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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 Learners and Learning is "Goal 2: Candidates demonstrate their understanding of learners and learning" and one of the indicators that is represented is "Indicator 2: Develop strategies to support learners with special needs within the least restrictive environment." 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 product uploaded. Two to three products should be uploaded for each goal to represent the indicators for the goal. 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 Learners and Learning is "Goal 2: Candidates demonstrate their understanding of learners and learning" and one of the indicators that is represented is "Indicator 2: Develop strategies to support learners with special needs within the least restrictive environment." 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 product uploaded. Two to three products should be uploaded for each goal to represent the indicators for the goal. Finally, your reflection will be uploaded as an attached Word document file. A sample follows below.
Goal 2: Candidates demonstrate their understanding of
learners and learning.
Indicator 2: Develop strategies to support learners with special needs
within the least restrictive environment.
![](http://education.weebly.com/weebly/images/file_icons/rtf.png)
vocabulary_strategies.doc | |
File Size: | 48 kb |
File Type: | doc |
This particular assignment required me to look at various ways to present vocabulary to seventh grade students, specifically students that often struggle with learning vocabulary. I chose to base the lesson around a novel that I was teaching in my own classroom – Red Scarf Girl. In this assignment, I presented five different methods of presenting vocabulary throughout the entirety of the novel. These methods include: Scavenger Hunt, Vocabulary Self-Assessment Scale, Concentration, Around the World, and Word Book. Each strategy requires active participation from each student, provides opportunities for hands-on work and group work, and also requires students to become responsible for their own learning.
To support learners with special needs, it is important that I know a variety of developmentally appropriate strategies to teach my content of language arts and reading. It is essential that students learn unfamiliar vocabulary in order to comprehend the situations and concepts within the novel. The strategies used are research based and are appropriate for 7th grade students (the age level in question for this activity). I am also able to differentiate instruction to support diverse learners by providing hands-on activities, such as scavenger hunts, self-assessments, and learning games which ask students to match vocabulary with definitions, etc. Also, by allowing students to assume responsibility for learning, as I have by using the Vocabulary Self-Assessment Scale activity, students are asked to determine their own familiarity with the vocabulary words; this requires students to be honest and responsible for what they do or do not know concerning the vocabulary words. Finally, by encouraging discussion and group work, as I have with using the concentration game, students are required to work cooperatively with a partner to play the learning game; in addition, the Around the World activity requires groups of 4-5 students to complete the assignment.
To support learners with special needs, it is important that I know a variety of developmentally appropriate strategies to teach my content of language arts and reading. It is essential that students learn unfamiliar vocabulary in order to comprehend the situations and concepts within the novel. The strategies used are research based and are appropriate for 7th grade students (the age level in question for this activity). I am also able to differentiate instruction to support diverse learners by providing hands-on activities, such as scavenger hunts, self-assessments, and learning games which ask students to match vocabulary with definitions, etc. Also, by allowing students to assume responsibility for learning, as I have by using the Vocabulary Self-Assessment Scale activity, students are asked to determine their own familiarity with the vocabulary words; this requires students to be honest and responsible for what they do or do not know concerning the vocabulary words. Finally, by encouraging discussion and group work, as I have with using the concentration game, students are required to work cooperatively with a partner to play the learning game; in addition, the Around the World activity requires groups of 4-5 students to complete the assignment.
Reflection for Goal 2: Learners and Learning |
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