Cheryl Bunch 1

EDPG 11

EDPG 11 Video Script

Hello, my name is Cheryl Bunch and I will be graduating in May with a degree in P-

3/MI. Throughout my time at SMWC, I have had several experiences that have brought me

where I am today, a caring, competent educator ready to put into practice the instructional

strategies I have learned in my classes.

I will start with one of my student teaching experiences from ED 417, which has helped

me master EDPG 11, which is: The competent, caring, professional educator frames teaching

within moral, ethical, and social contexts. I have selected three artifacts to demonstrate my

competence on EDPG 11 to explain how I was able to frame teaching within moral, ethical,

and/or social contexts.

The first artifact I would like to cover is a specific lesson I completed with the children

from my ED 417 student teaching experience, in which I applied to EDPG 5, the application of

content. In a unit on the arctic, we did a lesson called Save the Polar Bear. In this lesson the

children were given an ice cube to cup in their hands, as it melted they were able to make

connections to what happens with global warming which causes the ice floes to melt, and in turn,

threatens the polar bears habitat. It was a simple, yet developmentally appropriate lesson for the

children to learn about the social responsibilities we have to our environment and to encourage

them to be caring citizens of our earth. This relates exactly to how we as professional educators

should model ethical and social behaviors in our classroom.

The next artifact I chose to demonstrate my mastery of EDPG 11, was my educational

philosophy. It is here where I explain my most important educational goal that is to show each
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EDPG 11

child that they are valued and cared for. In order for children to be successful, they have to have

someone who believes in them. Someone to invest in them. I believe this should be the motto of

all teachers who claim they are a caring, professional educator.

My final artifact to show proficiency of EDPG 11, was during a service project from my

WC 403 course that I used to apply for EDPG 10, leadership and collaboration. I was able to

enlist my students and parents in helping a local Cub Scout den in collecting supplies for our

local senior citizens during the holidays. What I thought was unique about whole experience

was, not only were we able to help our senior citizens by providing them with much needed

supplies, but we were able to engage in action research with another great organization, our local

Cub Scouts, who were struggling to fulfill their project. The final icing on the cake, which

demonstrates framing teaching within moral, ethical, and social context, was my decision to

include a final teaching moment when we opted to do something selfless by standing back and

letting the boys from that den, get the recognition in the local newspaper from the project, while

my students would also learn what teamwork and serving others is about.

In addition, during my student teaching for ED 417, I have had the opportunity to impact

student learning and growth and have data-driven evidence of their cognitive progression. For

instance, during my Teacher Work Sample for artifact 6, assessment, I observed and assessed

four specific students on letter recognition. There was measurable improvement between their

pre-assessment and their final assessment. While two students only slightly improved, the other

two students increased their letter recognition substantially. One of those students went from

knowing 39 letters to knowing all of them. My last student, who only recognized 4 letters, ended

his final assessment with knowing 35 letters! This was done through implementing and adapting
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EDPG 11

lessons to meet the needs of each individual student. For instance, as I demonstrate in my

Teacher Work Sample, where I assessed four different students on letter recognition, there were

times when I needed to adapt the lesson to meet the attentiveness of one child who was not able

to focus as long as others.

Another example of student learning and growth was in artifact 8, Instructional

Strategies. We were working on numeral recognition and one-to-one correspondence in a math

lesson called, Roll It, Write It, Count It when I used an instructional strategy of collaboration

between two students to help them both learn. In this game, the student would roll two dice,

write the number of dots on a dry-erase sheet, and then count out that amount of beads. I had two

students playing their own game simultaneously. However, one was having difficulties

remembering what the correct number looked like. As the other student watched him struggle, I

encouraged collaboration by suggesting that perhaps she could work with him as a team.

Together they were able to complete the math lesson successfully.

Finally, another tangible evidence of student learning and growth was a recent literacy

case study I completed during ED 327, Literacy Instruction for Diverse Learners. During this

case study on a student I will call Mac, there is performance-based evidence of my ability to

apply multiple assessment methods that I learned during this course to make instructional

decisions based on assessment results. Some of the techniques I introduced to Mac was teaching

him to self-correct his errors, predict meaning in the text, and seeing the pictures with the story.

These methods for reading have made an impact on his learning and growth as a reader.

As I conclude, one of the greatest challenges I experienced while completing this self-

assessment video, was including all of the required components and meeting all the required
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EDPG 11

guidelines while trying to stay under five minutes. I would like to improve by being able to find

a way to elaborate on my performance on EDPG 11 and P-12 student impact all while keeping

within the allotment of time.