IPTS (2013) STANDARD 2 - Content Area and Pedagogical Knowledge - The competent teacher has in-depth understanding of content area knowledge that includes central concepts, methods of inquiry, structures of disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content areas and pedagogical knowledge, and evidence-based practice.

Central concepts in this context involve not only the physical techniques of weaving but also the historical significance of weaving in various cultures and its evolution over time. The teacher ensures that students grasp the methods of inquiry related to weaving, encouraging them to explore the materials, tools, and techniques involved in the process. This extends to the structures of disciplines, as the teacher integrates elements of art, history, and cultural studies into the weaving unit, fostering a multidisciplinary approach. The teacher employs evidence-based practices, drawing on proven instructional methods to enhance the learning experience. Assessment and feedback mechanisms are implemented to gauge individual progress and tailor instruction to meet diverse learning needs. The teacher ensures that the weaving unit promotes content area literacy by incorporating reading, writing, and communication skills into the process, writing reflections on personal experiences with the craft, or engaging in collaborative discussions about the cultural significance of woven artifacts.

 

IPTS (2013) STANDARD 5 - Instructional Delivery - The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. The teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.

Description:

adhering to Standard 5 - Instructional Delivery, showcases the ability to differentiate instruction effectively. This entails employing a diverse range of strategies that not only facilitate the development of critical and creative thinking but also promote problem-solving skills and foster continuous growth and learning among students. The dynamic nature of the classroom is recognized, leading the teacher to make ongoing modifications to instruction to enhance the learning experience for each student.

The weaving unit promotes critical and creative thinking. Students are encouraged to approach the craft from different perspectives, experimenting with various patterns, colors, and techniques. Problem-solving skills are honed as students encounter challenges in the weaving process, encouraging them to find innovative solutions and adapt their approach. This not only enhances their understanding of the craft but also equips them with valuable problem-solving skills applicable across diverse contexts.

 

Rationale:

The rationale behind employing differentiated instruction in the cardboard loom weaving unit lies in acknowledging the diverse learning needs and preferences of students. By offering a variety of instructional strategies, the teacher accommodates different learning styles, ensuring that all students can engage meaningfully with the material. Some students may thrive with hands-on, experiential learning, while others may benefit from visual aids, readings, or collaborative activities. By incorporating a spectrum of instructional methods, the teacher caters to the varied strengths and preferences of the student body.

 

Evidence:

Slides and exemplars 

 

 

ASSESSMENT METHODS PORTFOLIO - One formative and summative assessment from each placement or two if in one placement for the semester to match the plans above

IPTS (2013) STANDARD 7 - Assessment - The competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.

Description:

Formative Assessment:

The teacher initiates the cardboard loom weaving unit with a formative assessment by encouraging students to begin with a sketch idea for their weaving project. This preliminary step serves as an opportunity for the teacher to gauge students' understanding of basic weaving concepts, creativity, and planning skills. Formative assessment continues throughout the unit as the teacher observes students' progress, provides timely feedback, and adjusts instructional strategies accordingly. This ongoing assessment informs instructional decisions by identifying areas where students may need additional support or clarification.

Summative Assessment:

As the unit progresses, the culmination is marked by a summative assessment where students are tasked with completing their cardboard loom weaving projects. The summative assessment involves evaluating the finished weavings based on established criteria, including craftsmanship, creativity, and adherence to weaving techniques taught during the unit. The completion of a tangible weaving serves as a comprehensive measure of student learning and mastery of the weaving skills introduced throughout the project.

Reflection Slideshow:

In addition to the physical weaving, a reflective component is incorporated into the summative assessment. Students are required to create a reflection slideshow that documents their creative process, challenges faced, and insights gained during the cardboard loom weaving unit. This multimedia presentation serves as an additional measure of student learning, allowing them to articulate their understanding and personal growth. The teacher utilizes these reflections to gain insights into individual student experiences, adjusting practices as needed and celebrating the diversity of learning outcomes.

Rationale:

Data-Driven Decision-Making:

The competent teacher, adhering to Standard 7, uses the data gathered from both formative and summative assessments to make informed decisions about curricular and instructional effectiveness. The teacher analyzes the assessment data to identify trends, strengths, and areas for improvement. Adjustments to instructional practices are made based on this analysis, ensuring that the needs of each student are met effectively. This data-driven approach enhances the overall quality of the instructional process, promoting continuous improvement in the teaching and learning experience. Aligned with IPTS (2013) Standard 7, incorporates both formative and summative assessments. The teacher uses these assessments to determine student needs, monitor progress, measure growth, and evaluate outcomes. The inclusion of a reflection slideshow adds a reflective component to the summative assessment, enriching the understanding of individual student experiences. Data-driven decision-making guides instructional adjustments, fostering a dynamic and responsive learning environment.

 

Evidence:

Summative submission example 

Student submission

 

PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1  (at least 1 submission)

IPTS (2013) STANDARD 9 - Professionalism, Leadership, and Advocacy - The competent teacher is an ethical and reflective practitioner who exhibits professionalism, provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

Description: Attending a student art show during the semester of student teaching.

 

Rationale:

I attended an art show for students of the D155 schools. I was at IAEA and ran into some art teachers that worked in the district I attended high school in. They were excited to see me as an art teacher now and wanted to invite me to come see the SPARK art show at the Dole mansion in Crystal lake. This was a fun experience as I was in this art show long ago when I was in high school, so it was fun to go back and see the changes in the student work and styles of projects. 

 

Evidence: