ed 698 development statement

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  Development Statement- ED698  2. A teacher understands how students learn and develop and applies that knowledge in the teacher’s practice.   Candidates know, understand and use the major concepts, principles, theories and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge and motivation. My role as a Spanish teacher to grades K-12 allows me to see and experience developmental milestones on a daily basis. It is exciting to see children develop and grow through different stages -- from the idea that development reflects children’s efforts to understand the world (Piaget, 1963) to the contextual idea the development is influenced by immediate and more distant environments (Vygotsky, 1978). For Piaget, language is seen as secondary to action, i.e., thought precedes language. Vygotsky (1978) argues that the development of language and thought go together and that the srcin of reasoning is more to do with our ability to communicate with others than with our interaction with the material world. So often I see the theory of Multiple Intelligences alive in the classroom--the powerful notion that there are separate human capacities, ranging from musical intelligence to the intelligence involved in self-understanding . According to Gardner’s (2001) classification, eight different types of intelligences are considered important each of which has an impact on the specific skill in language learning: musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematic, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. Gardner opposes the idea of labeling learners to a specific intelligence. He maintains that his theory should empower learners , not restrict them to one modality of learning. (McKenzie, 2005) While teaching Junior High students, I like to experiment with Stations. Stations Lesson This allows great flexibility for teaching multiple intelligences. It also me to assess their transition from Piaget’s concrete operational to formal operational stage.  Learning stations is a fun way to tap into the different kinds of intelligences that children possess. In order for learning stations to provide authentic learning experiences they must have a direct objective, be related to the curriculum, meet the needs of all learners, and encourage higher order thinking in students (Tomlinson, 2000). Stations allow students to rotate through various learning activities through out a single class period. This type of teaching allows me to meet the needs of different learners via a teacher-led station. This small group instruction offers the chance to discreetly scaffold or advance students without drawing attention to them.  Additionally, because this type of instruction offers variety, student choice, and more student conversation than direct instruction, student engagement increases. References Gardner, H. (2006). Multiple intelligences: New horizons (Rev. ed.). New York, NY, US: Basic Books. McKenzie, W. (2005). Multiple intelligences and instructional technology. ISTE (International Society for Technology Education) .   Piaget, J. (1963). The language and thought of the child.  Ohio: The World Publishing Company. Tomlinson, C.A. (2000) Differentiation of instruction in the elementary grades. ERIC digest  . Retrieved June 6, 2019. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes . Cambridge, MA: Harvard University Press.  Lesson Design Template: MAT/Certification Elementary Candidate Name: Jeffrey Hitt Host Teacher Name: Lillian Outcalt School: Skagway Elementary Grade Level: 7/8 # of Students: 12 Date & Time of Lesson: November 6 Length of Lesson: 95 minutes Topic of Lesson: La Familia Content Area: Spanish Materials: include technology: Tables for stations, worksheets, pencils, computer and dictionaries for references, paper and art supplies for projects Alaska Standard: AK A-1, …understand written and oral communication in 2 or more languages and A- 2 … write and speak understandably in 2 or more languages STAGE ONE STAGE TWO Objective(s) 1. define Spanish vocabulary about Family 2. interpret and describe different relationships using Spanish terms  Student Assessment 1. Worksheets, puzzles, interviews 2. Projects: Caperucita Roja, la Cocina, family tree, Feliz Cumpleaños STAGE THREE: Opportunities to Learn  Introduction/Hook Today you will be pushed from an airplane! You will parachute yourself into a Spanish speaking country such as Mexico, Argentina, Peru, etc. You will become an adopted member of a Spanish speaking family. How will you communicate the appropriate titles of your new family members? Processes and Products Differentiation/Accommodations/Modifications      Choose 4 location around the classroom to place each learning station   Choose 1 teaching table. This is where you will sit, students will know they can approach you for individual instruction (any questions they might have) when you’re at this table. Students can also approach you here to check off their work so they can move on to the next task.   Group leftover desks in clusters around the room “C” Level     Spelling Practice Grid (Station 1)   Mi Familia worksheet (Station 1)   Firma, por favor (Station 2)   Adivina que! Quien es? (Station 1)   Mi Familia worksheet (Station 1)   Matching Squares (Station 2) kinesthetic      Feliz Cumpleaños (Station 4) kinesthetic, Visual “B” Level   Complete all required items from “C” level and:     La Familia de Anita (Station 2)   Una entrevista (Station 2)  Auditory      Caperucita Roja (Station 3) Visual   “A” level   Complete all items from “C” level and “B” level and:   La familia de Josefina (Station 3) Visual  Choose one of the following:   Cultura en la cocina (Station 4) kinesthetic      El arbol de mi familia (Station 4) visual  Closure: Teacher will orally review familia vocabulary concepts as well as a few grammar concepts (the verbs tener and estar). Students will participate in an oral assessment.
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