Portfolio+Entry+Slip

= ** __ Reflection Entry Slip for Candidate’s PRE-STUDENT TEACHING Portfolio Evidence  __  ** = ** __ Candidate’s Name: Corey Martin  __ ** ** __ Professor(s): Diane Santurri  __ ** ** __ Course Title and number: __ **** __ EDUC 5575 Digital Collaborative Tools __ **  ** __ Artifact Title and Date Submitted: __ **** __ Reading Comprehension Lesson Plan 02/15/10 __ ** RIPTS 8 states; Teachers use effective communication as the vehicle through which students explore conjecture, discuss, and investigate new ideas. 8.3 Teachers use technological advances in communication, including electronic means of collecting and sharing information, to enrich discourse in the classroom and the school.  ** 2. **** __ NETS: __ ** 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 NETS a. Teachers design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. a. Teachers demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. b. Teachers collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. c. Teachers communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. d. Teachers model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
 * 1) ** __  RI Professional Teacher Standard(s)/Indicator(s):  __ **
 * 1)   Design and Develop Digital-Age Learning Experiences and Assessments
 * 1) ** __  CEC Standard(s):  __ **
 * 1) ** __  Cultural Competencies  __ **

__ **5.** **Brief Description of Artifact:** __
For our final project in EDUC 5575 we were to find an original lesson plan and incorporate a web tool, which has not already been discussed in class, into a revised lesson plan. This Revised Lesson Plan is to be formatted in the form of a Wiki, which had been previously discussed and explored during class lectures, readings, and assignments. The Lesson Plan is then presented to the rest of the class in the form of an oral presentation. These artifacts required us to research beyond the classroom for useful web tools and integrate them into an organized lesson plan in accordance with the GLE’s, RIPTS, and NETS. The artifact is to represent the skillful application of technological tools into a modern curriculum. **  5. __Reflection:__    ** **  ( Write a SEPARATE reflection For EACH standard/indicator you are addressing with this artifact.)   ** **  Explain how your artifact demonstrates that you have successfully met the indicated standard. Describe what __you__ have learned about good teaching as a result of the work represented in this artifact. Reference relevant research and theorists as well as your own experience (e.g., class discussions, school observations, course readings) when appropriate. How might what you learned in the development of this artifact influence your future practice? **   For evidence of RIPTS 8.3** ; **Teachers use technological advances in communication, including electronic means of collecting and sharing information, to enrich discourse in the classroom and the school, I re-designed a lesson plan with a publishing component. There are many advantages to students being able to publish their work, and ultimately share their work. Other educators, classrooms, students, and parents have the capacity to interact with student work; this helps to establish stronger relationships with more open communication. With the ability to share comes motivation for students to produce optimal work. Because students are truly showing what they can do, they become more engaged in the learning and tend to take their results with a dose of pride. This healthy competition is a great way to enhance student learning and push them towards taking accountability for their work. The publishing tool I chose is called Storybird, and I have observed it being used in the developmental stages during observation in a 5th grade classroom. There are many other programs like Storybird that can be used depending on your circumstances as an educator. Storybird combines story-starters with images and allow a student to publish his/her work. Some of these story-starter tools allow more audio/visual options, others allow for more writing. Some are better served for independent work and others for classroom activities. There are also several options that are flexible to budget restraints. I would strongly advocate the use of story starters for children in elementary school because they are a great way to measure writing fluency, written expression, and organizational skills when writing. By adding a publishing component to the Lesson Plan students become more engaged and teachers provide for an accessible model of student work. For evidence of NETS 2.a; Teachers design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity, I utilized a web tool to provide a model for student learning while simultaneously showcasing the skills of the students in the classroom. With guidance from the instructor that is specified within the artifact; students are creatively organizing and constructing a storyline, and ultimately a story. This activity is done both in small groups and as a class. The writing sample is edited and published to provide a model of student work. These types of “hands-on” editing and creative activities help to foster academic growth as students become deeply engaged in their work. Because we know students work best from multiple approaches and with the full support of technological tools and peer interaction; this artifact provides a great adaptation to an already fundamental lesson plan at the elementary level. Because students are already being exposed to story-starters in a narrative context, the added 20 minutes to this existing lesson plan is an easy transition to help bring more creativity and motivation into the classroom. This specific adaptation is already taking place at the elementary level. As an educator it is important to recognize relevant and current technological adaptations that have the potential to benefit student learning. I would strongly recommend using web tools to help facilitate the already existing story-starters in the modern curriculum. For evidence of NETS 3; Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society, the artifact listed above has the potential to be viewed in a variety of formats and has the potential to be highly accessible. The utilization of Wikis in the classroom, as well as alternate web tools such as the program, Storybird, are great examples of transferring current knowledge to new technologies and situations. The web tools contained in the artifact encourage open communication between parents, teachers, and other educators. The ability to access and transfer information on and about student work is certainly positive in facilitating student learning and progress. We know that constant communication, measurement, and accountability help foster healthy relationships which ultimately benefit all parties concerned; specifically the students. Because many web tools are highly interactive with each other, elements of the artifact may be viewed, analyzed, and discussed in a multitude of ways. The ability to incorporate Blogs, Wikis, RSS feeds, Slide Show Tools, and other interactive media is fantastic. Because these tools create a web it is easy to find other sources of relevant information and analysis of the topics at hand. The ability to access and measure student work with parents and other paraprofessionals is a great advantage to have. In addition to the advantages to accessing student work, the advantages of publishing the work in its own right are massive. Students have been shown to respond with more enthusiasm when their work is being submitted, viewed, or compared. This type of healthy motivation promotes general learning habits that will benefit the student throughout his/her academic career. As a future educator I plan to use all the available technological resources I can to help further the progress of my students. A majority of my secondary-schooling has been technologically driven, and as that trend continues it becomes even more important to expose students to as much technology as possible as early as they can realistically benefit from the material, which may be as early as Pre-Elementary.

__ Satisfactory ____ Developing ____ __
||

Professor’s Feedback:
**  Professor’s/Advisor’s Signature_______________________________________ Date__________   ** Dear Candidate: As stated by your Program’s ** Conceptual Framework **, the Johnson & Wales MAT ** Teacher Candidate Outcomes ** are designed to develop habits of reflection, responsiveness, and persistence in order to relentlessly focus on student access, learning needs, well-being and achievement. On your portfolio entry slip, you will designate which of the RIPTS/Indicators, CEC Standards, and/or Cultural Competencies are being addressed, accompanied by a written reflection about ** each ** of your designations. As you progress through the program, you will become more proficient in demonstrating your understanding of the standards. This process is developmental and sequential. Your professor will assess your // __assignment__ // according to his/her own rubric, evaluating the piece in terms of meeting the RIPTS, CEC Standards, and Cultural Competencies. ** In ** ** addition **, he/she will assess this entry slip // __reflection__ // separately according to the rubric below. (You should note that in the rare instances when the professor may determine that your entry slip does not rise to the level of meeting even the minimum rubric criteria, the professor may request that you revise your reflection before he/she accepts it for assessment.) Prior to student teaching, the Advisory Team assesses the pre-student teaching portfolio, taking into account the entire body of work. (See Assessment Handbook.) ||  The candidate’s entry slip demonstrates a connection between the indicator competencies cited and the selected artifact; includes appropriate references to experience/research/theorists related to the artifact; demonstrates an understanding of the elements of good teaching; explains how what the candidate learned in the development of this artifact might influence future practice; includes separate reflections for each indicator cited. ||    ||   The candidate’s entry slip demonstrates limited or questionable connection between the indicator competencies cited and the selected artifact; includes limited or inaccurate references to experience/research/theorists related to the artifact; demonstrates an emerging understanding of the elements of good teaching; explains vaguely or not at all how what the candidate learned in the development of this artifact might influence future practice; does not include separate reflections for each indicator cited. ||
 * Satisfactory
 * Developing