Directions for each page to represent the six program goals :
To create each page on your portfolio, you will begin by identifying the goal. Next, you will upload a product to demonstrate your ability to meet each indicator identified. All products submitted in your portfolio as evidence must be assignments that were completed in your courses during your program of study and represent original work created by you. For example, the goal for Content Knowledge is "Goal 1: Candidates demonstrate their understanding of content within their specialization" and one of the indicators that is represented is "Indicator 1: Engage students in generating and demonstrating knowledge." Next, in a paragraph provide a description of the artifact that is uploaded as evidence of your ability to meet the indicator. Repeat this procedure for each indicator and product uploaded. Two to three products should be uploaded for each goal. One product can be used to represent more than one indicator. Check to be sure that you have included all of the indicators on your page. Finally, your reflection will be uploaded as an attached Word document file. A sample follows below.
To create each page on your portfolio, you will begin by identifying the goal. Next, you will upload a product to demonstrate your ability to meet each indicator identified. All products submitted in your portfolio as evidence must be assignments that were completed in your courses during your program of study and represent original work created by you. For example, the goal for Content Knowledge is "Goal 1: Candidates demonstrate their understanding of content within their specialization" and one of the indicators that is represented is "Indicator 1: Engage students in generating and demonstrating knowledge." Next, in a paragraph provide a description of the artifact that is uploaded as evidence of your ability to meet the indicator. Repeat this procedure for each indicator and product uploaded. Two to three products should be uploaded for each goal. One product can be used to represent more than one indicator. Check to be sure that you have included all of the indicators on your page. Finally, your reflection will be uploaded as an attached Word document file. A sample follows below.
Goal 1: Candidates demonstrate their understanding of content within their specialization.
Indicator 1: Engage students in generating and demonstrating knowledge.
principle_1_product.doc | |
File Size: | 48 kb |
File Type: | doc |
For this assignment I selected an activity where students find the circumference of circles. In the activity, students work with a partner and travel around the room measuring 6 circular objects. They record the diameter, calculate the circumference using the formula, and then verify their answer by measuring the circumference with a tape measure.
In this activity students are demonstrating their ability to work with a partner, measure, and apply a formula to find the circumference of a circle. It is a way to make sure that students not only can apply the formula for circumference, but also understand what that formula means and why it works. Often times, students memorize formulas but do not really know why they exist or how they came to be, especially with circles, where the circumference is directly related to pi. I hope this activity brings the formula from a rote memorization to an enduring understanding of patterns and connections in the world of math. It also makes the content more meaningful because, anytime a student is up, moving and seeing math in action it is more meaningful to them than simply filling out a work sheet. When students can see how math is used, they are more likely to retain that information.
In this activity students are demonstrating their ability to work with a partner, measure, and apply a formula to find the circumference of a circle. It is a way to make sure that students not only can apply the formula for circumference, but also understand what that formula means and why it works. Often times, students memorize formulas but do not really know why they exist or how they came to be, especially with circles, where the circumference is directly related to pi. I hope this activity brings the formula from a rote memorization to an enduring understanding of patterns and connections in the world of math. It also makes the content more meaningful because, anytime a student is up, moving and seeing math in action it is more meaningful to them than simply filling out a work sheet. When students can see how math is used, they are more likely to retain that information.
Reflection for Content Knowledge |
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