Instruction and Assessment

Standard B1- Communicates accurately and effectively with students

Benchmark 1-communicates clear instructions to students

Benchmark 2-utilizes a variety of methods to communicates with students

Benchmark 3-attempts to engage all students in discussion

Benchmark 4-uses effective questioning and discussion techniques

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Effective communication with any learning partnership starts with clarity. By looking at a lesson in detail clear communication is exemplified.

Objective: by the end of today you will have completed a survival swim and understand how the ramifications of your own swimming fitness impacts your survival chances
How does my body positioning (swimming ability) impact my ability to swim long distances?
Why is maintaining an aerobic or sub-aerobic heart rate essential for survival in this situation?
How can I feel empowered to in a survival situation?

During this lesson students participated in a survival swim simulation using heart rate monitors and discussed essential questions about the ramifications of swimming fitness in a survival situation.

Video

Having the objective written on the white board and presenting it clearly at the beginning of the lesson to carefully set up the learning experience is essential in keeping the lesson on track.

Communicating instructions in a variety of ways makes students easily understand the objective of each learning activity.

Using a variety of techniques allows for all students to engage in discussion in meaningful ways. For example in the lesson videoed students where lead through "think-pair-share" when asked the essential questions: why is maintaining an aerobic or sub-aerobic heart rate essential for survival in this situation?

Standard B2-Defines learning expectations and provides timely evaluative feedback on student performance

Benchmark 1-communicates learning expectations considering developmental needs

Benchmark 2- Provides timely feedback reguarding student performance

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Course Book for PHE 3
Refined evidence forthcoming

Standart B3- Uses approprate assessment techniques to guide instruction

Benchmark 1-Communicates clearly assessment criteria to students

Benchmark 2-Monitors individual student and class progress

Benchmark 3-Uses the results of assessment to guide instruction

Benchmark 4- Guides all students in self-assessment

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Refined evidence forthcoming

Standard B4-Uses appropriate assessment techniques to measure and report student learning

Benchmark 1- Utilizes ultiple sources of information to assess students' llearning

Benchmark 2- Assesses students using SAS standards and benchmarks

Benchmark 3- Uses appropriate assessment tools

Benchmark 4- Usese appropriate assessmet strategies for ESOL and AS students

Benchmark 5- Creates reports using multiple sources of information

Benchmark 6- Celebrates achievement of student learning goals

Benchmark 7- Maintains accurate documentation

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Refined evidence forthcoming

Standard B5- Motivates and engages all students in mearningful learning and growth

Benchmark 1- Utilizes diverse instructional strategies and resources

Benchmark 2- Provdies opportunities for higher level thinking skills

Benchmakr 3- Provides opportunities for activce engagement

Benchmark 4- Makes learning relevant in a variety of ways

Benchmark 5- Conveys enthusiasm for learning and teahcing

Benchmark 6- Demonstrates flexibility and responsisveness to student engagement

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A blog post about a tradgeic event explempifies my abillity to be flexibile and responsive by turning it into a meaningful teachable moment. Having the ability to be flexible and responsive allowed for this event to be utilitzed to promote students to think on a higher level, highen their level of engagement and make the course content meaningful.

Standard B6- Differentiates instruction to meet the needs of their students

Benchmark 1- Differentiaties content, process, product, and/or learning environment

Benchmark 2- Differentiates according to students' interestes, readiness, and learning progile

Benchmark 3- Differentates according to English language proficiency

Benchmark 4- Differentiates to promote literacy learning

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Approaching each and every lesson as a unique experience is one of the most exciting facets of being a teacher. Knowing that each individual student will learn concepts in their own way is at the heart of this facet. Differentiating instruction is essential for this to happen. When conducting each lesson I try to fit in as many different ways of approaching the concept as possible. For example the photo above is a snapshot of how I put this into action. During this particular lesson students:

reflected on an essential question- How can I keep my self safe while helping others?
skimmed the text book to see how much they already new about Rescue breathing "prior knowledge"
watched a video demonstration on rescue breathing
perfomed rescue breathing on a manikin
watched and assessment their peers ability to perfome rescue breathing
wrote descriptive adjectives on the white board describing how it felt to conduct rescue breathing
performed rescue breathing in a mock scenario as a for of formative assessment

Standard B7- Intergrates the use of technology in instruction and learning goals

Benchmark 1- Demonstrates understanding of National Education Technology Standards (NETS) and benchmarks appropriate to grade level for students

Benchmark 2- Integrates appropriately the use of tecnology as an instructional tool

Benchmark 3- Uses technology rougtinely to enhance learning

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MY PLNEvidence online http://wargoelizabeth.com/Technology_Work_Samples.html

Refined evidence forthcoming