EDU221StandardsConnections

Below are all of Maine's Common Core Teaching Standards and one additional one adopted by UMF. There was at least one project/activity this semester designed specifically for you to demonstrate proficiency in a specific standard. Many projects/activities targeted a specific set of standards but you as a learner could have engaged more fully with additional standards in the process. You are the expert as to which artifact(s) best demonstrates your learning and proficiency.

For your working standards portfolio this semester, you may select artifacts from any portion of practicum: Curriculum, Instruction, and Assessment; Field; Seminar; Learning Environments; Technology Integration.

The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
 * **1. Learner Development**

(Portfolio rationale assessed for TK20 in EDU 223) || * **Learning Styles** used in a lesson plan from Dr. Grace CIA course > **Beach Ball** (variety of resources, adaptive environment, various manipulative(s), choices of activities, spontaneity, extensions to activities and personal freedom), > **Clipboard** (organization, structure, visual directions, clear closure, sequential learning, clear procedures, consistent routines, clear expectations), > **Microscope** (discovery learning, analyzing concepts, deep exploration, discussion, focus on details, ownership), and > **Puppy** (comfortable environment, encouraging atmosphere, supportive grouping, safe climate, respectful colleagues, empathic listeners, sensitive peers) The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his or her full potential.
 * **2. Learning Differences**
 * **2. Learning Differences**

(Portfolio rationale assessed for TK20 in EDU 223) || * **Multiple Intelligences** used in a lesson plan from Dr. Grace CIA course > **Verbal** - How can I include reading, writing and speaking? > **Logical** - How did you include numbers, classification, critical-thinking and calculations? > **Visual** - How did you include visuals, colors, art, graph and pictures? > **Intrapersonal** - How did you include private learning time and student choice? > **Interpersonal** - How did you include group work, peer sharing and discussions? > **Kinesthetic** - How did you include movement, exercise, drama and crafts? > **Musical** - How did you include music, sounds, rhythms and dance? > **Naturalist** - How did you include human beings to recognize, categorize and draw upon certain features of the environment? || The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation.
 * **3. Learning Environments**

(Portfolio rationale assessed for TK20 in EDU 307/EDU 308) || * A teaching and learning sequence from one of your lessons in Dr. Grace's class || The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
 * **4. Content Knowledge**

(Portfolio rationale assessed for TK20 in EDU 224) || * Content Notes from one of your lesson plans in Dr. Grace's CIA course The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking, and collaborative problem solving related to authentic local and global issues.
 * Final lesson plan from formal observation ||
 * **5. Innovative Applications of Content**

(Portfolio rationale assessed for TK20 in Methods (EDU 360/361/362/363 or SHE 420) || * Student Sample of performance task for your unit The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.
 * Blog entry on Maine Memory Network, Google Earth, or Inspiration ||
 * **6. Assessment**

(Portfolio rationale assessed for TK20 in EDU 223) || * **Stage 2 Formative and Summative Assessments** from your unit in Dr. Grace's CIA course //__**Assessment of Learning**__// **(Summative)** - Culminating assessment are conducted at the end of a unit (Performance Task), course, or grade level to determine the degree of mastery or proficiency according to identified achievement. Summative assessments are evaluative in nature, generally resulting in a score or a grade. || The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
 * //Assessment for Learning// (Formative)** - Ongoing assessments provide information to guide teaching and learning for improving learning and performance. Formative assessment include both formal and informal methods (Checking for Understanding). **Feedback** is an important and critical component when ultilizing assessment for learning.
 * **7. Planning for Instruction**

(Portfolio rationale assessed for TK20 in EDU 224) || * Formal Lesson Plan (after edits based on post conference) || The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
 * **8. Instructional Strategies**

(Portfolio rationale assessed for TK20 in EDU 223) || * **Stage 3** select one of your **WHERETO's** from your unit in Dr. Grace CIA course (W) Know Where they’re going (the learning goals and state the understanding), Why (reason for learning the content and how does it connect to real life?) and What is required of them (unit goal (MLR/CCSS/NGSS), performance requirements and evaluation criteria) What evidence (product/artitfact) will show their learning? (T) Tailored and flexible to address the interests and learning styles of all students. How will you tailor the learning activities and your teaching to address the learning profiles and interest of your students? (O) Organized and sequenced to maximize engagement and effectiveness. How will the learning experience be organized to maximize engaging and effective learning using higher order thinking? || The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
 * (H) Be Hooked engaged in digging into the big ideas (e.g., through inquiry, research, problem-solving, experimentation)? How will you hook and engage the learners? In what ways will you help them connect the desired learning to their experiences and interests?**
 * (E) Have adequate opportunities to Explore (Cooperative Learning) and Experience big Ideas and receive instruction to Equip (Graphic Organizer) them for the required performance? What learning experiences will help develop and deepen understanding of important ideas?**
 * (R) Have sufficient opportunities to Rethink (Check for Understanding), Rehearse, Revise, and Refine their work based upon timely feedback? How will you encourage the learners to rethink previous learning? How will you encourage ongoing revision and refinement?**
 * (E) Have an opportunity to Evaluate their work and set future goals? How will you promote students' self-evaluation and reflection?**
 * **9. Reflection and Continuous Growth**

(Portfolio rationale assessed for TK20 in EDU 224) || * A particularly meaningful reflection that you did after one of Dr. Theresa's major projects (be sure to redact personal information that you don't want shared publicly) The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
 * A blog entry that shows you are a reflective practitioner
 * Reflection on Community Event (attend a school board meeting, a sporting event, ...) ||
 * **10. Collaboration**

(Portfolio rationale assessed for TK20 in EDU 222) || * Reflection on Community Event (attend a school board meeting, a sporting event, ...) Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
 * Networking at ACTEM/MooseTech (artifact could be the participation certificate from the conference, the .pdf file of your iBook,...) ||
 * **11.1 Facilitate and Inspire Student Learning and Creativity**

(11.1, 11.2, 11.3, 11.5, and 11.6 rationales are required to be completed for EDU 222; student selects one of those 5 to be assessed in TK20 in EDU 222) || * Student Sample of performance task for your unit Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the ISTE Standards•S.
 * One of your lessons in Dr. Grace's CIA course
 * if your iPad app does this, then your iBook about the app ||
 * **11.2 Design and Develop Digital Age Learning Experiences and Assessments**

(11.1, 11.2, 11.3, 11.5, and 11.6 rationales are required to be completed for EDU 222; student selects one of those 5 to be assessed in TK20 in EDU 222) || * **Technology Product** Mini-Student Sample from your lesson presentation in Dr. Grace's CIA course || Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
 * **11.3 Model Digital Age Work and Learning**

(11.1, 11.2, 11.3, 11.5, and 11.6 rationales are required to be completed for EDU 222; student selects one of those 5 to be assessed in TK20 in EDU 222) || * 3-2-1 Report Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
 * Reflection after "Emerging Technology" (iPad) unit
 * your iBook about your iPad app depending on the app ||
 * **11.4 Promote and Model Digital Citizenship and Responsibility**

(Portfolio rationale assessed in EDU 222) || * WebQuest (you had to evaluate Web sites before you included them as resources, model finding graphics that you had permission to use and model how to give correct citations,...) Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
 * MEL (you had citations, demonstrated respect for intellectual property by giving Mike Muir and the article credit,...)
 * Teacher Tool Kit page on anti-plagiarism (if you have one)
 * Blog entry on copyright and fair use or blog entry on Wes Fryer chapter 4 about copyright
 * Internet Resource Evaluation document ||
 * **11.5 Engage in Professional Growth and Leadership**

(11.1, 11.2, 11.3, 11.5, and 11.6 rationales are required to be completed for EDU 222; student selects one of those 5 to be assessed in TK20 in EDU 222) || * Presenting an iPad app that you researched to in-service teachers at ACTEM/MooseTech (artifact = .pdf file of your iPad presentation iBook)
 * Positive Learning Environment Seminar (PLES) Planning Document ||
 * **11.6 Be familiar with the ISTE Standards Students**

(11.1, 11.2, 11.3, 11.5, and 11.6 rationales are required to be completed for EDU 222; student selects one of those 5 to be assessed in TK20 in EDU 222) || * Spreadsheet of ISTE Standards•S reflections ||