Rationale 1B: Delivery
Link to Artifact 1B
Louis Stevens III
C&T 898: Masters
Project
Dr. Steven White
04 July 2022
Artifact
Description
This artifact is lifted from course C&T 745: Reading and the English Language Learner. This assignment was a follow-up to a previous task in which after-school tutoring lesson plans were developed for a striving English language learner. This course centered around my tutoring of 7th grade English language learner Julian, a student of mine at Toledo Preparatory Academy. The lesson plan format is a modification the RRWWT essential literacy plan outlined in Words Their Way™ with English Language Learners (2007). This lesson plan style was chosen because it identifies the key components of an essential 2-hour lesson plan: the purpose of an activity, its approximate length, and the associated learning standard. Several strategies are outlined that draw upon experience and previous coursework such as the RAFT writing activity, close cognate task cards, and phonics flashcards. Much of the knowledge I gained in this area of phonics instruction is based on texts and assignments found in C&T 743.
Artifact
Rationale
This artifact was chosen because it is representative of
my ability to construct differentiated lesson plans based on the unique
strengths and learning types demonstrated by my reading students. The lesson
plans illustrate my ability as a diagnostician and problem-solver in delivering
instruction that is tailored to those specific abilities of my students. Learning
Outcome 1B centers on delivery, with an emphasis in engagement,
differentiation, and methodology in the improvement of learning. While not
strictly addressed, this artifact also illustrates my knowledge of the Ohio
state learning standards and strands. These standards guide instruction and
delivery, and therefore are paramount to address in Outcome 1B. A key element
of my instructional approach is the theory of multiple intelligences and
engaging Julian’s learning style is a facet of this practice. This includes
materials that are visual, auditory, and kinesthetic – encompassing both
differentiation and a knowledge of learning style and tailored delivery in
instruction.
This artifact improved my strength as a teaching in the
aforementioned areas because it encouraged me to try something I had not
previously done – conduct tutoring sessions specifically for an English
language learner. Because of the success and confidence, I saw build in Julian
following our regular meets, I too gained confidence in my ability to target
his areas for development and put him in a position to succeed as a speaker and
writer. This assignment also helped me to gain experience in this new
environment – one-on-one afterschool tutoring and how the context of these
meetings differs from that of a full classroom environment.
References
Bear, D.R., Helman, L., Templeton, S., Invernizzi, M., &
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