Standard+7

= = =Standard 7=
 * Standard 1 *Standard 2 *Standard 3 *Standard 4 *Standard 5 *Standard 6 *Standard 7 *Standard 8 *Standard 9 *Standard 10

The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
=Evidence =

=Rationale=

For this particular science project students were put into groups of three. They were given an introductory tutorial of what the project was going to entail, and then were given time to conduct their research. Each student was responsible for becoming the expert on two planets and one additional phenomenon (aurora borealis, a particular constellation, meteorites, etc.) of their choosing. This course was developed to meet the curricular expectation that students in our 5th grade classes conduct their own research to further their learning and understanding of the solar system that we live in. This project was created for my fifth grade science class and this lesson was actually taught back in November and December. This piece of evidence is important to my development as a teacher because it was the first time I really stepped back and planned out an entire unit from beginning to end. I left some wiggle room in the schedule, but aside from those few additional days built in I was able to keep the schedule intact since the pacing was appropriate for my fifth graders. This unit taught me how to organize and plan an entire unit out in a systematic way that goes above and beyond any planning I had ever done until this point. Through the creation of this unit I learned that students will often take more away from a well designed unit where they have some creative flexibility. This project had very specific requirements, but the creative name and theme of their newsletter was solely up to each group to choose cooperatively. I also think it forced me to take contextual considerations into account when I was planning, and this helped me to think about the instructional materials I’d need, student interests, needs, and how to create a community resource that would benefit all. At the end of the unit we printed off our newsletters and shared them as study tools. The students thought it was really cool that they basically created the materials that they’d be tested on at the end of the unit. My students really bought into this project and again they were left with a great deal of knowledge at the end of the unit that translated to very high scores on the culminating assessment.

=KSDs=


 * 7.K.3 The teacher knows when and how to adjust plans based on student responses and other contingencies. **

When setting up an intensive research project like this one dealing with the solar system I learned through reflection to build in a couple of days so that adjustments can be made based upon student need. I have a great sense of how my students are feeling, and when I can sense they are stressed when working hard we will always have a discussion near the end of the deadline. I have learned to explain to them that these deadlines are set to motivate them, but because they are working so hard that I will extend this deadline. We debate what will be a reasonable deadline taking into consideration what will be forthcoming in science and they always help me make a reasonable extension. In the case that they don’t I always assure them that I have the right to veto any unacceptable extension.


 * 7.S.3 The teacher creates lessons and activities that operate at multiple levels to meet the development and individual needs of diverse learners and help each progress. **

The research component of this allowed for much interpretation and my weaker students interpreted it much differently than my stronger students, and this was exactly what I was hoping for. Because of this they actually altered how they conducted their research and were able to differentiate based upon their thoroughness and research skills. My struggling learners found exactly what needed to be found, and the other learners went above and beyond since I explained that expectations are different for everyone based upon ability.


 * 7.D.2 The teacher believes that plans must always be open to adjustment and revision based on student needs and changing circumstances. **

This belongs hand-in-hand with 7.K.3 from above because I do strongly believe that plans must be open for adjustment based on student needs and changing circumstances, and that students should have a say in the timeline for an extension. They normally are very reasonable when given the task to decide this with the teacher’s guidance and information, and they walk away with a stronger sense of democracy and investment within the project itself.