Kathryn Wineland’s Reflexive Portfolio

Teaching is perhaps one of the most rewarding professions imaginable. Where else can you spend your entire day challenging yourself and others to reach their highest potential? The joy of teaching comes when you can look at your day and think that it some small way, your work has made some contribution to the greater good of all society. That is what it means to be a teacher and that is why I enjoy it so much.

Standard 1

Discipline Taught. Candidates know, understand, and use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning experiences that develop student competence in the subject matter.

Supporting Explanation

Candidates demonstrate a broad general understanding of the major concepts of the discipline they teach. They understand and are able to use assumptions and the processes of inquiry for the discipline being taught. Candidates create interdisciplinary learning experiences that allow students to integrate knowledge, skills and methods of inquiry from several related subject areas. They use connections in instruction across disciplines and draw on their knowledge to build understanding and motivate students.

What?(Evidence) Lesson Plans : WWI Discussion; WebQuest: Protest in Song; Unit: The Jazz Age; PowerPoint: Sutter’s Mill.

So What? (Reflection) One of the many beauties to be found in history is its flexibility. Every one and every thing has a history. Through history we are able to link our learning in all fields of study. In the class room, this translates to my use of art, music, and literature into all of the above lesson plans. Math also has found a home in my lesson plans. I find that some students can grasp numbers with far greater ease than concepts. In the Sutter’s Mill Lesson, we calculated how many steps it would take to reach California. By entering history through these various disciplines, students who would otherwise see no significance in history can connect it to that which does make sense, giving more value to both classes.

Now What? (Direction) Integration of a variety of disciplines in my history class makes the lesson more meaningful for my students and myself. It also allows for more interaction in the classroom, and a chance to tap into high levels of thinking. All and all, integrated curriculum is something I strive for.

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Standard 2

Student Learning and Development. Candidates understand how children learn and develop and provide learning opportunities that support student intellectual, social and personal development.

Supporting Explanation

Candidates understand how learning occurs—how students construct knowledge and acquire skills—and are able to provide learning opportunities that support their intellectual, social and personal development. When making instructional decisions, candidates draw upon an in-depth knowledge of developmental progression in student physical, social, emotional, moral, and cognitive domains.

What? (Evidence) Lesson Plan: WWI Discussion; Lesson Plan: War Criminals Trial; Unit: The Jazz Age.

So What? (Reflection) As often as possible, I attempt to build lessons, like those above, which are designed to promote interaction between the students. Their cooperative style requests students to interact and develop their social domain. It also promotes growth of leadership skills and teamwork styles. Several of these lessons require students to make a judgment call, working at the highest cognitive domain, while also developing a students sense of morality.

Now What? (Direction) In the future, I hope to continue to challenge my students to grow. I will continue to create lesson plans that are appropriate for their level, yet push them to develop those skills further.

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Standard 3

Diverse Learners. Candidates understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.

Supporting Explanation

Candidates understand and can identify differences in student approaches to learning and performance. They are able to design instruction and adapt instructional techniques for students of diverse cultural and language backgrounds and for students who have exceptional learning needs. Candidates create a learning community which is inclusive and in which individual differences are respected.

What? (Evidence) Lesson Plan: Child Labor Photos; Lesson Plan: WWI Discussion; WebQuest: Protest in Song; Unit: The Jazz Age; PowerPoint: Sutter’s Mill.

So What? (Reflection) Through my student teaching experience, I have come to value the individual challenges from class to class and student to student. Before entering a classroom, I would have rarely entertained the thought that I might have a class where a third of my high school students could not read above a third grade level. Finding myself in that situation, I have tried to incorporate activities that promote more oral and auditory learning. I have tried to use pictures, like those of Lewis Hine, to make the point understood more than written descriptions. Though I know that I will never be able to fully satisfy the needs of each student, I respect the challenges brought about those needs.

Now What? (Direction)

I will attempt to realize the various needs of my students by continuing to learn about the best methods to help various types of learners. I will also continue to be observant and attentive to the needs of my students.

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Standard 4

Teaching Strategies. Candidates understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving and performance skills in students.

Supporting Explanation

Candidates understand and use the principles and techniques associated with various instructional strategies that reflect best practice (such as cooperative learning, direct instruction, whole group instruction, independent study and interdisciplinary instruction) and that foster high expectations for all students. They use multiple teaching and learning strategies in active learning opportunities to promote the development of critical thinking, problem solving and performance capabilities. Candidates organize instruction to create learning experiences that connect subject matter to real life experiences and enable students to apply learning to future careers. Using a wide variety of resources and methods, including technology, candidates develop and use clear, accurate presentations of concepts to promote student learning. Candidates vary their role in the instructional process (e.g. instructor, facilitator, coach, audience) to achieve different instructional purposes and to meet student needs.

What? (Evidence)Lesson Plan: WWI Discussion; Lesson Plan: War Criminals Trial; Unit: The Jazz Age; PowerPoint: Sutter’s Mill.

So What? (Reflection) Doing the same task, the same style each day, easily bothers me. I am therefore certain that it must be a slight problem for my students to. I try to vary my style every day, so that when a student enters the class, she enters with the curiosity of "What will we be doing today?" I also understand that many students learn in different ways. So to accommodate for the needs of my students, I vary the method of instruction and assessment, in hopes that at least some of the times I am able to reach each student. History is often very distant for students; as often as possible, I compare the past with more recent events.

Now What? (Direction) For me, it is imperative that I reach my students. Creating existing lessons utilizing various models and contemporary issues that the students already understand seems the best way.

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Standard 5

Learning Environment. Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

Supporting Explanation

Drawing on their knowledge of human motivation and behavior, candidates create a learning environment that is inclusive and supports positive social interaction, active engagement in learning and self-motivation. They organize and manage resources such as time, space, facilities, technology, activities, instructional assistants and volunteers to engage students in productive tasks and maximize the amount of class time spent in learning. They develop shared expectations for all students and create and maintain a positive classroom climate of mutual respect, support and inquiry. Candidates understand and use a wide variety of classroom management strategies that foster self control and self discipline. They can defuse potential conflict and use conflict resolution strategies to maintain a smoothly functioning learning community.

What? (Evidence)Lesson Plan: WWI Discussion; Lesson Plan: War Criminals Trial; Unit: The Jazz Age; WebQuest: Protest in Song.

So What? (Reflection) Timing is everything, or so the cliché goes. Students learn best, when they want to learn. To help them along, I try to construct activities that provide enough structure to keep the student interested and on task, yet a balance of enough freedom to make the students feel they are learning for themselves. By providing both individual and group incentives to do well, I find I have fewer management issues than if I fail to provide an adequate framework of my expectations.

Now What? (Direction) To promote good classroom management, it is best to offer students enough freedom over their own actions as well as a supportive framework of expectations.

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Standard 6

Communication. Candidates use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.

Supporting Explanation

Candidates understand language development, the role of language in learning and how cultural and gender differences affect communication in the classroom. They recognize effective verbal and nonverbal communication techniques and use them to support student learning. Candidates model effective communication strategies in conveying ideas and information, asking questions, listening, giving directions, probing for student understanding, and helping students express their ideas. Using a variety of tools, including technology, candidates support and expand student expression in speaking, writing and technical media.

What? (Evidence)Lesson Plan: Child Labor Photos; Lesson Plan: WWI Discussions; PowerPoint: Sutter’s Mill; Lesson Plan: War Criminal Trials; Unit: The Jazz Age.

So What? (Reflection)Varying the stimulus is an effective way to keep students’ attention, especially on a block schedule. By changing switching from spoken communication, able to reach my visual and auditory learners. I incorporate songs, photos, and maps that explain a situation, have notes in writing as well as say the important facts. Finally, I ask my students to do the same, to answer questions verbally and in writing to demonstrate attainment of an objective.

Now What? (Direction) Since not every student has the same style of learning, it is important to use visual, audio and written cues to aid in a student’s learning experience.

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Standard 7

Planning. Candidates plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Supporting Explanation

Candidates use their knowledge of subject matter, learning theory, curriculum and student development, and assessed student needs in planning instruction. They evaluate, select and create learning experiences that are developmentally appropriate, relevant to students and based upon the principles of effective teaching. They are able to help students connect learning to real life and future careers. Candidates identify long-range instructional goals, sequence short-range instructional objectives, and develop units and daily lessons that target these goals and objectives. Candidates effectively integrate a variety of resources, including teacher-created materials, textbooks, technology, community and business resources, to promote student learning.

What? (Evidence) Lesson Plan: Child Labor Photos; Lesson Plan: War Criminals Trial; Unit: The Jazz Age; PowerPoint: Sutter’s Mill.

So What? (Reflection)Objectives start each of my lesson plans; if these goals can not be attained than the lesson has not been as successful as it could have been. To create every lesson, I first consult state standards. Then I begin by gathering necessary data on the topic. I try to imagine the best way of organizing the data, and which type of resources helped me understand. These resources then find a home in my lesson plan. Finally I try to think through the eyes of my students and how it would be best to learn and remember this new information. I try to imagine what my students can think of that is similar to the topic at hand, and how I can use lessons of the past and of the future to help my students reprocess what they already know.

Now What? (Direction) For me, it is important to maintain my love of continued learning. Yet, as often as possible, I must think not like my serious academic self, but like my students. I must create plans that cater to their needs as learners.

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Standard 8

Assessment and Evaluation. Candidates know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner.

Supporting Explanation

Candidates understand the characteristics, uses, advantages and limitations of different types of assessments for evaluating student learning. They select, construct and use formal and informal assessment strategies and instruments appropriate to the learning expectations being evaluated to make instructional decisions based on this information. They actively solicit and use information about students’ learning needs and progress from parents, other colleagues and the students themselves. Candidates develop and maintain useful records of student work and progress and responsibly communicate student progress to students, parents and other colleagues.

What? (Evidence) Lesson Plan: WWI Discussion; Lesson Plan: War Criminals Trial; Unit: The Jazz Age.

So What? (Reflection) I know that not everyone does well on "tests." To help those students, I offer additional forms of assessment, like projects and written letters. These demonstrate attainment of an objective, without as much pressure as a test. I also incorporate informal assessment of objectives in the closure of each lesson. By doing so, I can determine whether the students are prepared to move on, whether review will be needed, and whether or not this was an effective lesson.

Now What? (Direction) With assessment, I am able to determine both how well I have done, as well as how much my students have attained. By varying my style of assessment, I am able to reach those students who do not perform well on typical forms of assessment.

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Standard 9

Reflective Practitioner. Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents and other professionals in the learning community) and who actively seek out opportunities to grow professionally.

Supporting Explanation

Candidates consistently reflect on their teaching practices by continually evaluating the effect their instruction has on students. They monitor teaching strategies and behavior in relation to student success and use the information to modify and revise instruction accordingly. Candidates seek professional literature, engage colleagues, participate in professional organizations, and use other resources to support their continuing professional development. To guide professional behavior, candidates draw upon a broad knowledge of legal and ethical responsibilities, educational policy, and organizational, historical, and professional dimensions of classrooms and schools.

What? (Evidence) Lesson Plan: WWI Discussion ; Lesson Plan: War Criminals Trial; Senior Thesis; Unit: The Jazz Age.

So What? (Reflection)Each of these lessons is unique in that I received much input during their development from my colleges. Each of these lessons also went through a series of modifications in response to student needs.

Now What? (Direction) In addition to promoting student growth, I too must continue to grow and develop.

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Standard 10

Colleagues, Parents, and Community. Candidates foster relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being.

Supporting Explanation

Candidates consult with parents and teachers, and collaborate with other professionals within the school and within community agencies to foster student learning. They participate in collegial activities designed to make the entire school a productive learning community. Candidates act as advocates for students, advise them, recognize student problems, and seek additional help as needed and appropriate. Candidates understand schools as organizations within the larger community and effectively communicate school goals and accomplishments to the community and general public.

What? (Evidence)Philosophy of Education; Resume ; Lesson Plan: War Criminals Trial.

So What? (Reflection)Communication is vital to the health of a school. Only through consulting with other teachers, the student and parents, am I truly able to determine what expectations the community has for me, the role of the school in the community, and how best to meet those goals. Communication helps me understand where a student is coming from, and how I may best help reach that student.

Now What? (Direction) At every possible moment, I must strive to live up to the community’s expectations of me, while ensuring that students clearly understand my goals for them. Communication is the best way this may be obtained.

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Standard 11a

Technology – Student Learning. Candidates use technology and technology based resources to facilitate developmentally appropriate student learning.

Supporting Explanation

Candidates use technology resources to guide classroom decisions regarding student learning. They integrate instructional technology to facilitate interdisciplinary teaching and learning in their classrooms, to supplement instructional strategies, to design instructional materials, and to enhance hands-on experiences and problem solving activities. Candidates select and use grade-level and content-specific technology resources, including assistive technology, to increase student participation in the total curriculum. They apply technology to analyze assessment data and to target individual student learning needs.

What? (Evidence)Lesson Plan: Child Labor Photos; WebQuest: Protest in Song; PowerPoint: Sutter’s Mill; History Links.

So What? (Reflection) For whatever reason, students respond well to the use of technology in the class. Those who normally lag behind in class, suddenly sparkle when they have the opportunity to use technology in their class. Through the above examples, I have found ways to incorporate technology, when available, in my class.

Now What? (Direction) Technology aids in student learning and will be used as often as it is available.

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Standard 11b

Technology - Professional growth and productivity. Candidates use technology to enhance their professional growth and productivity.

Supporting Explanation

Candidates use technology in their own learning process and to change their current educational practice. They use technology to gather, sort, and analyze information needed for their own research projects and to communicate and collaborate effectively with other professionals. Candidates use tools such as databases and spreadsheets for sorting, compiling, and analyzing data gathered from a variety of sources. They use presentation tools in a networked environment for sharing information in multiple professional formats.

What? (Evidence) Resume; PowerPoint: Sutter’s Mill; Senior Thesis; History Links.

So What? (Reflection) Technology was of vital importance while working on my own research projects. It also has proved beneficial in planning most lessons. Through my home page (see resume) I am able to communicate that research to a larger audience. All and all, technology has aided in my professional development.

Now What? (Direction) Technology opens a world of opportunities for those with the patience to explore the possibilities.

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Standard 11c

Technology - Use and management. Candidates effectively use and manage all technology available to them and explore uses of emerging resources. They promote the equitable, ethical and legal use of technology resources.

Supporting Explanation

Candidates design effective environments for using and managing technology in the classroom. They are able to perform minor trouble-shooting operations. When planning units of instruction, candidates address software purchasing agreements, copyright laws, issues related to intellectual property, the importance of virus protection, and policies for acceptable use of Internet resources. Candidates seek information from technical manuals and journals as well as on-line resources to learn about emerging technologies and to explore their possible educational applications. They model the legal and ethical use of technology resources.

What? (Evidence) PowerPoint: Sutter’s Mill; Senior Thesis; History Links.

So What? (Reflection) As often as possible, I attempt to use technology, under a fair use agreement for educational purposes. Though I have discovered, I am no technology wizard, I have developed enough patience and logic to troubleshoot through problems as they arise.

Now What? (Direction) Technology is only as smart as the person operating it. One must practice both patience and ethical conduct when utilizing technology in the classroom.

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