- First, learn from those whose core values are different from me without judging them. This is, in part, how you understand how to reach them. Related TPE 1.1: Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning (CTC, 2018).
- Second, be open to those same people, be them parents, coworkers, administrators, students or the community, learning from me. And, that requires active participation with all five, all the time. Related TPE: 1.2: Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress (CTC, 2018).
Artifact Two: [ITL 602]
- Third, I must use technology in a manner similar to this exercise to teach existential subjects, as critical to their success as Digital Literacy. Related TPE: 1.4: Use a variety of strategies, resources, and assistive technology to support access to the curriculum for a wide range of learners within the general education classroom and environment.
- Fourth, I must strive to find ways to make learning engaging when it does not involve playing games. Related TPE: 3.7: Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security.
Artifact Three: [ITL 604]
Artifact Four: [ITL 606]
Fifth, I must use technology in a manner that is not only useful and friendly to students, but also helpful and informative to their families. Related TPE: 1.2: Maintain ongoing communication with student and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress. Sixth, I must strive to find ways to make learning engaging by understanding those students better through the relationships I build with their parents. Related TPE 3.3: Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment. While not immediately obvious, a parent would be the quickest shortcut to learn about most of these need Seventh, I must include parental feedback and support in any MTSS [multi-tiered system of support], as I form a UDL approach to create effective interventions for students with learning difficulties and disabilities. Related TPE: 1.2: Maintain ongoing communication with student and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress.
- Eighth, ITL 606 was a unique class. The artifact for ITL 606 is a reflection on this digital portfolio. Upon reflection, the author realized two potential areas for improvement included adding a section linking the artifact to the TPE page as well as more attention to the question about how the previous artifact helped the author grow as an inspired teacher. - Related TPE 6.1: Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning (CTC, 2018).
- Ninth, the author must focus on engagement activities that connect the reader to the story, at the reader’s level. The author tended to write for adults, the author needs to write for the intended audience. - Related TPE 1.1: Apply knowledge of students, including their prior experiences, interests, and social emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning (CTC, 2018).
- Tenth, the author must put more time and attention to a wider variety of management strategies. These strategies should be based on the profile of his TK-12 learners. - Related TPE 6.1: Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning (CTC, 2018)
Artifact Six [ITL 520]
- Eleventh, based on this I can set a continued growth plan to always scaffold resources for Standard English Learners, ELLs, and Students with Special Needs - Related TPE 1.1: Apply knowledge of students, including their prior experiences, interests, and social emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning (CTC, 2018).
- Twelfth, as I do so, I need to ask myself what resources tailor themselves naturally to my student's unique demographics. Related TPE 6.1: Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning (CTC, 2018)
Artifact Seven [ITL 522]
- Twelth, I must pay as much attention to how the content is packaged as the content itself. Related TPE 1.3: Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning (CTC, 2018).
- Thirteenth, I need to learn to step back when students divide into groups, and simply encourage them to think creatively to problem solve. This doesn’t mean, I cannot offer support, it simply means I must be careful not to guide their experiments to the conclusion I expect. I need to guide them to find their own way there. Related TPE 4.7: Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning. (CTC, 2018)
- Fourteenth, I must competently handle issues like sexism, bullying, and intolerance in order to create a positive learning environment that fosters the kind of student trust that will make students effective collaborators in their own education. Related TPE 2.3: Establish learning environments that are emotionally healthy and safe. In order to do this the instructor must address issues of intolerance and harassment among students, such as bullying, racism, and sexism.
- Fifteenth, as a former comic, I have to guard against my own tendency to be sarcastically biting. While it's a defense mechanism meant to be playful, I must remember humor is almost always at someone's expense. If I am truly eliminating bullying from the classroom, it should never be at the expense of the students I teach. Related TPE 6.1: Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.
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