Standard 1, Artifact 1
Artifact #1: Student work from “No, David! Don’t Wreck the Library!” lesson plan with Kindergarten students.
Aligned with Standard: AASL Standard 1.1: Knowledge of learners and learning.
Students were asked to complete an activity sheet in the library work area after the read-aloud portion of my “No, David! Don’t Wreck the Library!” lesson plan. This lesson was retrieved from the Teachers Pay Teachers website. The lesson fit very well into the flow of the weekly Kindergarten lessons, because we had been discussing book check out and how to use the school library. We read the book No, David! by David Shannon, and the students were then asked to illustrate, trace, and write (if they could) what thing we would not want David to do in our library if he were to come in. This activity also reinforced what each student knew about their behavior expectations in the library.
The activity portion of the lesson focused on Common Core Standards on Writing. The lesson plan itself included three different sets of writing templates for students to use in the activity. Based on my knowledge, I chose the one template out of the three choices that I knew was most suitable to the skill levels of the Kindergarten class. With the template I chose, the students could draw a picture, they could trace the letters, and students with more advanced skills could also write words on their own. Furthermore, I knew the students would be interested in the subject matter and therefore be more interested and enthusiastic to complete the work within the activity. They were very engaged in imagining what rules David might break if he came into the library.
Standard 1, Artifact 2
Artifact #2: Multiple digital tools implemented in the library elementary and secondary programs including, Google Classroom, Kahoot, code.org, Khan Academy, Google Docs, Google Drawings, videos, and more.
Aligned with Standard: AASL Standard 1.2: Effective and knowledgeable teacher
Gallery of five screenshot images (click on each image to enlarge) of some of the various digital age tools I used in the elementary and high school libraries.
Throughout my practicum, I have used a variety of instructional strategies and assessment tools. Among those are multiple technology (digital-age) tools. These tools were incorporated throughout my lessons. Furthermore, I used some of these tools to organize my lessons for students to access easily and to give them flexibility. These organizational tools also allowed for more student-led learning, as they could choose from multiple assignments, readings, or activities. The assessment tool used was only one of several, and these tools provide data to show student progress and achievement. The organizational tools also show assignments completed with the ability to communicate with them and return their completed work.