Artifact for Standard Seven: Instructional Planning Skills
Name of Artifact: Unit Plan Presentation Power Point
Date: January 25, 2013
Course: Models and Theories II
Rationale:
This unit includes a series of four lessons that specify how I made adaptations for diverse learners. I have learned to “plan, deliver, and adjust instruction based on the knowledge of the content, students, community, and curriculum (Campbell, 2011).
Cognitive theorists assert that working memory is the place where information is stored and processed. According to Rosenshine (2002), our working memory, the place where we process information is very small; therefore, it is imperative that teachers present information in “small steps.” Rosenshine (2002) states “The procedure of first teaching and then guiding practice represents an appropriate way of dealing with the limitation of our working memory” (p. 9.10). If students are to acquire new vocabulary, for example, the teacher must come up with a plan to teach it in small steps. Since most learning is connected to prior learning, it should be no surprise that vocabulary acquisition is also developed on this premise. According to Estes, Mintz, & Gunter (2011), “Vocabulary has the power to tie together many pieces of the curriculum” (p.228); however, most teachers do not use this powerful tool to their benefit. For years, teachers have simply given students a list of words to define and expected them to learn the words that way without any strategies or context. Research shows that students do not learn words, or concepts this way.
The Unit Plan Power Point encompasses my knowledge of the subject matter, my students, the community, and curriculum goals.
Name of Artifact: Unit Plan Presentation Power Point
Date: January 25, 2013
Course: Models and Theories II
Rationale:
This unit includes a series of four lessons that specify how I made adaptations for diverse learners. I have learned to “plan, deliver, and adjust instruction based on the knowledge of the content, students, community, and curriculum (Campbell, 2011).
Cognitive theorists assert that working memory is the place where information is stored and processed. According to Rosenshine (2002), our working memory, the place where we process information is very small; therefore, it is imperative that teachers present information in “small steps.” Rosenshine (2002) states “The procedure of first teaching and then guiding practice represents an appropriate way of dealing with the limitation of our working memory” (p. 9.10). If students are to acquire new vocabulary, for example, the teacher must come up with a plan to teach it in small steps. Since most learning is connected to prior learning, it should be no surprise that vocabulary acquisition is also developed on this premise. According to Estes, Mintz, & Gunter (2011), “Vocabulary has the power to tie together many pieces of the curriculum” (p.228); however, most teachers do not use this powerful tool to their benefit. For years, teachers have simply given students a list of words to define and expected them to learn the words that way without any strategies or context. Research shows that students do not learn words, or concepts this way.
The Unit Plan Power Point encompasses my knowledge of the subject matter, my students, the community, and curriculum goals.