There are six components to Domain 1 - Planing and Preparation and the component which I am most comfortable with is "E" ~Designing Coherent Instruction. I believe that I am capable of translating the learning outcomes to the students in a way which they can best understand. I know what type of learner each student is and the can plan accordingly to get the desired results. I like to quesiton my students and have them explain to me what they know about a problem or equation before they begin to solve the problem. The question helps the students really think about what they know and have learned and how this knowledge can get them to the next level. However, the hardest part of this component is the depth of knowledge for the content. I feel that the hardest part of being a special education teacher is the need to have knowledge in all content areas.
The one thing I really enjoy at Grant County is there are 7 special education teachers, which are equally separated in 2 for 9th, 10th, and 11th grades (there is only 1 - 12th grade teacher). Each pairing divides the content; for example- I teach only Geometry and Math Development in a resource setting and collaborate in Geometry classes. Math Development is used as a prep class for KCCT, with flashbacks, reteaching, and reviewing, making sure students are firm on specific concepts. I do collaborate in one Science class, which I am weak so I do alot of common planning with that teacher. My partner, Ms. Howard, teaches English III, collaborates in English III and collaborates in one U. S. History class. This same example can be viewed in the Freshman and Sophomore academies. Once students get to 12th grade Ms. Southworth teaches and collaborates English IV, currently we are unsure how next year will development (Next year all 12th graders will need 4 math credits to graduate).
Having the content classes broken down in academies and teacher separate give the opportunity to develop a more indepth knowledge of a specific content area.
It is "component E" that ties all the instruction together. According to Danielson, this component is where, "teachers' knowledge of the content, knowledge of students, clarity of instructional outsomes and knoweldge of resources come together" (p. 57).
Monday, February 15, 2010
Snow Ball Dance
On Sat., Feb. 13, my daughter, Caitlin, attended her first Snowball Dance, at Walton Verona Middle School. I wanted to share her picture, because she looked absolutely beautiful. Normally she is a tomboy with blue jeans and t-shirts, so she felt a little out of her element. ENJOY!!
Monday, February 1, 2010
Enacting Curriculum
The purpose of curriculum is to develop student understanding and ability to apply knowledge to concepts.
If I understand the “Backward Design” approach correctly, it is the approach taken in many classrooms today. A “Common Assessment” has been created in advance that becomes the guide to what students should be learning in the classroom, demonstrates how students can apply knowledge and skills, and a helps the teacher make decisions on activities and accommodations that will help students become successful.
As a special education teacher, designing curriculum is minimum in regarding the content for Geometry, but developing strategies and accommodations is where my knowledge begins. In my classes, I use hands on activities, repetitive and guided practices, visual, written and verbal prompts and cues. I give several informal assessments weekly including; bellringers that are from previous lessons and exit slips from the daily lesson, quizzes, wipe boards, thumbs up, “paper wad fights”, post-it notes. My learning targets and objectives are similar to with the regular education teachers; however they are adapted to fit the needs and understanding of students with special needs. I use the common assessment as a guide to what my students need to be learning and assess if the understood the content. I use the data from the common assessments to make decisions on reteaching or continuing with other concepts.
If I understand the “Backward Design” approach correctly, it is the approach taken in many classrooms today. A “Common Assessment” has been created in advance that becomes the guide to what students should be learning in the classroom, demonstrates how students can apply knowledge and skills, and a helps the teacher make decisions on activities and accommodations that will help students become successful.
As a special education teacher, designing curriculum is minimum in regarding the content for Geometry, but developing strategies and accommodations is where my knowledge begins. In my classes, I use hands on activities, repetitive and guided practices, visual, written and verbal prompts and cues. I give several informal assessments weekly including; bellringers that are from previous lessons and exit slips from the daily lesson, quizzes, wipe boards, thumbs up, “paper wad fights”, post-it notes. My learning targets and objectives are similar to with the regular education teachers; however they are adapted to fit the needs and understanding of students with special needs. I use the common assessment as a guide to what my students need to be learning and assess if the understood the content. I use the data from the common assessments to make decisions on reteaching or continuing with other concepts.
Sunday, January 31, 2010
Curriculum Design
After taking care of family needs and students needs, I finally finished reading the articles and attempted to decipher the language and develop answers to the questions related to "task one". While reading I continued asking myself, "What is curriculum?" and "Why is curriculum important?", and kept returning to my experience. I consider curriculum is my teaching guide to developing the essential questions and objectives in the subject. In Wraga's article, "subject centered curriculum" is what high school curriculum tends to be designed to follow, as a high school special education teacher we focus on the core content and program of studies for content area and teach to high stakes tests. It has been my experience that subject centered curriculum is not conducive to student learning and application across all subject areas.
In the article, The Futility of Trying to Teach Everything of Importance." the modern curriculum seems to be ideal for students that are struggling. Modern curriculum gives teacher the flexiblibity and creativity to develop lessons based on core content that is essential to students futures, as we all know that each person learns differently and at various paces.
In the article, The Futility of Trying to Teach Everything of Importance." the modern curriculum seems to be ideal for students that are struggling. Modern curriculum gives teacher the flexiblibity and creativity to develop lessons based on core content that is essential to students futures, as we all know that each person learns differently and at various paces.
Thursday, January 21, 2010
Monday, January 18, 2010
Introduction
Hey there everyone in 615 and Teachers As Leader students, this is my first time blogging and it should be fun. It kinda reminds me of facebook. Good luck and hope everyone has a great semester.
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