Teacher Work Sample - Instructional Unit Plan

7/10/2014 Teacher Work Sample - Instructional Unit Plan
https://www.livetext.com/doc/9080156?print=1 1/22
Teacher Work Sample - Instructional Unit
Plan
by Britney Block
Learning-Teaching Contextual Factors
Learning-Teaching Contextual Factors
Century Elementary School is the largest elementary school in Grand Forks. It was over 600 children
and almost 100 staff. My school has the ELL program which brings in a lot of diversity. I have have a
total of 21 students in my classroom, 12 girls and 9 boys. My classroom alone does not have as much
diversity as the other classrooms in our school. I only have two students that are Native America and one
student who is Hispanic. I have no ELL students in my classroom as well. Century Elementary is a very
warm and welcoming school. All the teachers in each grade level work well together and have weekly
meetings to discuss everything that needs to be discussed and to help anyone out that needs it. We also
have weekly meetings as school which involves us to collaborate together.
Descriptive Data
Descriptive Data
Teacher: Britney Jo Block

Lesson Topic: Social Studies, How Goods Are Brought To Us

Grade Level: 2nd Grade

Teaching Dates: March 31st- April 29th
Stage One
Content Standards/Goals
NCSS.1.7 THEME SEVEN -- Production, Distribution, and Consumption: Social
Studies teachers should possess the knowledge, capabilities, and
disposition to organize and provide instruction at the appropriate school
level for the study of Production, Distribution, and Consumption. Teachers
of Social Studies at all school levels should provide developmentally
appropriate experiences as they guide learners in the study of how people
organize for the production, distribution, and consumption of goods and
services.
NCSS.1.7.a ...enable learners to explain how the scarcity of productive resources
(human, capital, technological, and natural) requires the development of
economic systems to make decisions about how goods and services are to
be produced and distributed;
ND-K12.SS.4.3.EX.3 EX: Types of currency (e.g., corn, paper, credit), money, goods and
services, bartering
Understandings
Students will understand that . . .
Students will learn how goods are produced and distributed.
Students will understand how goods are made in a factory.
Students will understand how goods are transported.
Students will learn how to work as a team using assembly line techniques
Essential Questions
How do you think the clothes that you are wearing gets to the stores?
What are other things that you use that you buy in the stores?
Do you think they are made in the stores where you buy them?
Does anyone know what a factory is?
How do you think items get from factories to the stores?
How do you think the items are made in the stores?
Knowledge and Skills
Knowledge:
Students will know . . .
Students will know vocabulary associated with transporting goods:
1. Goods
2. Transportation
3. Canal
Students will understand the concept of transporting goods and how it is done
Students will understand the term assembly line.
Students will learn the process that goods go through until they are sold in stores

Skills:
Students will be able to do . . .
Process: What key skills will students acquire as a result of this learning? Action
descriptors describe what students are able to do from this learning.
Students will be able to understand how goods are transported to us.
Students will be able to work together as a team to work on an assembly line.
Students will be able to catagorize family purchases according to where they are bought.
Students will be able to create body movements to represent four modes of
transportation.
Students will be able to create a process diagram.
Students will be able to create a flowchart showing how goods move from factories to
stores.
Stage Two
Assessment Evidence
Performance Tasks:
Through what authentic performance tasks will students demonstrate the desired
understandings
Students will show their learning by participating in classroom activities and
discussions.
Students will show their learning by working together as a team to work on an
assembly line.
Students will show their learning by catagorizing family purchases according to where
they are bought.
Students will show their learning by creating body movements to represent four
modes of transportation.
Students will show their learning by creating a process diagram.
Students will show their learning by creating a flowchart showing how goods move
from factories to stores.
Students will show their learning by completely a post assessment.

Other Evidence:
Through what other evidence (written assessments, student artifacts, teacher
observations) will students demonstrate understanding?
How will students reflect upon and self-assess their learning?
Students will be asssessed by a pre, mid, and post assessment.
Students will be assessed on participation by the teacher.
Students will be assessed by completeling all group activities and individual activities

Evaluative Criteria:
Students will be evaluated by their pre and post assessment.
Students will be evaluated by their classroom participation.
Stage Three
Lesson One
Preparation Prior to Teaching

Pre-Assessment:
The pre-assessment will be the same test they take as their post test. It will test
everything they will be learning.

Differentiated Instruction:
Students that need assistance understanding the questions will be guided by the teacher.
Students need to use their judgement on their own and try their best because this is a
pre assessment. It is to test what they already know on the subject. If they need
assistance reading the questions we can assist them.
Students that are higher should be able to complete 1-10, if students that do not finish
questions 1-10 it is okay, question #10 is writing a story and some may struggle coming
up with a story.

Accommodations:
For the students that struggle with the writing part they can be assisted by the teacher
to an extent. They need to be able to think about the question on their own they just
may need assistance putting it on paper.
Technology:
The interactive white board will be in use as needed.

Extensions & Enrichment:
If students complete the pre assessment early they can make a list of things they need if
they were to go on a camping trip or vacation. Have them make the list and then go
through each item and write where they will get that item.
Sources:
www.teachtci.com
www.learntci.com
Procedure for Teaching
Step-by-Step Lesson Flow:
Introduction:
Today we are going to completeing a assessment. The assessment is going to help me get a better
understanding how much you know about the chapter that we are going to begin. There is 10 questions
and I want you to try to answer to the best of your ability. If you don't know a answer it is okay to guess.
Instruction:
Go through the test together as a class.
Do not guide students towards certain answers, they need to complete the assessment
on their own.
Go through each question to give them a better understanding what is being asked.
Once you have gone through the assessment allow students to work on the assessment.
Aid students if they need it, on #10 some students may struggle with the writing portion.
Help them come up with ideas but do not give them answers.
Materials:
Chapter 6 assessment test
Crayons
Pencils
Lesson Two
Students will be aware of the subject we are going to be discussing.

After students cateforize items they buy from stores, provide English Language Learners
and students that struggle with writing with old magazines. Have students find
addititional pictures that would fit in each of the categories (food, clothing, toys). Once
they have cut and glued the pictures in the correct category columns, assist students in
writing or copying names of the objects.

Accommodations:
Have students work together to create a mural showing how food is brought to farms
and to stores. Allow them to draw pictures, cut them out of magazines, or print them
from the internet. Ask students to make labels to identify the forms of transportation
shown in the mural.
Technology:
Work together as a class and list a varitey of different goods and decide whether it
should be transported by planes, trucks, cars, or trains. Go into detail on why they may
have to transported a certain way.
Sources:
www.teachtci.com
https://www.youtube.com/watch?v=J2g2RVed4nI
www.learntci.com
Introduction.
Yesterday we took a little test about how goods are made and transported and today we are going to
discuss it a little further.
Instruction
Devoloping Vocabulary:
Introduce the vocabulary terms goods, transportation, and canal. Write them on the
IWB. Discuss each vocabulary term as a class. Discuss the different forms of
transportation we use to transport goods.
Building Background Knowledge:
Help students indentify things they buy at stores.
Have students write down their responses on a notebook paper.
Once everyone has written items down have the students discuss with their groups what
some things they buy at stores.
Write down a variety of items the students said they bought at stores.
Have students turn to Preview 6 in their Interactive Student Notebooks.
Have them group their items into categories such as food , clothing, and toys.
Ask students where they might go to buy the different types of items.
Have students complete Preview 6.
Explain to students that food is grown on farms, and things are made in factories.
The things people grow and make, and the things people buy, are called goods.
Goods travel by truck. train, and ship to get to the stores.
Discuss with students how they think different types of items get to the stores.
Write their response on the board.
Materials:
IWB
Interactive student notebooks
Notebook paper
Pencils

Lesson Three
I will make sure that my strong leaders will be assigned to different groups. This way
they can be the leaders of their group and keep everyone on track.
I will make sure that my students that struggle on staying on task they will be grouped
with someone that can keep them on track.
Accommodations:
Make sure to put the students who may struggle with the paperclips or cutting at a
different job in the assembly line.
Technology:
The students will begin by watching a short video about an essembly line. Before the
students begin the assembly line I will pull up www.learntci.com on the Interactive White
Board. I will go through what they will be doing as an essembly line.
Students could go further and do a class essembly line making something much larger
than paper games. Everyone in the class could have one specific job on the essembly
line.

Sources:
www.youtube.com
www.learntci.com

Yesterday we learned about goods, canals, and transportaton. Today I want to talk about
how we things certain things are made.
Discuss as a class how certain things are made.
Ask how they think things were made back in the old days.
Talk to the class about an assembly line.
Show the youtube video on on how Ford makes their cars. Stop at certain points to
show how the person is doing the same thing over and over
Discuss what would happen if that one person decided to stop doing their job
Go through the powerpoint on TeachTci. Show the students what they will be doing
Students will be split up into groups of 5.
Give one team two copies of Student Handout 6a and have themmodel working
together. The first worker should complete his or her job, and then pass the game to
the next.
Distribute the materials, and have the teams make their games. Collect the finished
games for use in the next activity.
Ask these questions : How many people did it take to make the game? Do you think
your group was faster or slower than one person worling alone would be? Why do you
think so? Did your group speed up as you made more games?
Explain that many things, such as toys and clothing, are produced by teams in factories
like we saw in our video and we just did now.
** While students are working in their assembly line, walk around assessing making sure that
they understand what their jobs are.**
Once everyone is done making their board games have everyone come back to the
carpet and debrief about the lesson. Discuss what they learned from being in an
assembly line.

Materials:
Student handout 6A
Crayons
Beans
Large paperclips
Scissors

Lesson Four

For higher students I will have them write a story about any item of their choosing. I
will have them start with how it is made and then go into how it is delivered to the
stores.
For lower students I will work with them asking them questions and read the
instructions to them to assess their learning
Accommodations:
For students who have a difficult time staying focused will be placed next to students
that will be able to redirect the attention of the student.

Technology:
The UPS video will be showed on the Interactive White Board.
The whole lesson will be on the Interactive White Board

Students will have to write a story on an item of their choosing and write about
everything that item goes through from being made, being transported, and being
delivered.
As a class we will purchase something online that is oveseas (something we can use in
the classroom such as books.) We will track the package and see how many places
that it goes to until it is delivered to us at school.

Sources:
www.teachtci.com
www.youtube.com.

Today we will be learning about how things are transported. How do you think things get
from the factories to the stores?
Show video on UPS transportation so students can see everythingt that a package goes
through, such as plane, truck, boat.
Show transparency 6A on IWB
Ask students what they see and have them discuss it with their groups. Once they have
indentified that this is a picture of a farm, tell them they willlearn how food and other
good are produced.
Ask: What do you see in the background of this picture?
Students will see a farm and a factory and also a train.
Ask what they think is going on in the picture.
Read aloud sections 6.1-6.3 in Social Studies Alive about goods and how they are made
and brought to us
Students will complete pages 2 and 3 in their interactive notebooks on working in a shirt
factory and what their job is in the shirt factory. Also have them list the jobs of other
workers in the factory. This is going to go back to working on an assembly line.
Then have the students look at a picture of a shirt and circle all the things that is wrong
with the shirt.
Remind the students that all workers in a factory must do their job in order to make the
shirt correctly.
Tell students after goods are made at a factory or crops are harvested on a farm, they
must be brought to stores so people can buy them.
Explain that students will transport their Clown Maze Games from the factory to the store
tomorrow.
Remind the students about the board game we made yesterday and that tomorrow we
will be using all the different types of transportation to delivery our board games to the
toy stores.

Materials:
UPS Video
Interactive notebooks
Social Studies Alive books

Lesson Five

The higher students will be able to grasp the concepts of different types of
transportation quickly, they can then help quide the lesson by acting out the different
motions all the transportations go through.
The lower students will need to work with me longer to understand every way goods
are transported.

Accommodations:
Students that are easily off task will be paired with someone that will help them remain
on task.
Strong classroom leaders will be placed throughout all the groups.

Technology:
The lesson will first be introduced on the Interactive White Board using
www.teachtci.com

We will do a full class relay outside. The distance will be much longer than in our
classroom and there will be different obstacles they will have to overcome while they are
transporting their items. This will show them the different obstacles transportation
goes through.

Sources:
www.teachtci.com

Today we are going to be delivering our board games that we made to the toy store. We
are going to be using all the different forms of transportation. Who can tell me the
different forms of transportation? Thats right, train, truck, plane, and ship!
Begin by showing the powerpoint on TeachTci.
Place students in mixed-ability groups of five students per group.
Show Information Master 6b on IWB. Review the four types of transportation: plane,
ship, train, and truck. As you name each type, ask students to practice moving like this
kind of transportation.
Assign each student a type of transportation. (each group needs one student to
represent each type, and tyo students to represent trucks.)
Designate one side of the classroom as the factory and the other side as the store. On
the factory side of the classroom, put the completed Clown Maze games in as many
piles as you have groups. Assign each group a pile of games.
Position students frome ach group in this order to across the room, fromthe factory
side to just before the store side: truck, plane, ship, train, truck.
Explaint that the first truck in each group will take a game from the factory to the
plane, the plane will take it to the ship, the ship will take it to the train, the train will
take it to the second truck. This truck driver will deliver the game to the store.
Remind the students that they need to move in character.
Debrief on the experience. Ask these questions : How did each game move from the
factory to the store? How do you think farm products are brought to stores?

Materials:
www.teachtci.com
Board games made earlier
Transparency 6B
Lesson Six

The higher learners will write in their journal about how the Jelly Beans are made.
The lower learners will work in groups and discuss everything that a Jelly Bean went
through when it was being made. They will work in groups with each other and I will sit
in with the group to guide the discussion
Accommodations:
Students that have difficulty following along while we are reading will be sitting next to
someone that can help them stay on task. Students that need assistance will work
with a partner or teacher.

Technology:
The video will be shown on the Interactive White Board.
When we are reading a larger version will be displayed on the IWB as well.
To further discussion on transportaton and how things are made we could research
something else that we could learn how it's made. We could then journal about
everything that it went through and what we learned.

Sources:
Jelly Belly Factory kit
www.teachtci.com

Bring up www.teachtci.com to follow along during the lesson the IWB
Read 6.4-6.6 to learn more about transportation and vocabulary.
After reading each page discuss what was read.
Complete last two pages in reading notebooks on a toy factory.
Discuss with table groups about what we just read. Also discuss everything that we have
learned so far. Go around and guide the discussion.
Assess whether the students are grasping what they are learning or if we will have to go
back over something.
The pages will refresh them on the different types of transportation. They then will have
to connect each name with it's picture
Watch Jelly Belly video on how Jelly Beans are made.
Complete the Jelly Belly activity by allowing students to mix different types of Jelly Beans
to make certain flavors.
Materials:
www.teachtci.com
The Jelly Belly factory kit
Social Studies Alive books.
Lesson Seven
Higher students will write in their notebooks about what they read and why it's
important.
Lower students will meet with me and we will brainstorm together about everything that
we read and why it is important.

Accommodations:
During reading I will assign a helper to sit next to my students that have trouble
following along during reading. The helper will assist in keeping the student focused on
what we are reading. I will also make sure to be near them if there is any issues.

Technology:
The book that we are reading will be projected on the Interactive White Board.

For an extention we could go to a grocery store and find foods that are made in
deserts. We could compare them with foods that are not grown in deserts to see if we
could find any differences.

Sources:
www.teachtci.com

Pull up www.teachtci.com on the IWB
Show the picture of a desert.
Discuss what they see, what kind of lanscape it is, and what foods can be grown in the
dessert.
Show picture of all different types of vegetables.
Ask them to find foods they like and where they think that food was grown
Tell them that all the food they see in the 2nd photograph was grown in the first
photograph (the desert)
Ask them what foods need to grow?
Discuss what is good about the desert for growing food or what is bad?
Read page 70 in Social Studies Alive book about the Imperial Valley and the canals
Discuss what a canal is and why they are important

Materials:
www.teachtci.com
Project transparency 6b
Social Studies Alive
Lesson Eight

Higher students will write a story along with their process diagram to elaborate on the
process diagram.
Lower students will create the process diagram and discuss it with classmates and
myself.

Accommodations:
Students that have issues staying on task will be paired with someone that will assist in
keeping them on task.
Students that have issues using scissors and glue will also be paired with someone to
help assist them.

Technology:
The lesson will be taught on the Interactive White Board

As a class we could make a process diagram that has more than 6 steps. We could find
something that would have more than 10 steps and we could put them in order and
discuss it as a class.

Sources:
www.teachtci.com

Refresh on everything that we read the day before on the Imperial Valley.
Discuss what a canal is and how it changed farming in California.
Once the class is all caught up on everything begin to explain the lesson.
Pull up the lesson on the Interactive White Board from www.teachtci.com
Discuss that today we are going to make a process diagram on everything that a melon
goes through.
Have the students cut out their process diagram and put them in cronological order.
Once everything has placed them in order pull the attention back up to the white board.
Begin to go through the steps as a class.
Discuss why certain steps are in certain places and how you can tell by looking at the
picture.

Materials:
www.teachtci.com
Interactive White Board
Scissors
Glue
Student Handout 6B
Lesson Nine
Higher learners will go on to write about their toys and in more detail.
Lower learners will work in groups to complete the activity with my help.

Accommodations:
Students that have trouble staying on task will be assigned someone to help manage.
Students that struggle with writing will work with me to brainstorm and then go off and
work with a partner to write.

Technology:
The lesson will be taught on the Interactive White Board

As a class we will create our own toy factory. Everyone will have a specific job.
Examples of jobs could be designer, supervisor, artist, ect. We will then go through
the process of making the toy and what everyone will be doing while we make the toy.

Sources:
www.teachtci.com

Today we are goingt to be creating our own toy factories with a partner.
First give an example of a toy factory that makes kites. Show on the Interactive White
Board everything that they will need to be doing when they are making their toys.
Write the name of the factory, "The Great Kite Company" on the Interactive
White Board(IWB).
Draw a picture of the kite on the IWB.
Draw a flowchart that show show workers migth assemble a kite at a factory. For
example, workers might put the frame together, then add the kite sails, and finally add
a tail.
Then draw a seperate flowchart that shows how the kite might travel from the factory
to the store. Include five quick sketches of the factory, a truck, the warehouse, a
plane, and a store.
Have students break away and work with their partners on their toy factory.
Once everyone is done conduct a "gallery walk" so students can present their work.
Discuss with students the different ways their toys were made and transported.

Materials:
Interactive White Board
www.teachtci.com
Lesson Ten

Pre-Assessment:
The pre-assessment will be the same test took as their pre test in the beginning of the
unit. It will test everything they will be learning.

Students that need assistance understanding the questions will be guided by the
teacher. Students need to use their judgement on their own and try their best
because this is a pre assessment. It is to test what they already know on the subject.
If they need assistance reading the questions we can assist them.
Students that are higher should be able to complete 1-10, if students that do not finish
questions 1-10 it is okay, question #10 is writing a story and some may struggle
coming up with a story.

Accommodations:
For the students that struggle with the writing part they can be assisted by the
teacher to an extent. They need to be able to think about the question on their own
they just may need assistance putting it on paper.
Technology:

If students complete the assessment early they can write in their notebook about
everything they had learned in the chapter. They can write a story using terms they
learned, or write about a factory and what goes on insides the factory.
Sources:
www.teachtci.com
www.learntci.com
Introduction:
Today we are going to completeing our final assessment. You are going to notice that you
have seen this before. We took it in the very beginning of the chapter.
Instruction:
Go through the test together as a class.
Do not guide students towards certain answers, they need to complete the assessment
on their own.
Go through each question to give them a better understanding what is being asked.
Once you have gone through the assessment allow students to work on the
assessment.
Aid students if they need it, on #10 some students may struggle with the writing
portion. Help them come up with ideas but do not give them answers.
Materials:
Chapter 6 assessment test
Crayons
Pencils
Assessment Analysis
Assess Student Learning
Pre- Assessment- Students will be given a worksheet to test their knowledge on the
subject matter. They will have to answer 10 questions about everything that they will learn
about in the chapter. They may be unsure about a few questions but the main point is for
me to be able to see what they already know and what parts we will make sure to spend a
little more time on, The average score on the pre assessment work sheet was 50%. Alot of
my students didn't even know what they term "goods" meant.
Midway Assessment- My midway assessment will be after we read 6.4-6.6. We will then
dicuss everything we read at our table groups. I will be walking around guiding discussing.
After I can get a understanding of where my students are at we will complete a worksheet
labeling all the different types of transportation. This will allow me to assess them on
transportation and if they are understanding the terms. After we do the transportation work
sheet we will then move on to learn about how jelly beans are made in a factory. This will
allow for them to see first hand how things are made with machines and on an assembly line.
Once we are finished with the movie we will take Jelly Beans and create our own recipes by
putting jelly beans together. Afterword we will come back together and debrief.
Post-Assessment- Students will be doing the exact same worksheet they did as the pre
assessment. I wanted to do this because I wanted to use the pre assessment to compare
with the post. The average test score was 90%. My students moved up drastically and I
was very pleased.
Final Reflection
Final Reflection
A. Educators as Learners: (Committed to the continuing process of learning,
especially about learning to teach).

1. How did you grow and learn as a teacher?
I have grown a tremendous amount while student teaching. I never realized how much
growing there was to be done until I started on my first day. Throughout my student
teaching experience I have learned that you need to build a rapport with students first and
foremost. I needed my students to respect me as their teacher before I could move on as a
teacher. As for planning lessons, my lessons would look amazing on paper and then I would
begin teaching my lessons and realize that something was not clicking with my students.
When teaching the lessons, it starts to feel a little uncomfortable when you are noticing that
your students aren't grasping something. You instantly begin to blame yourself and your
lesson and start wonder all the things that you should have done different. The main thing I
learned about this is that sometimes it's not about doing something different, its about
taking the journey of learning WITH you students. A lot of the time I would find myself
standing in front the classroom just teaching my students how to do something. What I
really needed to be doing was learning with them as well. I had to take a moment and step
back and begin to teach my lesson through their eyes, what makes sense, what doesn't,
what can I expand on. I had to often go back and re-teach and I learned that it's okay to go
back and re-teach. As a teacher you are going to mess up, you are going to struggle, but if
you are learning from your failures and your struggles then you are gaining so much more
than. I was able to find so many new ways to teach my students with so many different
things in mind.

2. How will you continue your process of learning and what do you most want to
learn more about?
As a teacher you are always going to be in the process of learning. There will never be a day
where you dont learn something. You will learn from your students, you will learn from your
colleagues, and most importantly you will learn from your mistakes. The main thing that I
look forward to learning is how to start my own classroom. I want to learn how to implement
my own classroom management, structure, and just day to day routine. Coming into
student teaching in December I never was able to see how to start off a school year and that
is something I look forward to!

B. Educators as Practitioners (Able to take an active role in promoting the learning
of all students).

1. What accomplishments are you most proud of in promoting the learning of all
students?

I started a book club for my high readers. My cooperating teacher was very pleased with
how the book club has turned out. We read a chapter book together and each one of my
students has a job to do such as, making connections to the chapter, finding meanings of
words they didnt know in the text, discussing passages that they found interesting, then
there is our director of the book club that comes up with topics to discuss with the group. I
allowed for the director of the book club to sit in my teacher chair and direct the discussion.
I just sat back and help the discussion grow when it needs to. I am always so proud when I
am sitting there listening to them. It has been such a great experience for them and myself!
This is probably what I am most proud of. I have seen my higher readers grow so much
since we started book club. They analysis what they are reading more and when they are
stuck on a word they go and grab the dictionary to check what it means. I am also very
proud of my growth in Guided Reading. I always thought I knew a lot about guided reading.
Once I was in the classroom I felt that I had so much to learn about it. I started looking up a
lot of different guided reading lessons and I was able to take my guided reading to the next
level. My students used to be bored with guided reading and now they cant wait until they
get to do it!

2. Discuss a student or a group of students whose needs you feel you didnt meet.
Why was this a challenge for you? What would you do differently if you taught this
student/group of students again?

Every teacher is going to experience the feeling of not meeting a students needs. I had a
student that was diagnosed ADD and he had a very hard time staying focused during all of
our activities and lessons. During my two weeks I made it my goal to find what works for
him. I would have designated students to sit by him and keep him focused. I would
constantly tap on his desk to make him look back down at his work. I would allow him to
read with someone even if it was time to read alone. After my two weeks I was exhausted
trying to get this student to stay focused and I realized that sometimes you cant meet all
your students needs. I found myself being taken away from my lessons to keep this student
on task. I was putting stress on other students to keep him in line, and I was disturbing
silent reading time by allowing him to read out loud. I came to the realization that you need
to give 100% to each and every student. Not 100% to one student and then 75% to the
rest. I was taking away to much from everyone else that I had to go back to allowing the
student that was easily distracted to work independently and learn responsibility. If I were to
do it differently I would of found a way that worked best for this student in the beginning of
the year so from the very beginning he would know what his jobs were.

C. Educators as Advocates (Will advocate with and for students, parents,
colleagues, school, and community).

1. Based on your experiences student teaching, how did you or could you
advocate for others including students, parents, colleagues, school, and
community?

My student teaching experience has taught me the importance of being an advocate for the
students, the community, and education in general. I believe in encouraging collaboration
amount students, teachers and parents. I think its important that the parents be involved in
and be aware of what we as educators are teaching the students. By making the parents
aware of what we are teaching and letting them know of our goals for the students it can
help us as educators to shape the students and continue and improve their education inside
and outside the school. When students are surrounded by what they are learning and
parents take an interest in the process, students tend to take more interest in the process
and learn more through continual exposure. Furthermore, I believe in being proactive
promoting the best interest of the students and education within the community. Educating
children is not just the job of the teachers. It is the job of the community as a whole.
Educators need to try to get the community involved in what the children are learning and
ensuring that both their interest are protected and that education goals are priorities in the
community. This can mean talking about issues students and educators face at community
events or, as stated earlier, ensuring that the parents are taking an interest in the students
school work and learning process. Parents play such a huge part in the students learning
process. Parents are an excellent source of encouragement and oversight for children to
make sure they are excelling in school and not falling off track. This can ensure that the
educators and parents are working together and making sure were not correcting problems
after the fact and instead are making small adjustments to the students learning process
along the way. Parents have insights to students thoughts, feelings, and experiences in
school and learning that teachers often dont have access to which makes them so important
to this process.

Copyright Information
Copyright
(Adapted with permission from Understanding by Design Professional
Development Workbook (p. 31), by J. McTighe and G. Wiggins, 2004, Alexandria,
VA: Association for Supervision and Curriculum Development. Copyright 2004 by
ASCD). All rights reserved.
Created with LiveText - livetext.com

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