INTASC Principle #1
INTASC Principle #1
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Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Artifact #1: Internship Observation Evaluation
Description: In order to fulfill the 150 hour internship requirement for the School Library Media graduate program, it was necessary for the internship instructor to observe a lesson. The media research lesson was created to support the 8th grade reading research project.
Connection to the Standard: This observation evaluation shows that I understand the media research skills that are necessary for students to become life long learners and successful researchers. This observation evaluation also shows that I can integrate and present the subject matter in a meaningful manner.
Artifact #2: Unit Plan & Lesson Plan used during Observation
Description: The observation instructor requested the unit plan and lesson plan for this observation prior to the actual observation. The lesson itself is the first in a short series of research lessons that support the 8th grade reading research project. This lesson included an overview of the print resources found in the media center, the steps involved in generating research questions and search terms, and the skills needed to evaluate and recognize valuable information in reference resources.
Reflection
Students:
After presenting this lesson, the students will have a strong introduction to the research process, the print resources available to them, and the basic skills they will need when evaluating information for applicability when reading non-fiction. The students will also have the opportunity to apply these new skills in a safe and authentic manner.
Teaching:
I believe that the lesson improved upon each presentation. The observation itself was conducted on the third run of the lesson. I believe that I was able to anticipate the "problem" areas and adjust the lesson to accomodate the differences in learning styles. I also felt that the students understood the concepts that were introduced. This lesson was broken into 3 sections, and although there was a lot of information to cover, by varying the lesson delivery, I could keep the students' attention in the 90 minute period.
Next Step:
After discussiong the observation evaluation with the instructor, I found I had a better grasp of my teaching areas for improvement. I have found that as a beginning teacher II was uncomfortable with the amount of wait time I was providing between questions and answers. It was difficult to gage, at first, how long to wait between asking the question and expecting an answer from the students. I know that this will improve as my comfort level increases, and in fact I have waited longer between asking the question, and calling on a student or rephrasing the question. In future lessons, I will allow more "wait time" to allow more students to process the information.
© 2003 McDaniel College and Stephanie Greene
McDaniel College