Library 590 Fieldwork

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Instructional Delivery

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Category III: Instructional Delivery

Citations (with various research assessments)

Animoto Autobiographical Poem and Video

SmartBoard Training

Spotlight on Dickens Research (http://mrsauld.wikispaces.com/A+Christmas+Carol)

Reflection

Citations (with various research assessments)

Mrs. Antonuccio worked with the students on creating proper citations with some of their research assessments. We looked at what the students had done with citations up to this point at the Intermediate and Middle Schools. Students had listed websites, but had not yet created a proper Works Cited. For the research essays, I required the students to create Works Cited. To prepare, Mrs. Antonuccio went to the MLA and Perdue websites to double check what formatting had changed. We updated our handouts and instructed the entire class how to use the citation generating website. Students practiced on their computers and then made their own Works Cited for the sources used. This meets the Instructional Delivery category because we were very proactive in our approach by giving them a step-by-step process. We also were knowledgeable about the most up-to-date formatting through MLA. I also was extremely flexible when working with the students. When they were unsure of how to access something on the website, I was able to visit students. Mrs. Antonuccio also helped by Co-Teaching with me. She assisted students with their formatting and modeled appropriate citations.

 

 

Animoto Autobiographical Poem and Video

Students were able to use new technology to create video poem about themselves. This assessment and instruction meets this category because of the technology instruction piece. I stepped students through the process of using Animoto by using the large screen and allowing students to practice with the website. I also was very careful to know exactly how the website works. Before having the students create their own videos, I made mine. I was then able to share this video with the students to show them a finished model. This engaged the students and allowed them to see very clear expectations for the goals.

 

 

SmartBoard Training

The SmartBoard Training was very helpful to my instruction, especially as a teacher-librarian. I am able to use this instruction to engage students across all ability levels and through several learning styles. Students will be able to engage with materials through auditory, visual, and tactile work. Students are now able to share their work by taking the role of instructor through the SmartBoard. This training gave me new ideas of how to use this technology.

 

 

Spotlight on Dickens Research

This research assessment meets the Instructional Delivery category because it is aligned directly to PA and Common Core Standards. Also, students’ directions are extremely clear. They are shown an outline and given an action plan. Their notes are organized with guiding questions and suggested websites are supplied. It allows students to truly understand when they have met the end of the research by using these guiding questions. These guided questions and organizers also help met to give the students quick and helpful feedback. I see if a student has used more than one source as well as if they have enough information using the notes guides and action plan.

 
PA- PDE-430 Form - Evaluation Form for Student Professional Knowledge and Practice
Category: Category I: Planning and Preparation – Student teacher/candidate demonstrates thorough knowledge of content and pedagogical skills in planning and preparation. Student teacher makes plans and sets goals based on the content to be taught/learned, knowledge of assigned students, and the instructional context.
Indicator: Knowledge of content
Indicator: Knowledge of Pennsylvania’s K-12 Academic Standards
Indicator: Knowledge of students and how to use this knowledge to impart instruction
Indicator: Use of resources, materials, or technology available through the school or district
Indicator: Instructional goals that show a recognizable sequence with adaptations for individual student needs
Indicator: Assessments of student learning aligned to the instructional goals and adapted as required for student needs
Category: Category II: Classroom Environment – Student teacher/candidate establishes and maintains a purposeful and equitable environment for learning, in which students feel safe, valued, and respected, by instituting routines and setting clear expectations for student behavior.
Indicator: Expectations for student achievement with value placed on the quality of student work
Indicator: Attention to equitable learning opportunities for students
Indicator: Appropriate interactions between teacher and students and among students
Indicator: Effective classroom routines and procedures resulting in little or no loss of instructional time
Indicator: Clear standards of conduct and effective management of student behavior
Indicator: Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher
Indicator: Ability to establish and maintain rapport with students
Category: Category III – Instructional Delivery - Student teacher/candidate, through knowledge of content, pedagogy and skill in delivering instruction, engages students in learning by using a variety of instructional strategies.
Indicator: Use of knowledge of content and pedagogical theory through his/her instructional delivery
Indicator: Instructional goals reflecting Pennsylvania K-12 standards
Indicator: Communication of procedures and clear explanations of content
Indicator: Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student needs
Indicator: Use of questioning and discussion strategies that encourage many students to participate
Indicator: Engagement of students in learning and adequate pacing of instruction
Indicator: Feedback to students on their learning
Indicator: Use of informal and formal assessments to meet learning goals and to monitor student learning
Indicator: Flexibility and responsiveness in meeting the learning needs of students
Indicator: Integration of disciplines within the educational curriculum
Category: Category IV – Professionalism - Student teacher/candidate demonstrates qualities that characterize a professional person in aspects that occur in and beyond the classroom/building.
Indicator: Knowledge of school or district requirements for maintaining accurate records and communicating with families
Indicator: Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for Educators; and local, state, and federal, laws and regulations
Indicator: Ability to cultivate professional relationships with school colleagues

Evidence

File Attachments:
  1. Animoto Autobiographical Poem & Video Animoto Autobiographical Poem & Video
    Arrow Close Show associated standards
  2. Spotlight on Dickens Research Spotlight on Dickens Research
    Arrow Close Show associated standards
Author: Amy Auld
Last modified: 12/6/2013 7:29 AM (EDT)