Standard #3: Learning Environments
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.
Maya’s EDU 373 Fieldwork S&S and Interactive Journal
The artifact that connects to Standard 3: Learning Environments is my EDU 373 Fieldwork S&S and Interactive Journal. My Fieldwork S&S and Interactive Journal contains reflections of my fieldwork experiences in a second grade classroom math block over the course of the semester. Within the journal, I was able to reflect on specific topics, my experiences each week, the new teaching strategies that I learned, things I loved, and questions that I had. This artifact connects to standard three and demonstrates that the teacher understands the central concepts, tools of inquiry, and structures of discipline that are taught and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners. The interactive journal connects to standard three because it demonstrates that the teacher understands the central concepts that are being taught within her math block. The teacher was able to teach the central topics that students need in second grade in order for them to be prepared for the next grade level. This was possible through following the Zearn math program, lesson plans, and reviewing students data and assessments in order to differentiate learning instruction for each student. It is clear in the artifact that the teacher used tools of inquiry within the classroom as well in order to make the aspects of the discipline accessible and meaningful for each learner. The teacher was able to ask the students questions about math problems while having students practice the math problems as a whole group and independently. The teacher also used data to gather knowledge about her students’ learning levels and worked with other corresponding teachers in order to create a plan of action when teaching students at different math levels. These inquiry tools made the aspects of discipline accessible and more meaningful for learners who all need different instruction to meet their learning goals. Within the classroom, the teacher demonstrated structures of discipline within her math block. The teacher was able to teach the curriculum and engage students in activities. The teacher had control over her classroom and demonstrated behavioral management strategies. Within the classroom, the learning experiences that were created through the math program, whole group instruction, individual instruction, and math games made the aspects of discipline accessible and meaningful for learners. This artifact connects to standard three because it provides a reflection of my fieldwork experiences and allows me to analyze and make connections between this standard and the teaching that occurred within the classroom.
This artifact expands my pedagogical knowledge and will improve my future practice as an educator. This assignment and fieldwork experience allowed me to understand the importance of the teacher understanding the central concepts, tools of inquiry, and structures of the discipline they are teaching. This artifact also allowed me to understand the importance of creating learning experiences that make these aspects of discipline accessible and meaningful for learners. In my future classroom, I will use the knowledge that I have gained in my fieldwork experience and reflection journal in order to understand the central concepts that I will be teaching. I will incorporate the tools of inquiry that I have learned and experienced within my classroom and create learning experiences for my students in order to create accessible discipline and meaningful experiences for my students.
