BCCT Standard # 3
Educators understand and apply knowledge of students growth and development.
Educators are knowledgeable about how children develop as learners and as social beings, and demonstrate an understanding of individual learning differences and special needs. This knowledge is used to assist educators in making decisions about curriculum, instruction, assessment and classroom management.
Educators understand and apply knowledge of students growth and development.
Educators are knowledgeable about how children develop as learners and as social beings, and demonstrate an understanding of individual learning differences and special needs. This knowledge is used to assist educators in making decisions about curriculum, instruction, assessment and classroom management.
For BCCT standard 3 I created a fun interactive fortune telling game to introduce Confucius, an educational philosopher, to my peers. The fortune teller is displayed by using my digital camera to take a photo of the finished folded project and the open layout.
Click here for an outline of educational theorists: http://tinyurl.com/7kkr3cp
Self-Reflection
Designing the Confucius fortune teller was creative and fun. Digital cameras have opened up many teaching moments, from a photo of my students at the beginning of the year so I can learn their names, to capturing content that can be shared via computer connections that were not available back in the old printed photo days. I will have my digital camera in my classroom to both use and share it's contents.
Context of Outcomes
Through researching nine theorists I have extracted what I find useful for my classroom from each philosopher of education. While teaching, I have learned to use many routes to teach such as visual, kinesthetic, auditory, and scaffolding to reach each student's abilities and learning style. There is no one recipe that will work to address all my students. I will keep learning varieties and developmental stages of each student in mind while creating my curriculum, classroom management style, and varied instruction and assessments. I meet the student's level and style of learning so they become keen learners. I am knowledgeable of individual learning differences by incorporating many educational theorists.
Artifact
Accommodations (adaptations, extensions, other ): How will you plan for students who have learning/behaviour difficulties or require enrichment?
S3; set him off on the right foot. Show him process is easy and he is very capable of completing worksheet. Tell him, once he finishes writing 'en' or 'an' to call me over and I'll read words with him. Monitor him for goofing off. There is no glue or scissors needed in his hand for this worksheet. If class is overwhelming for him, move S3 to 'solo table.'
S16; get her ball rolling by saying a few words with her. Explain simplicity of worksheet. off Check how S20 is doing, keep her incentive high with words of encouragement. Keep S17 on track, or send to table by himself!
S3; set him off on the right foot. Show him process is easy and he is very capable of completing worksheet. Tell him, once he finishes writing 'en' or 'an' to call me over and I'll read words with him. Monitor him for goofing off. There is no glue or scissors needed in his hand for this worksheet. If class is overwhelming for him, move S3 to 'solo table.'
S16; get her ball rolling by saying a few words with her. Explain simplicity of worksheet. off Check how S20 is doing, keep her incentive high with words of encouragement. Keep S17 on track, or send to table by himself!
Self-reflection and context of outcomes
This artifact is part of a lesson plan used for phonics. Each lesson I teach, has written adaptations for anyone I foresee needing them. This way I can expect the unexpected. This 'accommodations' area in my lessons is also used for those in need of enrichment. This area of my lesson plan allows me to use my knowledge for varied learners and make notes for individual learning differences and special needs.