Domain+One

Domain I: Planning & Preparation

Component 1a: Demonstrating Knowledge of Content and Pedagogy

Description: Lesson planning requires educators to have knowledge of the content and prerequisite relationships. It also requires the planning teacher to use their knowledge of related pedagogy to have a range of effective strategies and to anticipate student misconceptions. Below is a Science Unit Plan that I wrote as a student that required content knowledge to be an effectively delivered lesson. The second lesson was written during my Student Teaching experience and required me to study the elements of poetry before I could effectively teach the content of this lesson.

My Artifact:

media type="custom" key="15528254"

My Artifact:

[|Curriculum Engine Reading/Language Arts Plans]

Reflection: As a former Pre-Kindergarten teacher, I have had to spend a considerable amount of time learning the content of Fourth Grade in order to effectively deliver the content. The above lesson plans demonstrates that I begin with the knowledge of the concepts so that I can relate that knowledge to other disciplines and anticipate any misconceptions that might arise. The comprehensive nature of the NSC lesson plan format required me to anticipate and pre-reflect on a lesson which has served me immensely as I've transitioned to a more condensed format of Curriculum Engine.

Component 1c: Setting Instructional Outcomes

Description: The instructional outcomes of a lesson provide the map for getting to the desired goal. The objective for a lesson bring value, sequence, alignment, clarity, balance, and suitablilty for diverse learners. The artifact below is an example of my Daily Objectives that are written in 'fourth grade language' to be student friendly.

My Artifact:



Reflection: Starting a lesson by stating the objectives is one of the most underused strategies I've observed in my classroom observations. It is my preference to have students read the objective aloud, act it out, and/or whisper to their shoulder partner what our objective for the lesson is. Originally, I just read the objective to the students in academic language and didn't integrate the outcome beyond that. Today, I carefully plan the objective in both academic language (on lesson plans) and in student-friendly language (displayed on white board). Lastly, I assign a student "Goal Keeper" to check that we've worked toward the outcome I'd planned at the end of the lesson.

Component 1f: Designing Student Assessments

Description: Writing assessments that are congruent with the instructional outcomes and Common Core Standards provides an aligned assessment that should drive future instruction. This artifact is an example of an assessment I wrote as a Student Teacher for the entire Fourth Grade Team to use.

My Artifact:

[|Affixes Assessment Written By Stacy Carpenter]

Reflection: With the onset of the adaptation of Common Core Standards, many educators are writing their own assessments to measure student's progress. During my student teaching experience, I had the opportunity to write at least one weekly assessment. This was not an area that I had a lot of experience in prior to student teaching, but with the direction of the principal, I have enjoyed writing assessments that demonstrate the specific standard that is being assessed. To accomplish that goal, I put the actual standard on the assessment. In my artifact, you'll notice the language in the standard is to 'build and extend', so I now know that I can't have students 'list' to demonstrate their knowledge of that standard. I've also learned that a Constructed Response should be included across the curriculum when assessing. It is my goal to grow in writing Constructed Response questions to effectively assess learning and to extend cognitive thinking to a deeper level of Depth of Knowlege and a higher level of Bloom's Taxonomy.