DeMaio+Goal+1

Name: Lynn DeMaio Date Completed: 4/21/10

=Standard 1: Facilitate and Inspire Student Learning and Creativity= = = ===** Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. **===


 * a. || promote, support, and model creative and innovative thinking and inventiveness. ||
 * b. || engage students in exploring real-world issues and solving authentic problems using digital tools and resources. ||
 * c. || promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. ||
 * d. || model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. ||

=Step 1: For standard one, select the indicator that is your strongest suit for the standard and give two examples (artifacts) of why you selected it as your strongest suit.= Indicator selected: promote, support, and model creative and innovative thinking and inventiveness. Artifact 1: I incorporated Journey North in science class which engaged my students immensely. I took my globe and spun it around. I asked my students, "Do you think you could find a classroom somewhere around the world?" Some ideas were thrown out there. Then I asked "Why do you think we have seasons?" Again, some ideas were talked about. We explored the globe a little further. We saw that there were continents, oceans, and then the lines that go up and down and across. We talked about these lines and how they help located places on the globe. After exploration, I explained that everyone will have their own "mystery class". Each person will have from February to April to try to locate where their Mystery Class is. Longitude and latitude clues will help each of the students locate their mystery class. Also, the last month, there will be interdisciplinary clues. As the project goes on, students are very engaged at looking at their clues and the map in order to find their Mystery Class. Students use the computer and the internet throughout the project.

Artifact 2: We are learning about then interactions in the environment, and the different types of environments around us. I put a pine cone in the middle of a circle. I asked the students to pass around the pine cone around the circle and describe the pine cone differently from the previous person. I then had them draw what would be above the pine cone, below it, to the right and left of it. We then talked about the different perspectives people see when they are looking at different environments. This lead into why people might litter environments such as a stream. Someone might not see a stream a part of their environment, but it is a part of the nearby fox, bunny, bird, and fish. We talked about people learning or respecting different perspectives on different environments maybe people wouldn't pollute it as much. Then we segmented into ways on how to help keep our earth clean.

=Step 2: For standard one, select the indicator that is your "least strongest" suit for the standard and write a professional goal of how you are going to increase your competency with the goal this year.= Indicator selected: c.- promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. Goal: My goal is to increase student reflection using blogging for book talks.

=**Step 3: On the final TCL day, reflect on each standard and goal you set for yourself. How did you do and why?**=

Reflection: I increased my student reflection through reader's response notebooks, but not blogging. This is something I might incorporate next year.