DOMAIN 3
3a Communicating with Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and Responsiveness
3a Communicating with Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and Responsiveness
Artifact 1
3e
This is a photo of a day where we had 2 classes in the gym at the same time instead of the usual one. This was on a shortened day so the Computer Teacher spoke with me earlier in the week during our Specials collaboration meeting about sending his class to PE on that day. I agreed to take his students and we worked together and taught the students a warm up that involved Planks and the main activity was a game called Backyard Cleanup and we had it be class against class. We did this for each of the classes we both had on that day.
3e
This is a photo of a day where we had 2 classes in the gym at the same time instead of the usual one. This was on a shortened day so the Computer Teacher spoke with me earlier in the week during our Specials collaboration meeting about sending his class to PE on that day. I agreed to take his students and we worked together and taught the students a warm up that involved Planks and the main activity was a game called Backyard Cleanup and we had it be class against class. We did this for each of the classes we both had on that day.
Artifact 2
3a
This is a photo of where I had to engage students in learning. The main activity that was for that day was Fast Football, a game where passing the ball quickly is crucial. I split the gym in half and had the boys on one side and the girls on the other. The boys had little problems with the rules while the girls had some trouble. I gathered all the girls around the board and drew out for them the directional aspect of the game and what to do when one team was on offense and the other on defense. After that, the girls got a hold of the game and the game went smoothly and it turned out to be really fun for them.
3a
This is a photo of where I had to engage students in learning. The main activity that was for that day was Fast Football, a game where passing the ball quickly is crucial. I split the gym in half and had the boys on one side and the girls on the other. The boys had little problems with the rules while the girls had some trouble. I gathered all the girls around the board and drew out for them the directional aspect of the game and what to do when one team was on offense and the other on defense. After that, the girls got a hold of the game and the game went smoothly and it turned out to be really fun for them.
Artifact 3
3c
This artifact is a piece of instructional material that we use when we go over the topic of macronutrients: proteins, fats, and carbohydrates. How we teach the students is by explaining to them what types of foods would be considered under each of the macronutrients. After that explanation, we would read a card out loud and ask if a student knows what it would fall under. We would then ask why and if correct, we move onto the next card and if not, we would ask a friend to help him/her out. With the 1st and 2nd graders, I test the waters to see if they can identify what macronutrient it falls under. If it becomes difficult, then I switch plan and ask the students to give me a thumbs up or thumbs down to identify what macronutrient the food goes under.
3c
This artifact is a piece of instructional material that we use when we go over the topic of macronutrients: proteins, fats, and carbohydrates. How we teach the students is by explaining to them what types of foods would be considered under each of the macronutrients. After that explanation, we would read a card out loud and ask if a student knows what it would fall under. We would then ask why and if correct, we move onto the next card and if not, we would ask a friend to help him/her out. With the 1st and 2nd graders, I test the waters to see if they can identify what macronutrient it falls under. If it becomes difficult, then I switch plan and ask the students to give me a thumbs up or thumbs down to identify what macronutrient the food goes under.