Portrait of a Teacher
Storyboard Text
- Portrait of a Teacher: Standard 3
- 3. Apply knowledge of learners, disciplinary content, pedagogy, and assessment to teach effectively: a. Provide culturally and linguistically responsive instruction that respects diversity of ability, age, class, ethnicity, gender, language, race, religion, and sexual orientation to support the academic achievement of all studentsb. Plan and implement rigorous instruction that engages all students in meaningful and challenging learning c. Promote creative thinking, critical thinking, and critical consciousness within and beyond the classroom d. Create curriculum, instruction, materials and assessments that are universally designed and accessible to support the intellectual, social and personal development of all students e. Use multiple forms of assessment to measure and evaluate impact on student learning, achievement and progress, and to inform instruction
- What does Standard 3 mean?
- So what are some creative ways we can "jazz" up this topic: The Life of a Lion
- How about "King of the Jungle" ?
- Standard 3 in Practice
- That's a good idea! I was thinking of "The Roaring Life of a Lion". Let's find a way to combine our ideas.
- In my observation, I noticed Standard 3 of Portrait of a Teacher being portrayed.
- Standard 3 in Practice
- Instead of "The Life of a Lion" we came up with: "The Roaring Life of the King of the Jungle"
- This standard is all about taking the curriculum and content and teaching it in a way that benefits all learners. Specifically, the standard addresses implementing engaging and meaningful instruction that challenges students, while assessing them in various ways. It allows for students to think creatively and critically. Over all, learning is accessible for all students and the students are educated as a whole.
- Standard 3 in Practice
- You all did amazing today! Thank you for sharing. Your new topics are very creative.
- I noticed Standard 3 being practiced in several ways. One way, is the teacher taught the material of “Jazzing Subtopics”in whole class then let the students work in pairs. By using whole group discussion first to introduce, model, and brainstorm the students were able to share aloud their ideas and learn from meaningful class discussion.
- Significance
- Then in pairs, students were able to engage and learn from one another. After each group had a few minutes to come up with interesting topics and then they shared their ideas together in front of the class. It was a good way to for students to collaborate with each other and be creative. The whole time while students were sharing their ideas their classmates were supporting each other and having fun hearing what silly and fun topics their classmates came up with.
- By bringing the class together and then separating them allows students who do better in whole class discussion to thrive, while also giving the opportunity for those who do better in small discussion to succeed as well. During all of this time, the teacher was observing and informally assessing to see how the students responded to the material.
- This example is significant in our practice because our jobs as educators are to find engaging ways to promote learning. All students learn differently so by providing various methods for students to show their understanding makes students feel accomplished and open to learning.
- Great Work!
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