Teaching Episodes (2):  

Portfolio Entry IV

Date Due Lesson I:  October 29 

Date Due Lesson II:  December 3

Context:

In this assignment you will demonstrate the ability to plan and teach two in-depth, standards-based lessons and reflect on student learning, and their teaching and growth over time.

We will be looking for evidence that you: 

1. Have knowledge and skills in the content of your endorsement(s) at a level that enables students to meet or exceed the standards represented in both the Fields of Knowledge and the Vital Results of Vermont’s Framework of Standards and Learning Opportunities.
2. Understands and use a variety of instructional strategies (Marizano) to provide opportunities for all students to meet or exceed the expectations in Vermont’s Framework of Standards and Learning Opportunities.
3. Create a classroom climate that encourages respect for self and others positive social interaction, and personal health and safety.
4. Use multiple assessment strategies to evaluate student growth and modify instruction to ensure the continuous intellectual, social, physical, and emotional development of every student.

Required Documentation

• Two Brain-Based lesson plans- from lessons taught at two different times during your field experiences.
• Samples of student work with analysis
• Analyzed digital video of lessons
• Mentors or Supervisor’s notes of lessons taught with evaluations of lesson by supervisor and/or mentor teacher

Analysis:

For each of the two lessons:

• Describe each lesson and the classroom context including:
• Grade level and curricular materials
• Classroom
• Number and ability levels of students
• Point in the teaching sequence the lesson takes place
• Rationale for lesson plan
• Summary of lesson, assessment(s), and student work

Analyze the effectiveness of your teaching and the level of student learning. Use the evidence from the video, transcription, or supervisor’s notes and your analysis of the students’ work when considering the following questions: 

• How appropriate were the standards/grade equivalents you selected for each lesson?
• How did your goals, assessments, activities and teaching materials align with the standards/grade equivalents?
• What information did your student work or assessments provide about student learning?
• In what ways were your teaching and management strategies effective or not effective in helping students meet or exceed the expectations for
• each lesson?
• How did you create a positive learning environment?
• How did your planning and preparation impact your teaching and student participation?
• How did this lesson demonstrate strength in your endorsement area?

Reflect on each lesson. Within the context of your reflection consider the following questions:

1. If you taught this lesson again what changes would you make to improve the effectiveness of your teaching?
2. How did your knowledge and skills in your content area enable your students to meet the standards or Grade Expectations?
3. What are your strengths and challenges in providing opportunities for all students to meet or exceed the standards or grade equivalents?

Reflect on the two lessons together. Within the context of your reflection address the following questions:

1. What changes did you make in your teaching between the two lessons and what impact did those changes have on student learning?
2. What are your strengths and challenges in providing opportunities for all students to meet or exceed the standards or grade equivalents?

Format:

This assignment will be supported by EDML 260 & 261- Lesson(s) will be taught in EDML 261 Field Experience

Part I- Traditional write-up of lesson plan with supporting examples of the student's work- (3) examples for each lesson 

Part II- Annotated Video for analysis and reflection. 

Framework: Lesson template.doc & Brain Based Lesson plan template- to be shared in class

Exemplar: The Lesson Plan without student work.docx

Rubric: Entry IV.pdf  

Percentage of Course Grade: 10%

Teaching Over Time- An "Understanding By Design" Unit:

Portfolio Entry V

Stage I- Identifying Desired Results  (10%)

Date Due:  October 19

Stage II- Determine Acceptable Evidence (20%)

Date Due:   November 2
                         

Stage III - Plan Learning Experiences and Instruction (50 %)

Date Due- Lesson 1-5:  November 18
Date Due- Lesson 6-10: December 7

Attendance and Participation  Self-Evaluation (10%)                          

Participation rubric.doc