Proposition 2
Teachers know the subjects they teach and how to teach them to students.
Mastery of subject area, skill and experience in instruction, utilizes skills and strategies to accommodate diversity.
Rationale- During my work at the University of New England I compiled an Interdisciplinary Unit of Study that showcases differentiated instruction and various teaching strategies using assessment to guide instruction. The unit plan was done in a Prezi format. The second artifact is a video that was made to showcase a balanced literacy structure in place within my classroom, meeting the needs of individual learners. The video was created by myself for use at a Middle Years convention I presented at, as well it is utilized within our division. My classroom is a demonstration site for balanced literacy instruction. I have also included the power point presentation and the implementation booklet I created for the Middle years presentation I made last year at the Saskatchewan Middle Years Convention. In the future I am hoping to add a video the Saskatchewan Ministry of Learning made while filming my classroom receiving balanced literacy instruction.
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Reflection- I have learned in teaching middle years that learning levels and abilities varies greatly within the classroom. For students to learn effectively they must be taught within their zone of proximal development. This can be tricky when one teacher needs to instruct students on curriculum standards. I utilize differentiated instruction and a universal design for learning. Individual needs must be taken into account for all students to find success. I have found that one way to successfully have students meet curriculum standards is to start with the backwards planning model. What do we want the students to know, then how are we going to go about reaching all their learning needs. A teacher cannot just purchase prepackage units to use year after year if they want to be successful with their students meeting curricular objectives. Effective planning cannot be completed unless a clear picture of the learners has been developed. Instruction in middle years needs to be fluid and adapted to meet the diverse needs of all learners at their learning levels. The work I have complied is not something that can be taken and used verbatim within a classroom. The structures are solid and do not change but the implementation of instruction must be suited to the needs of the environment and the learners within.