T.I.P ASSIGNMENT RATIONALE

CONTEXT: I did a detailed research project on the roles of boys in the elementary classroom.  My assignment deals with the growing stereotypes that boys are a troublesome gender inside our schools both academically and in bad behavior.  I offered detailed problems and solutions to this problem along with data that supported my findings.  In a written assignment I observed a second grade class and found similar scenarios as that in my presentation.

IMPACT:  This assignment allowed for me to research and present my findings to my peers.  It broadened the experience by later accessing a classroom that through observations and activities I was able to further my study and see my research up close.

ALIGNMENT:

Standard 4:  Elementary teachers have a broad knowledge and understanding of the major concepts in social studies.

Indicator 14:  Teachers apply content to life skills.  Teachers:

                  • Provide an environment that fosters critical thinking and effective use of infor-                    mation

                  • Emphasize the use of maps for practical purposes

                  • Require consideration of multiple views

Standard 7:  Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Indicator 3:  Teachers promote new learning by using students' prior knowledge, misconceptions, and interests when designing lessons.

Indicator 4:  Teachers implement a variety of teaching and communication strategies for instruction.

Indicator 5:  Teachers assist students in developing multiple learning strategies to address discipline specific content, critical thinking, and problem solving skills.

Indicator 6:  Teachers modify instruction and assessments to meet the needs of individual students.

Standard 14:  Elementary teachers develop strategies to address topics that are controversial to diverse groups.  

Indicator 1:  Teachers understand and respect that families and communities may have diverse attitudes about the education process.

Indicator 4:  Teachers explore multiple viewpoints and respect values consistent with a democratic community by recognizing and valuing the family roles in education children of diversity.       

Indicator 5:  Teachers discourage prejudice, derogatory comments and stereotypical perspectives by modeling and selecting bias free instructional materials.

Indicator 6:  Teachers search for more effective means of educating all students in creating effective instructional goals, methods, materials, and skills that match the diversity of students.

Standard 16:  Elementary teachers develop as leaders in their schools and communities by staying informed about educational policy issues and supporting professional development.  Elementary teachers participate in co-curricular activities, provide leadership in student and curriculum involvement, and connect these activities to the development of citizenship ideals in their students.

Indicator 4:  Teachers participate in the selection of textbooks and resource materials that augment the elementary curriculum such as atlases, maps, children's literature, and software.

Indicator 8:  Teachers research and learn to apply best practices in elementary education and participate in the dissemination of those ideas.

Indicator 9:  Teachers understand the importance of collaborating with colleagues to strengthen content, research, and pedagogy as well as with the community to provide quality instruction that meets state competencies.

Indicator 10:  Teachers advocate for the rights and welfare of their students by involving appropriate school and community human resources in meeting the individual needs of each student.