Standard 6: Communication
Title of Artifact: PACCE Poster, Thematic Unit, and Teacher Introduction Letters
Date: Spring 2012
Artifact Description:
This artifact consists of a presentation poster that I did for a PACCE funded project during my pre-student teaching at Mineral Point Elementary. For the presentation I created a poster to represent what I did and learned from my experience and then communicated with the different people that came around to look at the posters. I was able to share my experience with other students, faculty, and community members. There is another power point presentation in this artifact which is a thematic unit focusing on literacy and the topic of nutrition. This presentation includes all types of literacy and literature topics to cover in a classroom like read aloud, shared reading, guided reading, literature circle, daily 5, modeled writing, and shared writing. This artifact also consists of two teacher introductory letters; one I handed out to the students and parents of the classroom that I pre-student taught in and the other one is a letter that I would send out before the first day of class to introduce myself to the students in my classroom.
Alignment:
Wisconsin Teacher Standard Alignment:
This artifact best aligns with standard six of the Wisconsin Teacher Development and Licensure Standards which states: “the teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.” This artifact aligns with standard six because I used different types of communication techniques to incorporation the interaction among the students in the classroom. By doing each presentation I know how to use various types of media communications that will enrich the learning opportunities. Some students in the classroom might be more of a visual learner than others so it would be best to provide power point presentations. With doing each presentation and the teacher introduction letters I communicated in ways that were reasonable and was a thoughtful, responsive listener to what everyone had to say.
UW-Platteville School of Education Knowledge, Skill, and Disposition Statement Alignment:
This artifact best aligns with KSD 3.a of the UWP-KSD statements which states “the candidate’s spoken and written language are correct, expressive and clear, with well-chosen vocabulary that enriches teaching and communicates thoughtfully, responsively, and effectively for a wide range of student understanding and encourages appropriate student language development.” This artifact aligns with KSD 3.a best because it deals with communication with others that is effective for all types of student understandings and using vocabulary which enriches my communicating skills. By communicating through presentations and the teacher introduction letters I have build communicating skills that will be able to use in the classroom and with the other teachers at the school and in the school district.
Secondary Alignments:
KSD 3.b: Uses Questioning and Discussion Techniques
KSD 1.d: Demonstrates Knowledge of Resources
Reflection:
What I learned about teaching/learning:
From these experiences I learned that it is important to use all types of communicating skills whether they are verbal, nonverbal, or media technologies in the classroom and in the school. By using all types of communication skills I will be able to reach the need for all of the students in my classroom since each student is different. It is very important to meet the needs of all of the students that way they have the best experience that they can have in the classroom and during school.
What I learned about myself as a prospective educator:
I learned that in order to be a prospective educator you should use communicating skills that are appropriate for the setting and the audience. When teaching lessons to students I will be using verbal, nonverbal, and media technologies to communicate with everyone. I will also be using these communication skills when communicating with other teachers, head faculty of the school, and members of the school district.
(Click on image to see it enlarged)
Date: Spring 2012
Artifact Description:
This artifact consists of a presentation poster that I did for a PACCE funded project during my pre-student teaching at Mineral Point Elementary. For the presentation I created a poster to represent what I did and learned from my experience and then communicated with the different people that came around to look at the posters. I was able to share my experience with other students, faculty, and community members. There is another power point presentation in this artifact which is a thematic unit focusing on literacy and the topic of nutrition. This presentation includes all types of literacy and literature topics to cover in a classroom like read aloud, shared reading, guided reading, literature circle, daily 5, modeled writing, and shared writing. This artifact also consists of two teacher introductory letters; one I handed out to the students and parents of the classroom that I pre-student taught in and the other one is a letter that I would send out before the first day of class to introduce myself to the students in my classroom.
Alignment:
Wisconsin Teacher Standard Alignment:
This artifact best aligns with standard six of the Wisconsin Teacher Development and Licensure Standards which states: “the teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.” This artifact aligns with standard six because I used different types of communication techniques to incorporation the interaction among the students in the classroom. By doing each presentation I know how to use various types of media communications that will enrich the learning opportunities. Some students in the classroom might be more of a visual learner than others so it would be best to provide power point presentations. With doing each presentation and the teacher introduction letters I communicated in ways that were reasonable and was a thoughtful, responsive listener to what everyone had to say.
UW-Platteville School of Education Knowledge, Skill, and Disposition Statement Alignment:
This artifact best aligns with KSD 3.a of the UWP-KSD statements which states “the candidate’s spoken and written language are correct, expressive and clear, with well-chosen vocabulary that enriches teaching and communicates thoughtfully, responsively, and effectively for a wide range of student understanding and encourages appropriate student language development.” This artifact aligns with KSD 3.a best because it deals with communication with others that is effective for all types of student understandings and using vocabulary which enriches my communicating skills. By communicating through presentations and the teacher introduction letters I have build communicating skills that will be able to use in the classroom and with the other teachers at the school and in the school district.
Secondary Alignments:
KSD 3.b: Uses Questioning and Discussion Techniques
KSD 1.d: Demonstrates Knowledge of Resources
Reflection:
What I learned about teaching/learning:
From these experiences I learned that it is important to use all types of communicating skills whether they are verbal, nonverbal, or media technologies in the classroom and in the school. By using all types of communication skills I will be able to reach the need for all of the students in my classroom since each student is different. It is very important to meet the needs of all of the students that way they have the best experience that they can have in the classroom and during school.
What I learned about myself as a prospective educator:
I learned that in order to be a prospective educator you should use communicating skills that are appropriate for the setting and the audience. When teaching lessons to students I will be using verbal, nonverbal, and media technologies to communicate with everyone. I will also be using these communication skills when communicating with other teachers, head faculty of the school, and members of the school district.
(Click on image to see it enlarged)