Cassie Mayer

EDUG 511
October 20, 2015
PRQ 6
In high school I had an exceptional teacher. This teacher did not use
modern technology, he never had us type one paper, and he never lectured
from the front of the classroom. He was my AP Art History teacher, and we
called him King Herold. At the beginning of every semester King Herold
would get to know his students as best as he could, he would reflect on
previous years of teaching, and he would modify what worked and didnt
work in his classroom. He defined the purpose and value of strategies,
activities, and materials based on what he knew and understood about his
students. I define the purpose and value of strategies, activities, and
materials as a result of assessment data, student response and engagement,
and availability of those resources to my students.
Not all strategies work in every classroom with every student. A
strategy that works one year in a certain class may not be as successful the
next year with a different class. One way to measure the value of a lesson is
by use if assessment data. TPE 3.10 states, Candidates develop relevant,
differentiated instructional plans by connecting the content to be learned
with students' linguistic and cultural backgrounds, experiences, interests,
and developmental learning needs. Teaching strategies that can be

considered good will have positive assessment results. This includes

formative and summative assessments. If while performing formative
assessments, I notice that students are not understanding or not engaged I
would not consider that strategy successful. Also, even if students are
engaged and enjoy the strategy, but the summative assessment results
return negative then that strategy cannot, also, be considered a success. For
example, in my third grade classroom I gave a lesson in social studies and
we used a jigsaw lesson strategy. All of my students participated and
presented their section. However, my students only became masters in that
one specific area they presented on, rather than all the content that was on
the summative test. Therefore, I would not consider that strategy a success
for that content lesson.
Some of my favorite activities to do with students are art projects. I
remember one teacher in middle school had us take what we learned about
Rome and turn it into a pop-up book, every student seemed to be engaged
and to this day I can tell you about aqueducts and mosaics. My teacher knew
her audience. She knew how to engage her students and make lessons stick.
Just because I am excited about certain activities does not mean my
students are. Understanding my students and their culture will help me
engage them. I will need to let go of some activities in favor of others based
on my students interests, as any effective teacher should. This connects to
TPE 9.10, Candidates develop relevant, differentiated instructional plans by
connecting the content to be learned with students' linguistic and cultural

backgrounds, experiences, interests, and developmental learning needs.

The Universal Design for Learning requires multiple means of representation,
action or expression, and engagement. I can value activities that align with
the UDL model because it ensures students who have been marginalized by
average curriculum can now step up and become exceptional learners. It is
important to have multiple means of engagement so that information
engages the students attention and is accessible (Burkhardt, 2014). Using
lessons which show diversity also connects with Gardners theory of
intelligence. His theory is there are multiple ways to analyze and interpret
information, and therefore teachers should nurture this diversity inside the
classroom (Gardner, 2012).
The value and purpose of materials is directly related to the availability
of those resources to my students. It is unfair to require students to complete
work or perform their best using specific materials if those items are not fully
and equally available to them. For example one of my student teaching
classrooms is in the middle of an affluent community. Each of my students
have a computer and internet access at home as well as in the classroom.
Compared to my second placement at a Title I school in a lower
socioeconomic classroom. Multiple of these students do not have full access
to technology outside of the classroom, or even their own space at home in
which to do such work. It would be unfair to require my students to do online
homework, research, or even typing in a word document outside of the
classroom given that the supplies is readily available to them. This connects

to TPE 8 Learning About Students, Candidates are knowledgeable about

students' community contexts and socio-economic, culture and language
backgrounds, and Candidates understand how these factors influence
student interactions and student learning.
There is not one correct strategy, activity, or use of materials.
Exceptional teachers need to understand and learn about their students and
what works best for them. By interpreting assessment data, providing
multiple means of engagement, and through the availability of resources
teachers can place the value and purpose of all things needed in the
classroom, by the teacher, and for the students.

References
Burkhardt, W. (2014). Universal Design for Learning: An Overview and Examples of
How to Use It in the Classroom. Retrieved from OnCue: cue.org
California teaching performance expectations. (2013). Retrieved from Commission
on Teacher Credentialing: http://www.ctc.ca.gov/educator-prep/TPA-files/TPEsFull-Version.pdf
Gardner, H. (2012). Creating the Future. Intellignce in Seven Steps.