MCPS Standards - This page contains artifacts (with captions) that demonstrate my fulfillment of the six standards of Montgomery County Public Schools: I. Teachers are committed to students and their learning.
A. This artifact, the taxonomy of Benjamin Bloom, guides my writing of mastery objectives. The "outcome-illustrating verbs" truly facilitate higher level learning, to which I am thoroughly committed:
Categories in the Cognitive Domain: (with Outcome-Illustrating Verbs)
Knowledge of terminology; specific facts; ways and means of dealing with specifics (conventions, trends and sequences, classifications and categories, criteria, methodology); universals and abstractions in a field (principles and generalizations, theories and structures): Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned information. defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views; writes;. Comprehension: Grasping (understanding) the meaning of informational materials. classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; illustrates; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands. Application: The use of previously learned information in new and concrete situations to solve problems that have single or best answers. acts; administers; applies; articulates; assesses; charts; collects; computes; constructs; contributes; controls; demonstrates; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalizes; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes. Analysis: The breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations. analyzes; breaks down; categorizes; compares; contrasts; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides. Synthesis: Creatively or divergently applying prior knowledge and skills to produce a new or original whole. adapts; anticipates; collaborates; combines; communicates; compiles; composes; creates; designs; develops; devises; expresses; facilitates; formulates; generates; hypothesizes; incorporates; individualizes; initiates; integrates; intervenes; invents; models; modifies; negotiates; plans; progresses; rearranges; reconstructs; reinforces; reorganizes; revises; structures; substitutes; validates. Evaluation: Judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers. appraises; compares & contrasts; concludes; criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports.
B. In order to communicate mastery objectives clearly to the students, I begin each class with a "letter" that includes the day's objective and agenda. Here is an example:
Dear Class,
By the end of class, we will be able to distinguish main idea and details by: 1. Reading a passage about Life in Colonial America. 2. Completing a main idea-details graphic organizer.
Sincerely, Mr. Praff
II. Teachers know the subjects they teach and how to teach them to students.
A. This is a worksheet I created to help ESOL students learn how to summarize a story. This "Story Summarizer" provides students with a basic outline of a story summary, and gets them on their way with sentence starters:
Summarize a Story
The story is about _________________________________________________________ _______________________________________________________________________ In the story, _______________________________________________________ wanted _______________________________________________________________________, but_____________________________________________________________________ _______________________________________________________________________ So_____________________________________________________________________ Then ___________________________________________________________________ _______________________________________________________________________ Finally__________________________________________________________________ _______________________________________________________________________
B. I am committed to all of the students. Some students have special needs and receive special accommodations when taking tests. As an ESOL teacher, I play a significant role in determining which students receive which accommodations. It is crucial that all teachers know the specific accommodations of their students. This artifact shows a sample accommodations form I use that students who receive accommodations can give to their teachers.
Hi, My name is Timothy McMillan (alias) A teacher can help me with: * Reading the entire text * Writing my ideas for me * Checking to see if my answers are in the right place * Allowing me to use graphic organizers * Allowing me to use visual organizers * Providing me with extra time * Giving me break and/or stretch time * Reducing things that may distract me from doing my best * Encouraging, encouraging and encouraging me!
III. Teachers are responsible for establishing and managing student learning in a positive learning environment.
A. Classroom order is vital. Here is a worksheet that students filled out that helped the students and I establish order in the classroom:
Laws of Our Classroom Community
Answer each question in a complete sentence.
What do you do when you enter the classroom? I ___________________________________________________________________.
What do you do when Mr. Praff asks a question? First, I _________________________________________________. Next, I _______ ___________________________________________.
Why do we have to listen to each other? We listen to each other because ___________________________________________ ____________________________________________________________________.
What is the reason we are in this classroom? We are in this classroom because _________________________________________
What do you like about this class? I like _______________________________________________________________.
What don’t you like about this class? I don’t like ___________________________________________________________.
List two improvements you would like to see in our class community: 1. __________________________________________________________ 2. __________________________________________________________
B. Another tool that contributes to a positive learning environment is the "Caught You Being Good" certificate. This is a simple system that allows students to receive positive attention and recognition - a strong extrinsic motivator. This artifact can be found at the top of this page above the text.
IV. Teachers continually assess student progress, analyze the results, and adapt instruction to improve student achievement.
A. Assessments are frequent in my classroom. By assessing students regularly, I can determine if they have mastered the unit's objectives. Then I can plan accordingly. Here is one short quiz I created:
Quiz – Denotation and Connotation
Fill in the chart. Denotation Connotation 1. baby 2. cheap 3. home
Explain the meaning of the underlined word in each sentence. 4. It’s not nice to call someone a pig. 5. When a student’s writing is tired, Mr. Praff gives a low grade. 6. This cheap pencil keeps breaking!
Write a sentence with each word using its connotation. 7. groove 8. baby 9. lion 10. home
B. This is a worksheet I designed to assess the students' knowledge of new vocabulary words: Community Vocabulary Match each definition with the correct vocabulary word. 1. lawsa. city 2. goodsb. jobs 3. servicesc. rules that people must obey 4. economyd. towns just outside the city 5. worke. things that we use to make goods 6. resourcesf. countryside 7. urbang. items that we buy 8. ruralh. things that everyone in the community can use 9. suburbani. businesses
V. Teachers are committed to continuous improvement and professional development. A. One way I strive to improve is by having other observe my classes as frequently as possible and then provide me with constructive feedback. Here are some excerpts from an observation by my university supervisor: Another way to approach functional reading passages: 1. Read questions first; read the text next; read the questions again, then choose the answer. 2. Another possibility: Read passages together; then read the passages quietly, individually; write the answer, then share it with the class. 3. Another suggestion for teaching the approach to reading such passages: Use the overhead to analyze the passage; go “backward”—underline, point, etc. In other words, model the way you go about “deciphering” the passage. (9/25/08)
B. I am also frequently reflecting on my lessons in order to determine what worked well and what worked less well. Here is one recent reflection:
Successes:
1. The students’ homework (that is, the homework due that day) served as a good review of the previous day’s lesson, as well as a “springboard” for today’s lesson. 2. The chart on the board showing various word relationships (synonyms, antonyms, homophones, etc.) offers the students a clear explanation of the terms, with examples (crucial). 3. The students successfully offer examples of their own for the terms listed on the chart. This demonstrates that the material had been successfully conveyed to the students.
Challenges: 1. The aforementioned chart was erased at the end of class. This was a loss of good material that ought to remain in students’ sight. 2. One student was rather quiet throughout the class (she is usually relatively quiet, but today was extreme). She did not raise her hand, and she did not really respond when asked a question directly.
Goals: 1. All complex charts, tables, visuals, etc. should be written on real paper and be displayed in the classroom, rather than on the chalkboard. This will allow the students to refer to them as needed simply by looking up at the walls of the classroom.
2. I checked with the very quiet student after class to see why she had been so reticent. I was not really able to gain any information. One goal concerning this student would be to find a way to get her to participate more in class. Another would be to find a way to talk to her so that I can understand why she had been so quiet. Alternatively, I could ask the guidance counselor to speak with her. (10/7)
VI. Teachers exhibit a high degree of professionalism.
A. One aspect of professionalism is communication with parents. Here is a letter I wrote to parents about their students LAS Links scores (LAS Links is a test of a student's English language abilities). I wrote the letter in both English and Spanish: September 22, 2008
Dear Parents and Guardians, The documents in this envelope include your child’s score on the Language Assessment System Links (LAS Links). This is a test that measures your child’s English language skills in four skill areas: speaking, listening, reading and writing.
Your child has received a score in each skill area, as well as an overall score. The range of scores is:
A more detailed explanation of these scores is included in the envelope. Please sign the following page and return it to school with your child.
If you have any further questions, please don’t hesitate to call me at school at 301-657-4994.
Sincerely,
Jonathan Praff ESOL Teacher
And in Spanish: 22 Septiembre 2008 Estimados Padres y Guardianes,
Incluido entre los documentos de este sobre es el nivel de inglés de su hijo o hija, según un examen que se llama Enlaces del Sistema de Evaluación de Lenguaje (LAS Links en inglés). Este es un examen que evalúa la habilidad en inglés de su hijo o hija en cuatro áreas de habilidad: hablar, escuchar, leer y escribir.
Su hijo o hija ha recibido un puntaje en cada área de habilidad, y también un puntaje en general. El rango de puntajes es:
1 – Principiante Inferior 2 – Principiante Superior 3 – Intermedio Inferior 4 – Intermedio Superior 5 – Avanzado
Hay una explicación en detalle incluido en este sobre. Favor de firmar y devolver la siguiente página con su hijo o hija. Si tiene usted cualquier pregunta, por favor llámeme en la escuela: 301-657-4994.
Muchas gracias,
Jonathan Praff Profesor de ESOL
B. This last artifact is an excerpt from an observation conducted by my university supervisor. It illustrates the professionalism that I strive to display in my classroom: ...This is a small group in a fairly large classroom. They seem comfortable and at ease as they follow along with the teacher. They participate fully. Mr. P. uses a variety of methods to make sure that everyone gets to speak: “If you have any questions, raise you hand and I will be happy to answer.”He uses name sticks which he pulls out of his pocket so students are called on in a random fashion. A student reports a pain in her arm. She is allowed to get up, get a wet towel and wrap it around her hand. This could have been a distraction, but Mr. P. handles it with ease: the student goes swiftly and returns without an incident. (9/25)