E1- Exemplify professionally-informed, growth-centered practice. Teacher candidates develop reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection. This standard means that teachers will use student feedback and formative assessment to guide lesson plans and class activities to meet the needs of students.

Parametric POGIL Student Work Sample

The document included is a student work sample from an activity which demonstrates some implementation from the Understanding by Design unit plan structure and implementation of teaching based on formative assessment. While this document is not from coursework, it demonstrates that I can take what was learned in the course and implement a lesson where I am designing activities from pre-established goals and finding acceptable evidence to show that students have met the goal. The student work sample is a class activity which was implemented after some feedback was given by students. During my internship, I noticed that students were not completely understanding the ideas of parametric equations and the importance of the location of the “T” in the equation. My mentor teacher and I discussed various forms of evidence which would allow students to demonstrate their understanding. After learning the POGIL (Process Oriented Guided Inquiry Learning) lesson strategy for group work, I decided this would be an appropriate way to formatively assess students again to see if they can distinguish differences between parametric equations which have “T” in different locations. Additional goals were for students to build some intuition about what parametric functions would look like when graphed on paper or their calculator and make sensical choices for plot windows.

This piece of evidence demonstrates my application of designing a lesson with the outcomes in mind and to address student concerns discovered through one on one student conversation. My engagement in this activity has taught me several important key concepts about lesson plan and unit design such as planning with the goal in mind and creating activities which help students meet the goals. I have been challenged with identifying the true needs of my students and then finding (or creating) lessons which help students meet the needs. I have learned the importance of being in touch with my students and listening to their frustrations and needs. When they ask for help or sound confused on concepts, this is a clue for teachers to think about how activities are helping students meet pre-established goals for the lesson or unit. When teachers are careful about the intentions of their lessons, student have more to gain. The Understanding by Design structure for creating a lesson or unit helps teacher focus the class activities around the ending outcome. Teachers who use Common Core State Standards and the UbD lesson structure are sure to bring students to standard because the activities are structured around the goals.

To improve my ability of being a growth centered, informed instructor, I need to constantly ask myself whether or not students are learning and if I am meeting my goals. Within the teaching profession, where teachers may repeat these lessons year after year, I can improve each lesson by assessing whether or not the activity really met my goal for the unit and revise for the following years. Growing as a teacher doesn’t end when I have taught for a few years, I am obligated on continue growing and improve my students learning every single year. I believe the key is intentional improvement and measuring student growth.