Teaching Portfolio Rationale - Standard 6

Part I: Describe a teaching artifact that represents the overall HTSB Standard
HTSB Overall Standard
Teaching Artifact
Course
Teaching Artifact Description
Teaching Artifact Results
Part II: Connect the teaching artifact to sub-standard and assess our proficiency
Sub Standard
Connection to Artifact
Self-Assessment
Evidence of Self-Assessment
Part III: Improve your proficiency for the HTSB Standard
Sub Standard to Improve
What to Improve?
Research at least 2 resources
on how to improve
proficiency.
Standard 6 -
Intro to PSA lesson
ED 311A
1 class lesson (45 -75 min) to begin the PSA unit. The lesson covers what
is a PSA, persuasive techniques, and target audience.
This lesson prepares the students to create their own PSA. I have found
that most students don’t know what a PSA is or how it’s used. The lesson
compares PSA’s to commercials which gives the students a better
understanding of what they are creating. By the end of the lesson the
students understand why and how to convey a specific message to a
target audience.
6.1 CANDIDATE USES A VARIETY OF VALID FORMATIVE ASSESSMENTS
The first formative assessment that is used with this lesson is class
discussions. The lessons starts with a class discussion to assess any prior
knowledge of the subject which helps me adjust the lessons from the
beginning. Class discussions with quick Q & A are used at the end of each
section to assess student understanding. Quizzes and worksheets are
used to assess the students understanding of persuasive techniques and
target audiences. Finally a think-pair-share activity is used to assess the
students ability to connect persuasive techniques to specific target
audiences.
4-Candidate ALWAYS does this as a teacher
3-Candidate MOSTLY does this as a teacher
2-Candidate SOMETIMES does this as a teacher
1-Candidate RARELY/NEVER does this as a teacher
NA-Candidate did not have the opportunity to do this
NS-Question is confusing ambiguous, or difficult to rate
The variety and abundance of formative assessments used in this lesson
gives me great insight into the students understanding of the subject and
the overall effectiveness of the lesson. The ongoing formative
assessments allows me to immediately pinpoint any problems in student
understanding and either give an individual student more instruction or
modify my instruction if all students are struggling.
6.9a CANDIDATE MAKES ASSESSMENT ACCOMMODATIONS FOR
LEARNERS’ SPECIAL NEEDS
Provide alternative assessments for students with special needs.
Assessing Students with Special Needs
https://www.thoughtco.com/assessing-students-with-special-needs-3110
248

Special Needs - Teacher Resources

https://www.teachervision.com/teaching-strategies/special-needs
Implementation of Findings I found that the type of accommodations used for special needs students
are dependant on the type of disability the student has. One of the
accommodations that I can use for students with special needs is when I
use group discussions for assessment. Students with special needs
usually do not perform well in large groups so allowing the students to
break in to small groups for discussions would help the students with
special needs. Another idea I can implement is allowing students an
alternative assessment to quizzes and worksheets like presentations or
verbal quizzes.