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Reflective Journal
Building a strong
relationship there’s no trust. If there is no trust,
learning and teaching don’t occur. Establishing a
positive classroom culture should begin day one of
Characteristics of a
natural learning and motivation occur
● Personalized learning
learner-centered
● Using collaboration to work together to develop
meaningful learning activities
teacher
I think I possess the ability to build strong student-teacher
relationships, because to me, it’s important to know all of
my students, so I’m able to develop lessons that are
personal and engaging. I like to involve my students in my
planning of ideas for art projects. I think it helps them
relate to what they’re doing, and helps them realize that I
value their opinions, while also personalizing my teaching.
My score was higher than the rubric in both the
Learner-Centered Beliefs about Learners,
Learning, and Teaching section at a 4.0, and the
1. Complete the Assessment of Non Learner-Centered Beliefs about Learning
Learner-Centered Practices (ALCP) and Teaching at a 3.4. In the Non
Learner-Centered Beliefs about Learners, my
Teacher Beliefs Survey 1 (on pages score was slightly lower than the rubric at a 1.6.
26-27). Score yourself following the
directions. My scores tell me that I find relationship building
with my students the most important, and that I
2. How does you score compare to the feel it’s necessary to try my best as an educator
supplied rubric scores on pg 29? to reach the more “difficult” students. My score
3. What does your score tell you. also tells me that it’s up to me as the teacher to
think about ways that I can improve how I
demonstrate for my students what they should
be doing as the learner in my classroom.
What motivates students to learn?
I asked two students in my homeroom what motivates them in my class. They
both told me that they feel safe in my classroom, and feel respected by me.
They also shared that the art projects I assign them are usually engaging, and
keep them interested in Art.
On page 38, it listed that students wanted to be trusted and respected; to feel
apart of the a family; their teachers to act as helpers; opportunities to feel
responsible; a place where people care; teachers who help them succeed; and
choices.
I feel that in my teaching practices I foster most of those needs students’ want
in a classroom/school environment.
My school is focusing on building
community this year. Each day, we
“difficult”
students who are harder to reach,
these circles help them to open up
and become more trusting. It’s also
students.
important to recognize that students
experience far more than we could
ever imagine, so just letting them
know you’re there for them is
crucial.
● I think that I need to look more into
the metacognitive aspect of
learner-centered principles, or the
“thinking about thinking” part.
practices
plan or criteria for them to create
artists statements for all of the
artwork, which can both be used a
reflective tool for their thought
processes, and an assessment for me
to ensure they’re learning what I’m
teaching.
Quality Conditions Improvement
Condition 4:
Students are asked to evaluate their own work.
Student
are supported in my classroom. If they struggle, I want
them to know I’m there to help.
-Cared for: Everyone has bad days, and I think it’s
important for students’ to know they have an outlet and
a trusted adult they can speak to.
-Responsibility: Holding students accountable for their
Achievement
actions.
Highest
-Engagement: offering projects with student interest in
mind.
-Respect: Maintaining respect for classmates and
materials
-Relationships: Establishing positive connections to
have a good classroom environment
In order to make my classroom
more learner centered I could:
classroom more
versa, if it’s too challenging I
sometimes help them solve their
problem, which isn’t helping them
learner-centered
learn for themselves.
● Giving more control to my
students’ when it comes to
classroom management and
establishing rules, so they feel like
they’re apart of the classroom
culture.
I grew up in the “upper-middle” class, and went to
schools that were predominantly a white
population. Fortunately, I grew up in a household
that taught me the importance of respect for
Share how your own cultural, everyone. Growing up, I watched my grandfather
show compassion towards all people he came in
social, or linguistic backgrounds, contact with, always greeting them with a smile
and a simple hello or asking them how their day
values, family history, experiences, was. This trait was something that always stuck
with me, and to this day I try to pass on to my
personal education, and/or students’. Seeing and being taught how to treat
others respectfully and responsibility has allowed
ahead
unit as a way to make sure learning is actually
occuring. When teachers aren’t doing periodic
checks, they’re not only doing a disservice to
their students, but also themselves.
Alignment in the curriculum using UbD
Domain 1 LCP #2: Goals of the learning process. The successful learner, over time and with
support and instructional guidance, can create meaningful, coherent representations of knowledge.
Domain 2 LCP #7: Motivational and emotional influences on learning. What and how much is
learned is influenced by the motivation. Motivation to learn, in turn, is influenced by the individual's
emotional states, beliefs, interests and goals, and habits of thinking.
Domain 3 LCP #10: Developmental influences on learning. As individuals develop, there are
different opportunities and constraints for learning. Learning is most effective when differential
development within and across physical, intellectual, emotional, and social domains is taken into
account.
Domain 4 LCP #12: Individual differences in learning. Learners have different strategies,
approaches, and capabilities for learning that are a function of prior experience and heredity.
UbD LCPs
The
While testing is important, I don’t feel that the
appropriate assessment is offered in many cases
when it comes to standardized testing.
Standard is just another word for “average”,
which is something the educational system
needs to break away from.
Broken
STANDARDIZED TESTING RESTRAINTS
Curriculum
● Cause an unbelievable amount of stress
on teachers in their curriculum
● Causes stress on students the prepare for,
and what if the fail?
● Limits creativity
● Places labels on students
Master of Choice
I feel like I’ve mastered the ability to offer choice in my classroom. I really
enjoy having student surveys in the beginning of the year to gain
perspective on my students. This serves as a way for me to develop projects
that have student interests in mind, and allow students to add personal
ideas in their artwork. This also allows my students to feel like they have a
voice in my classroom. When they feel like they were apart of the decision
making process, I feel like it drives up student engagement. Sometimes, I
have the occasional student who doesn’t want to do a particular unit, so
together, we try to come up with ways the student can still learn the
required skills, but have a different outcome they’re happy with and willing
to do.
Growth Mindset
To me, growth mindset is believing that your abilities can continue to grow through
hard work.
and changing?
didn’t have personal computers, or cell phones to
use in class. But now, most classrooms have some
form of technology students are using. So it’s
important to teachers to find new engaging and
motivating ways to teach their curriculum,
because it’s constantly changing, so we should be
growing and changing with it.
The Myth of Average
The myth of average basically means that if something works for
some of most, it will work for all. When I think about this is the
world of education, I think about how diverse all classrooms are.
No one learner is the same, so why should be design our learning
environment based off of an average? Technology is irrelevant if
it’s not being utilized to meet the needs of all students. It’s crucial
for educators to explore options to meet the needs of all students in
their classroom, not just the “average” student. In doing that,
teachers are setting their students up for success.
Carol Dweck’s Ted Talk Reflection
1. Make things in the classroom challenging and more
informative.
2. Don’t set students’ up for failure. Workloads
shouldn’t be too rigorous to the point that it causes “In a growth mindset, challenges are
students to want to cheat, feel poorly about exciting rather than threatening. So
themselves, or want to give up. rather than thinking, oh, I’m going to
3. If students’ make mistakes, process with them and
allow them to learn from it, and show they how they
reveal my weaknesses, you say, wow,
can correct it. here’s a chance to grow.”
4. Praise the process, effort, strategies, focus, and
efforts, so they don’t feel the pressure to focus on the -Carol Dweck
“A+” and the final assessment.
What I remember about going to school
growing up was that a lot of my classes
The
Traditional Curriculum
required us to be seated and went in
sequence to a textbook that built off of
knowledge from previous school years.
This mostly relates to the recognition
network. So much has changed in
education in a short amount of time with focuses primarily on:
the introduction of technology. Teachers
are now able to better meet the needs to
the individual learner rather than the The Recognition Network
“average” learner.
The Affective Network
The affective network is the motivation/engagement or the
“why” component of Universal Design for Learning (UDL).
Learners have different interests, backgrounds, experiences, and
methods of learning. When teaching, it’s important for teachers
to design learning experiences that cater to the Affective
Network or the “WHY” Network in order to allow students’ to
use their background and experiences to make connections to
new ideas.
The Recognition Network
Every child brings something different to the classroom.
Variability
planning, educators are paving
the path for each learner to be
successful.
Engagement: Recruiting Interest
In order to meet this checkpoint, I could offer
student interest when designing ideas for units. I
could also allow them to choose what types of
materials they would like to use on particular
projects. By offering a variety of choice, there is
more authenticity and value in what students’ are
creating.
Representation: Language and Symbols
In order to meet this checkpoint, I could
provide a word wall, and highlight any
important definitions of the terms they will be
learning about for that unit.
Action & Expression: Executive Functions
In order to meet this checkpoint, I can provide
process visuals and teacher/student examples
to demonstrate how the end goal. Perform
teacher demonstrations that model the
process. Students’ can do peer
assessment/critique to monitor their progress.
Example:
Students will be able to discover a
Assessment
opinions on why what I said was wrong. I felt
defeated, because I worked so hard on that paper,
only to be told what I thought was wrong. I did okay
on the other three papers, never receiving above a
“B” on them. After I got back that first paper, I felt
like I checked out of the class, because it seemed like
Experience
my professor didn’t care much about anything other
than his opinion on the topics in history he talked
about.
Of Udl
their classroom. Instead of
trying to fix the learner,
education should try to fix the
curriculum so that all students’
have equal opportunities for
learning.
Implementing LCPs, UDL and UbD
There are so many ways I can take the information learned in this course and apply it
to my teaching practices.