Proposition 1: Teachers are Committed to Students and Their Learning
NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn.
They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice.
NBCTs understand how students develop and learn.
They respect the cultural and family differences students bring to their classroom.
They are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships.
NBCTs are also concerned with the development of character and civic responsibility.
Artifact 1: Alloys Project
Rationale 1
I designed the alloys project as a way to increase differentiated instruction and assessment in my classroom. The project is guided by ten questions that students answer. In order to answer the questions, students complete a web quest-type activity. There are two options for pathways in the project. Pathway one or pathway two, which cover the same content standards but pathway two incorporates more abstract questions and links to websites with higher reading levels. Once completed, students choose a product to demonstrate their learning. There is no limit to the product choice. In addition to the differentiated pathways and the choices available to students, this project also has accessibility features built in. The learning materials are electronic, so students can use the accessibility features on their Chromebooks such as subtitles on videos, translators and text to speech on readings. The project is self-paced and uses audio, visual, text, and hands-on classroom activities as modes of instruction. For these reasons, this Artifact encompasses the first three indicators of Proposition 1. It shows my belief that all students can learn, and my dedication to making knowledge accessible to all learners. This artifact demonstrates that I recognize differences in learners and understand how students learn.
Reflection 1
At the time I completed the Alloys Project, I was pleased to offer students more choice than I had in the past. I was surprised how well students were able to appropriately choose between the two pathways. It was apparent at the completion of the project that students enjoyed it more than the project I offered students in the past. The products students chose to complete were creative and high-quality. A year later, I can see how this experience has had a profound impact on my teaching. So many aspects of my classroom involve choice. Every unit has considerations for diverse learners and attempts to make knowledge accessible to all learners. Now this artifact is a representative example of the learning opportunities I offer my students regularly, rather than a stand-alone project.
Experiential learning science trips to remote locations like the
Galapagos Islands demonstrates a commitment to creating meaningful learning experiences for students.
Artifact 2: Responsive Teaching Paper
Rationale 2
The Responsive Teacher paper was selected as an artifact for this proposition due to its emphasis on the value of knowing the individual learners. In the paper it explains that by valuing what makes learners unique, it builds a respectful learning environment which motivates and supports all learners. Indicators 2, 4 and 5 describe the ways an accomplished teacher uses the knowledge of the uniqueness of the students in planning learning experiences. The teacher respects and values these differences and helps build students' self-concept. The teacher increases motivation by creating meaningful connections with the students. Artifact 2 demonstrates an understanding of these indicators and shows that I share these core beliefs.
Reflection 2
After writing this paper, I applied my learning by using information I had gathered from my students about their interests and hobbies. I created unique sets of problems for each class that incorporated my students into the problems doing the things they like to do. Students were so excited to find themselves on the page and motivation to solve the problems was high. Students expressed appreciation for me doing this. It was apparent that they felt valued. This was a fun way to remember that individualizing my instruction is not just about appealing to a variety of learning styles, but is also about knowing my learners as people with interests, and showing them that their interests are meaningful in our classroom and that I care enough to get to know them.