My Portfolio
University of Maine Farmington
Portfolio
Standard 1:
Demonstrates knowledge of the central concepts, tools of inquiry, and
structures of the discipline(s) s/he teachers and can create learning
experiences that make these aspects of subject matter meaningful to
students.
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Standard 2:
Demonstrates the ability to integrate the concepts, tools of inquiry, and structures among the disciplines.
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Standard 3:
Demonstrates knowledge
of the diverse ways in which students learn and develop by providing
learning opportunities that support their intellectual, physical,
emotional, social and cultural development.
Description:
My philosophy of education was first written for my EDU 125 class in
the spring of 2007.
It demonstrates my knowledge and understanding of how students
learn from different techniques and explains how, as a teacher, I have
to meet their
personal needs. I show in my philosophy that the students are
why we teach and we have to take their needs into consideration to
offer them the best education and opportunities possible.
Rationale:
This document represents Standard 3 because it shows my understanding
of how there are various ways in which students learn. I
recognize that I have to use several of these techniques in career to
ensure that I give my students the best education possible and that I support their needs..
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Standard 4:
Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Description:
This is a book review lesson plan that I taught on November 14, 2007 in
my Practicum placement. I taught this lesson in a 4th grade
classroom and the students were alloted time over three days to
complete the assignment in a final draft. We had been working on
book reviews in class and I wanted to review the important steps.
The Maine Learning Results (MLR) states that at the fourth grade
level, students must be able to talk about the plot and major themes of
a plot (Language Arts: A. Reading: A.2 Literary Texts). For the
book reviews, students were asked to identify the main plot without
giving away the endings. After they were all completed, I
compiled them into a book as a gift for the class so students could see
what their peers had enjoyed reading.
Rationale:
This lesson plan lists my objectives for my students, my planning and
thought process, along with ways that the lesson could be integrated
into other subject areas. It also demonstrates my ability to meet
the Maine Learning Results in my lesson plans and to plans a lesson
according to the developmental level that my students are at.
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Standard 5:
Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Description:
This is a picture of a score card from a day when my Practicum
class played The Water Cycle Game on November 1, 2007. The students were able to move
as if they were water molecules. They moved to different stations
where they rolled "dice" to direct them to their next station.
For example, this student started at the ground water station and rolled river on
the die so he moved to that station and repeated the process.
Afterward, the students went to their desks were they explained the
steps they took to get to the other stations. As a water molecule, this
student started in groundwater and ran off into a river.
We finished the lesson similarly to how it started, with a
discussion of the different steps. I choose to do this activity
because it was recommended to me and I wanted my students to be able to
really understand the cycle through acting as if they were parts of it.
Rationale:
I chose this artifact because it represents an interactive way
for students to understand the processes in the water cycle.
Students enjoyed it because it is a game, but they were also able
to learn from it, which was made evident in our discussion afterward.
In the lesson I had explained the instructions several different
ways. We reviewed what students remembered at the beginning and wrapped
up with explanations at the end so that students were able to learn
throughout the lesson taking in what their classmates remembered, the
movements in the game, as well as the information concluded at the end.
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Standard 6:
Creates and maintains a classroom environment which supports and encourages learning.
Description:
This document is a web that organizes my thoughts on classroom
management that I made the Fall of 2007 during Practicum. Here, I list my definition of what I think classroom
management is, questions that I have, how my Philosophy of Education
addresses classroom management, as well as rules and
procedures that I would use and how I would like to organize my
classroom.
Rationale:
I feel that my Classroom Management Web fills the expectations
for Standard 6 because it demonstrates how I would organize my
classroom and teaching to have a supportive and helpful learning
environment.
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Standard 7:
Demonstrates the ability to support students’ learning and
well-being by engaging students, home, school, colleagues, and
community.
Description:
In early November of 2007, my partner and I created this brochure was
made to educate teachers and parents on web blogs and
their uses in the classroom. Blogging would allow the students
and me to have on online journal with classroom updates that parents
could access to keep connected. It contains quotes from teachers
who
have used them, ways use the blogs, and benefits of blogging.
Rationale:
Blogging is a great way for parents and guardians to see what is
going on in the classroom and to communicate with the teachers and
students. Blogs can create a communication bridge between the
classroom and the community.
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Standard 8:
Understands and uses a variety of formal and informal assessment
strategies to evaluate and support the development of the learner.
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Standard 9:
Demonstrates an awareness of and commitment to ethical and legal responsibilities of a teacher.
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Standard 10:
Demonstrates a strong professional ethic and a desire to contribute to the education profession.
Description:
The attached artifact is proof of my attendance at the
MAINEducation 2007 Technology Conference sponsored by The Association
of Computer Technology Educators of Maine. At this conference I
attended a session on how to integrate technology with mathematics, a
session about the top 100 websites to use with students, as well as a couple others. Technology
has become such a large part of people's lives and education so I
decided to attend this conference to better educate myself on ways in
which technology can be integrated in the classroom.
Rationale:
This certificate and my attendance of the conference fit Standard 10 because they represent my
willingness and desire to learn ways to better myself as a teacher and
to strengthen the lessons that I will be bringing to my students.
I feel that the more I know and the more comfortable I am with
several different education techniques, the more I will be able to
offer my students educationally.
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