Domain 1:
Preparation
The candidate presents artifacts and accompanying descriptions which demonstrate command of the subject he or she will teach.
InTASC Standard #4
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Content Knowledge:
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
~Context~
The following video contains a semester-long project completed in one of my methods courses where I tutored 1st-grade students in English Language Arts. Per Success For All (SFA) programming, I utilized research-based practices to tutor two students with reading and writing difficulties. Over the semester, I met with each of my tutees twice a week in the field and worked with them on their specific needs, based on data I gained from assessments I performed. Before beginning the tutoring I assessed each student on their abilities using the SFA manual and benchmarks to gauge their understanding of the material. After completion of the pre-assessment, I crafted lessons and instructional approaches that best suited the individual learner and the areas that needed improvement. Using practices referred to in the SFA tutoring manual, and pedagogical learning approaches I identified learning targets encompassed in the field of English Language Arts. Some of these categories included Phonological Awareness, Letter Sounds, and Word Skills. During tutoring sessions, I worked with my tutees using SFA approaches and manipulatives to help improve their understanding of the material. I regularly recorded and identified areas of mastery, areas that need more support, and student behavior to design lessons that would help my learners to become more proficient throughout our sessions. Biweekly, I administered assessments to gauge learner development. In addition to focusing on learning content, I also studied patterns of behavior and environment to see if this influenced student learning. In my final video, I compare assessment results using graphs and charts to demonstrate the effectiveness of the SFA tutoring approaches. Additionally, the strategies I used throughout the semester are discussed and are connected to the Science of Reading (SOR) framework.
~Implications~
I greatly enjoyed this project as I received hands-on experience that will be helpful in real-world scholastic settings. Utilizing the SFA programming and adapting lessons to individual learners helped me grow in the pedagogical approaches of constructivism and behaviorism. While the SFA manuals are the guidelines for tutoring; adaptation is an important factor to best design lessons to fit the specific needs of each student. Students are all unique and require different approaches to best maximize their potential to learn. I found that the same techniques I used for one student may be beneficial to one tutee, but were harder to grasp for the other learner. Using my research and assessment results, I crafted specific lessons catered to instructional approaches for each tutee. After completion of the assessments, I analyzed the data and referred to my SFA manual to decide which methods and areas of study I should focus on for each tutee. I utilized visual, kinesthetic, and auditory approaches in my tutoring sessions to create the most effective lessons. I targeted words, sound blends, and patterns that each student needed to strengthen and combined an SFA approach to each area of study. Over time, I discovered which methods were most effective for each student and built upon the framework. This pedagogical approach is relevant to future teaching as assessment is regularly built into the curriculum. From this experience, I learned how to analyze data results and provide heavy enforcement to areas that showed low performance. In a traditional classroom setting, I will have to analyze data results from several learners and identify those who struggle, and provide remedies and support so they do not fall behind. In addition to Constructivism, I learned how Behaviorism can impact student learning. As stated already, both of my tutees learned in different ways, this was also evident in their behavior. One of my tutees looked forward to tutoring sessions and rarely had to be incentivized to complete his work. Contrastingly, my other tutee dreaded our tutoring sessions and often became sidetracked. I had to develop highly engaging lessons and provide incentives like candy or stickers to motivate her. Additionally, she was very critical of herself which unfortunately might’ve come from a poor home life. Using positive reinforcement and language was beneficial in aiding this and I was positive results from this modification. Behaviorism is an important factor in the classroom that an educator must understand to help the culture of the learning environment. Understanding student differences in culture, socioeconomic background, and learning disabilities will help create a positive environment and experience for each learner.