Alverno advanced education ability: Integrative Interaction Acts with professional values. Teacher plans instruction based upon knowledge of subject matter, students, community, and curriculum goals. One notable lesson involved Molly and I taking an in school field trip to find out how numbers were used.
Alverno advanced education ability: Integrative Interaction Acts with professional values. Teacher plans instruction based upon knowledge of subject matter, students, community, and curriculum goals. One notable lesson involved Molly and I taking an in school field trip to find out how numbers were used.
Alverno advanced education ability: Integrative Interaction Acts with professional values. Teacher plans instruction based upon knowledge of subject matter, students, community, and curriculum goals. One notable lesson involved Molly and I taking an in school field trip to find out how numbers were used.
Alverno Advanced Education Ability: Integrative Interaction Acts with
professional values as a situational decision-maker, adapting to the changing needs in the environment in order to develop students as learners. Wisconsin Standards for Educator Development and Licensure: Standard 7 The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. While working with my student, Molly (name has been changed), in Tier 2 math intervention, I was seeing a pattern of errors that left me wondering how we could fill those gaps which were not being addressed with our Tier 2 math program, Do The Math. After careful documentation of errors, I discussed many possibilities with our instructional coach. With her guidance, we came up with a plan to help Molly succeed in her Zone of Proximal Development. We analyzed the types of errors and misconceptions she was having relating to her number sense and began a new path of instruction with her and I in a 1:1 setting. The instructional coach and I created groups of lessons based on the additional teacher resource, Teaching Arithmetic in the Do The Math modules. Once the framework was built, I had freedom to build lessons that made sense to Molly. One notable lesson involved she and I taking an in school field trip to find out how numbers were used. We toured our school stopping by classroom doors, the library, the office, and taking a peek at the parking lot. Mollys understanding that numbers could quantify, measure, or locate (label) was a revelation for her. We followed up that lesson with one where I wrote down 5 numbers that were special to me and listed what they represented. She was asked to match up the numbers with the reasons for importance (quantified, measured, or located.) Molly then repeated this activity with numbers that were important to her. This began her solid foundation for number sense. In this assignment, I explored the many hats that the teacher has to wear as the lead learner in a classroom. One of the many roles I explored was classroom designer. In this role it is imperative that the teacher creates a safe environment conducive to learning. Using professional knowledge to make decisions on that environment and adapting to changes in classroom dynamics demonstrates Alvernos ability of Integrative Interaction. Teachers
must be flexible and adapt to the changing moods of students, resources,
and time constraints in order to optimize the learning environment for their students. Wisconsin teaching standard 5 asks teachers to know how to manage a classroom. Going along with classroom design is the intent to create positive social interactions for students by flexibly grouping students for dialogue and collaboration. When I described the role of the teacher as an astute observer, I am demonstrating my understanding that keen observations can lead to adjustments in social groupings or in environment so that students may consistently be in their own Zone of Proximal Development.