lets put somthing on

some day I would love to teach in an inner city school. If somene knows how to go about doing that send me a note.

phase 3

I had already become very familiar with assessing prior knowledge in my previous classes. I understand the importance of it and I will be using it for most of my assignments; when I become a teacher. I do not feel I learned any more about assessment of prior knowledge this semester but did some great review.

Planning instruction is where I feel I fell short in my planning of this lesson, I believe that it is a fantastic lesson but my planning and my preparation could had been executed better. I had the plan well laid out but I did not practice enough, and I did not remember that I could have put the lesson up on the projector through the computer, I had it in my plan but hind sight is 20/20.

This lesson that I presented was very nicely put together it has a lot of the aspect a good lesson plan should have:  Pre assessment, direct instructions, helps for students that have individualized needs and it also covers diversity so the students can get some culture. If it had not been for my lack of preparation it would have worked out better.

Planning the assessment is the key heart of a lesson plan. Without good assessment you not know where your students standing, and you cannot teach them in a level that they need to be taught.

Teaching for me is going to be the hardest part I have a lot to learn before I become a teacher because I do not want to be stutter stepping through my lessons. My strategies for reaching the students need to be improved as well is my pedagogy. I feel fairly comfortable in front of a classroom as long as I am comfortable with the information that I am presenting sign need to get more comfortable in all the areas that I will be teaching.

Without assessment of learning there is no way you will be able to know if the students are reaching the goals you have set for them. Not know if you're planning, pre-assessment, design, or anticipatory set is a success without assessment. I feel that the assessment of my lesson plan works very well for the students of this age and with this lesson will be passed very simply.

Phase 2

Section 2

The evidence I have that proves my students will be successful at this lesson comes from previous classes I have taken. With proper pre-assessment and then assessment at the end of the lesson there should be no way that you cannot reach all your students. At the beginning you test them for what they know placing them in specific groups depending on their ability, allowing every student to get the kind of help that he or she needs. At the end of the project you assess them again making sure that every student is reaching the goal set for them of 85% or better.  If not you work with those students that do not until they understand and can pass the final assessment.

phase 2

Section 1

Mr. Pintt you can find all of my artifacts either one of my lesson plan. I have made adaption’s for students with ADHD students with visual impairments, dyslexia, and ELL students. The artifacts are in the lesson plan; you wish to take a look by clicking on the lesson plan link.

                The students with ADHD modifications made for these students is to have them sit in the back of the room allowing them to stand and walk behind their desks if they feel that is necessary and they are not distraction to the other students.

                As for the student with the visual impairment he/she is placed in front of the classroom the projection is color-coded and they are also given a copy of the notes allowing them the ability to follow what is going on even if their vision impairment is very bad, they'll still be able to make out what is on the projection and follow along.

For the ELL student a lot of repetition of the key words in the instructions, and make sure that he repeats everything at least twice then states the directions in his own words. This ensures that he understands the directions allowing him to complete the project correctly.

The color graph also works for the student with dyslexia allowing him/her to see colors instead of X’s making it easier for him to match up the graph correctly. Another modification made to the student with dyslexia is allow him to use colors instead of X’s make sure their notes match the notes I provided you.

Assessment.

Individualized Needs.

content.