Presentation on theme: "My Reflections Jennifer L. Ceville ED502-EC01 Dr. Sandra Breece Kaplan University December 07, 2005."— Presentation transcript:
My Reflections Jennifer L. Ceville ED502-EC01 Dr. Sandra Breece Kaplan University December 07, 2005
2 Transforming Teaching Practice Laura Bush remarks in her speech, Preparing Tomorrow’s Teachers (Bush, 2002), “Because I worked as a public school elementary teacher, I know that we can set high standards -- we can insist on strong curricula -- but what also matters is who is teaching our children.” She further elaborates on President Bush’s No Child Left Behind Act and how it will affect teachers and what they need for our children by stating, “We heard from education experts who said that over the next decade, American schools will need more than two million new teachers” (Bush). The intent of this reflective journal is to illustrate how Kaplan University, especially, this course seeks to do what Mrs. Bush spoke about in her speech. I feel I am getting that “thorough and up-to-date knowledge of teaching skills and subject content. I have learned through this course the “ability to assess student needs and use the most effective instructional methods and materials so that students make the greatest academic gains (Bush, 2002).”
3 1. Improvement in Teaching Practice Using course theory and independent research, describe how your teaching practice has been improved. The artifact of your choice should show a direct relationship between practice and outcome. It should demonstrate your deep understanding of concepts/strategies and your improved knowledge, skills, behaviors. –The Artifact: What All Teachers Must Know and Be Able To Do
4 Improvement in Teaching Practice –The Artifact: What All Teachers Must Know and Be Able To Do Double Click to activate this document.
5 Improvement in Teaching Practice In my document, “What All Teachers Should Know and Be Able to Do. A List of Good Teaching Everywhere” (Ceville, 2005), I am able to show how my list progress as my learning progressed. This working document began with only a few items in the list. After being a part of Dr. Breece’s lively seminars and thought provoking discussion boards, I was able to expound upon my list. I have found that my practice as a teacher has indeed undergone a transformation. Initially, I thought I was a pretty good teacher, if fact throughout my career, I’ve been nominated several times as “Teacher of the Year”. After creating this list, I see that I must also move out of the scope of my work area, that I should try to become Nationally Certified and make sure that I am as highly qualified as I can be.
6 2. Mastery of Program Competencies The artifact of your choice should match one or more of the five program competencies. Thoroughly describe how the artifact displays your mastery in the specific program competencies. –The Artifact: Case Study of Good Teaching: My Success with Introduction to Keyboarding Lesson: The Home Row Keys
7 Improvement in Teaching Practice –The Artifact: Case Study of Good Teaching: My Success with Introduction to Keyboarding Lesson: The Home Row Keys Double Click to activate this document.
8 2. Mastery of Program Competencies In this case study analysis (Ceville, 2005, December 1), I was able to demonstrate my improvement of my teaching practices. To be perfectly honest, I felt my prior knowledge before this course was pretty high, on my initial assessment in my Student Portfolio: Outcome View (Ceville, 2005), I scored myself as practiced. I have a long way to go before “proficient” level, but I believe with the coursework and theory learned from Transforming Teaching Practice has improved my teaching skills. Specifically, I believe as my analysis of Introduction to Keyboarding: The Home Row Keys lesson plan (Ceville, 2005, December 1) shows I have met the course competencies as described in our syllabus.
9 3. Impact on Student Learning Reflect on how your K-12 student learners clearly exhibit vast improvement in critical thinking skills, subject matter and/or behavior. Describe how the artifact documents evidence of specific classroom tools used to show a positive impact on student learning in the short-term or long-term. The artifact proves a direct relationship between practice and impact. –The Artifact: Disney Teacher Award News Clip
10 3. Impact on Student Learning –The Artifact: Disney Teacher Award News Clip Please click on the mustang for video to load.
11 3. Impact on Student Learning The work I did in this course helped me build my knowledge of professional responsibilities and relationships (Program Goal). I thought systematically about my practice and learned from experience (Program Competency # 4). More specifically, I was able to: –Explain the reflective decision-making process and how reflective decision making leads to greater understanding of teaching and learning (Knowledge Indicator 4K1).
12 3. Impact on Student Learning It is apparent from this nomination that I have reached a parent or child. It is an honor to receive this nomination and I believe it was through my coursework which taught me how to reflect on my lessons, understand the importance of my students’ diversity and provide creative and motivating lessons that catered to their needs individually based on my reflections.
13 3. Impact on Student Learning The 2006 Disney Teacher Award Nomination (Wick, 2005) is further explained in the following.PDF file: Double Click to activate this document.
14 References Bush, L. (2002, March 14). Remarks by Mrs. Laura Bush House Education and Workforce Committee preparing tomorrow's teachers. Retrieved December 5, 2005, from edworkforce.house.gov Web Site: Ceville, J. L. (2005). Student portfolio: Outcome view. Retrieved December 6, 2005, from Kaplan University Web Site: 4F4F4FDDB234FD9763B18AC F4F4FDDB234FD9763B18AC Ceville, J. L. (2005, December 1). Case study of good teaching: My success with introduction to keyboarding lesson: the home row keys. Retrieved November 5, 2005, from Ceville4LIFE.com Web Site: Ceville, J. L. (2005, October 22). What all teachers should be able to know and be able to do. A list of good teaching everywhere. Retrieved December 6, 2005, from Ceville4LIFE.com Web Site: Able_to_Do.doc Able_to_Do.doc