lesson with a group activity so that students can interact is a good idea. Another way the teacher could embrace their development is to challenge them intellectually. I believe that some students are really smarter than what they reveal because they do not want to be called a “nerd” or “geek” by their peers. If the teacher challenges the students intellectually, then a lot of times students will flourish. To see the students really flourish I would make an independent activity so that the students are not afraid to show what they really know because only the teacher and them will know what they wrote. As learned in educational psychology during the adolescent years students tend to care more about what their peers think of them as oppose to what their family or other adults in their life think. Teachers need to take this into considerations because if they do not understand their students then they will not be able to connect with their students and come to a general understanding. Being able to understand your students development and habits is the importance of this INTASC principle.
Artifact A is a Child Study that I completed during the first semester of my professional year. I completed the assignment during my Middle School rotation at Magnolia Middle School in Harford County Maryland. Included are my observation notes of Student X for three days, and interviews with two professionals in the building that have had interactions with Student X. This artifact demonstrates my proficiency in this principle because I observed the students behavior and found information about his cognitive, social and emotional needs. I first observed Student X three times in my mentor’s classroom, then observed him in his science class. After I completed the observations I interviewed his sixth grade science teacher from the previous year and his current vice principal. Throughout this project I observed how the student learned, developed and then I reflected on all the information I gathered. This artifact will ultimately have a positive impact on student achievement. Knowing how this particular student learns will help me understand other students like him that I may come across in the future. This artifact demonstrates the “analyzing” aspect of the Planning-Teaching Learning Cycle because I observed one particular student who is unique which will help me in the future.
Artifact B is a Validated Practices Project that was completed during my first rotation of student teaching at Magnolia Middle School. At the middle school I was teaching seventh grade social studies, with children ranging in age from eleven to thirteen. For this project I gave the students a pre and post assessment that covered information from three lessons. The class whose data is shown is an on grade level class. This artifact demonstrates my proficiency in this principle because the lessons that were taught were student centered for a majority of the time. To meet the students who may have struggled I made sure while developing the lesson that I met their needs by modeling activities and having them highlight while they read. Since they were in seventh grade, I know that they tend to work better in small groups, so when it was possible I made sure to have the students work in small groups. This artifact will ultimately have a positive impact on student achievement because as long as I continue to know my students and can plan accordingly they will be successful just as they were for this project. After analyzing my post assessment grades, my classes’ average score had improved by twenty eight percent. This artifact demonstrates the “planning” aspect of the Planning-Teaching-Learning cycle because if I had not planned lesson activities based off my students needs and learning styles the project would not have been as successful as it was.
Artifact A is a Child Study that I completed during the first semester of my professional year. I completed the assignment during my Middle School rotation at Magnolia Middle School in Harford County Maryland. Included are my observation notes of Student X for three days, and interviews with two professionals in the building that have had interactions with Student X. This artifact demonstrates my proficiency in this principle because I observed the students behavior and found information about his cognitive, social and emotional needs. I first observed Student X three times in my mentor’s classroom, then observed him in his science class. After I completed the observations I interviewed his sixth grade science teacher from the previous year and his current vice principal. Throughout this project I observed how the student learned, developed and then I reflected on all the information I gathered. This artifact will ultimately have a positive impact on student achievement. Knowing how this particular student learns will help me understand other students like him that I may come across in the future. This artifact demonstrates the “analyzing” aspect of the Planning-Teaching Learning Cycle because I observed one particular student who is unique which will help me in the future.
Artifact B is a Validated Practices Project that was completed during my first rotation of student teaching at Magnolia Middle School. At the middle school I was teaching seventh grade social studies, with children ranging in age from eleven to thirteen. For this project I gave the students a pre and post assessment that covered information from three lessons. The class whose data is shown is an on grade level class. This artifact demonstrates my proficiency in this principle because the lessons that were taught were student centered for a majority of the time. To meet the students who may have struggled I made sure while developing the lesson that I met their needs by modeling activities and having them highlight while they read. Since they were in seventh grade, I know that they tend to work better in small groups, so when it was possible I made sure to have the students work in small groups. This artifact will ultimately have a positive impact on student achievement because as long as I continue to know my students and can plan accordingly they will be successful just as they were for this project. After analyzing my post assessment grades, my classes’ average score had improved by twenty eight percent. This artifact demonstrates the “planning” aspect of the Planning-Teaching-Learning cycle because if I had not planned lesson activities based off my students needs and learning styles the project would not have been as successful as it was.