Artifact 1- from coursework
Lesson Plan on the Women's Suffrage Movement
from EDUC 3501: Curriculum and instruction
This demonstrates my ability to incorporate a variety of instructional strategies, as I both tell students information directly as well as have them reflect on their feelings to relate to women in the past. It is also relevant and engaging to the students because they are actively involved in the process of gaining suffrage in the naming of the class-country. Moreover, this activity and lesson is based on the specialized knowledge of social studies. Additionally, the Think-Pair-Share moments allow for assessments that provide a variety of methods for students can demonstrate their achievement: written or spoken aloud in small or large groups.
from EDUC 3501: Curriculum and instruction
This demonstrates my ability to incorporate a variety of instructional strategies, as I both tell students information directly as well as have them reflect on their feelings to relate to women in the past. It is also relevant and engaging to the students because they are actively involved in the process of gaining suffrage in the naming of the class-country. Moreover, this activity and lesson is based on the specialized knowledge of social studies. Additionally, the Think-Pair-Share moments allow for assessments that provide a variety of methods for students can demonstrate their achievement: written or spoken aloud in small or large groups.
Women's Suffrage Lesson | |
File Size: | 209 kb |
File Type: |
Artifact 2- From pS1
Lesson Plan on Using Two Directions
This lesson is one of a series of lessons about mapping and building mapping skills, such as directional understanding. The lesson plan has explicit connections to the BC Curriculum of studies. I created this lesson based on a formative assessment from the previous week, where I saw that students would benefit from going over directions relative to things again. Moreover, formative assessment occurs throughout the lesson, mainly in the section with the mini-whiteboards/page-protectors. Here I could see each student's answer and address what I see as I see it. In previous lessons, some students said they understood the material but declined to participate in the in-classroom activities, so I could not gauge their understanding until I got their maps back at the end of the lesson. Additionally, having them move around to show their understanding of the cardinal directions relative to objects in the classroom allowed them to get out of their seats, which is always welcome with this class.
This lesson is one of a series of lessons about mapping and building mapping skills, such as directional understanding. The lesson plan has explicit connections to the BC Curriculum of studies. I created this lesson based on a formative assessment from the previous week, where I saw that students would benefit from going over directions relative to things again. Moreover, formative assessment occurs throughout the lesson, mainly in the section with the mini-whiteboards/page-protectors. Here I could see each student's answer and address what I see as I see it. In previous lessons, some students said they understood the material but declined to participate in the in-classroom activities, so I could not gauge their understanding until I got their maps back at the end of the lesson. Additionally, having them move around to show their understanding of the cardinal directions relative to objects in the classroom allowed them to get out of their seats, which is always welcome with this class.
social_studies_lesson_2_directions.pdf | |
File Size: | 104 kb |
File Type: |
Artifact 3- From PS1
Mapping Formative Assessment and Student Self-Reflection
These artifacts are from a mapping lesson where students work on directions and legends cumulate in a map. These were their "rough draft maps" and function as a formative assessment for my purposes because based on their maps, I know what I need to talk about before they do their final copies. Additionally, having them fill out the checklist and write down what they think they have done well and what they want to work on it allows them to self-reflect and be more active in their learning and aware of where they need to focus on for the next map themselves.
These artifacts are from a mapping lesson where students work on directions and legends cumulate in a map. These were their "rough draft maps" and function as a formative assessment for my purposes because based on their maps, I know what I need to talk about before they do their final copies. Additionally, having them fill out the checklist and write down what they think they have done well and what they want to work on it allows them to self-reflect and be more active in their learning and aware of where they need to focus on for the next map themselves.