Please look at the attachment for directions and No Plagiarism
Module 3 Journal
Student Name
Institutional Affiliations
Date
Module 3 Journal
In this chapter, I learned about the application of accommodation criteria in different scenarios, such as making a judgment on accommodation, the use of tests designed by teachers, and the differences in methods of core subjects such as mathematics, spelling, and writing for both beginners and advanced learners.
To succeed, I need to learn more about the possible causes of challenges that stem from using assessments designed by teachers and the different ways to improve teacher-designed tests. As an educator, I must ensure we have both student and self-awareness. The reading states, “Teachers are constantly monitoring themselves and their students. Sometimes they keep an eye on things to ensure that their classrooms are safe and goal-oriented, to anticipate disruptive or dangerous situations, or to keep track of how things are going in a general sense.” (Salvia, 20160201, p. 134). Therefore, as educators, we should improve ourselves and the learning system.
My level of understanding regarding the topics presented in this module’s chapter is average, and I have room to expand my knowledge of the concepts. I have experience in teaching, and as I continue implementing the ideas learned, I will better comprehend the chapter. For example, in the different education settings I have worked, I have dealt with various tasks such as recording children’s activities and using the information to prepare IEP sessions.
What I liked best from this chapter is the scenario in assessment. The scenarios allowed me to visualize myself in such scenarios and how I would respond to them and handle them. What I think I will use the most in my future or current classroom is data collection to ensure that I have adequate information, which I can utilize in making adjustments in the classroom to ensure all my learners have a comfortable learning environment.
After reading this module’s chapters and completing all the activities, I can discuss, explain, and demonstrate the criteria for accommodations used in the classroom and teacher-designed tests. The learning activity that helped me more than any other was the comprehension questions and scenarios in the assessment. They helped me get a better understanding of the content.
Reference
Salvia, J., Ysseldyke, J., Witmer, S. (20160201). Assessment in Special and Inclusive Education,
13th Edition. [VitalSource Bookshelf 10.1.1]. Retrieved from vbk://9781305887329
For the module 5 journal you must do the following:
· Create an entry for your JOURNAL using the prompts below. In addition, the entry will need to include what was learned from reading the text materials. Please refer to specific pages from reading assignments in the journal entry using appropriate APA in-text citations.
· Use the following prompts in the journal entry.
· Entry needs be 300 words in length (paragraph format is mandatory consisting of 4-7 sentences in each paragraph when answering the following questions) and be free of grammar and spelling errors. Please do a spell check before submitting.
· Make sure journal is written in APA format, consisting of a title page, in-text citations, and a reference page.
In this chapter, I learned about ___________________________
To be successful, I think I need to learn more about__________________________
My level of understanding regarding the topics presented in this module’s chapter are________________________
What I liked best from this chapter____________________
What I think I will use the most in my future or current classroom________________________________
After reading this modules chapters, and completing all the activities, I can discuss, explain, and demonstrate which of the chapter objectives (mention all objectives learned and are comfortable discussing).
The learning activity that helped me more than any other was___________________________________.
(Remember, ALL journals should be written in paragraph form, including the questions!)
Chs. 13-16 Salvia, J., Yesseldyke, J.E. & Bolt, S. 2017. Assessment in Special and Inclusive Education (13th ed.) Wadsworth Cengage Publishing.
Assignment 2
Then find the teacher dispositions for your state. Which is Michigan
There are 5 required items in the Materials list. Please use them in your discussions and written assignment.
You have been chosen by your organization to create a rubric to evaluate a person’s professional disposition. The rubric should be one page. Put references on the second page. Using what you have learned about professional dispositions create a rubric around the following professional standards:
1. Work ethic
2. Timeliness
3. Professional attire
4. Professional communication
5. Professional attitude
LL..
SSTTAANNDDAARRDDSS
FFOORR OOHHIIOO’’SS TTEEAACCHHEERRSS
Teachers understand student learning and
development, and respect the diversity of the
students they teach.
Teachers display knowledge of how students learn and of the
developmental characteristics of age groups.
Teachers understand what students know and are able to do, and
use this knowledge to meet the needs of all students.
Teachers expect that all students will achieve to their full
potential.
Teachers model respect for students’ diverse cultures, language
skills and experiences.
Teachers recognize characteristics of gifted students, students
with disabilities and at-risk students in order to assist in
appropriate identification, instruction and intervention.
Teachers know and understand the content
area for which they have instructional
responsibility.
Teachers know the content they teach and use their knowledge of
content-area concepts, assumptions and skills to plan instruction.
Teachers understand and use content-specific instructional
strategies to effectively teach the central concepts and skills of the
discipline.
Teachers understand school and district curriculum priorities and
the Ohio academic content standards.
Teachers understand the relationship of knowledge within the
discipline to other content areas.
Teachers connect content to relevant life experiences and career
opportunities.
Teachers understand and use varied assessments to inform
instruction, evaluate and ensure student learning.
Teachers are knowledgeable about assessment types, their
purposes and the data they generate.
Teachers select, develop and use a variety of diagnostic,
formative and summative assessments.
Teachers analyze data to monitor student progress and
learning, and to plan, differentiate and modify instruction.
Teachers collaborate with and communicate student progress
with students, parents and colleagues.
Teachers involve learners in self-assessment and goal setting
to address gaps between performance and potential.
Teachers plan and deliver effective
instruction that advances the learning of
each individual student.
Teachers align their instructional goals and activities with
school and district priorities and Ohio’s academic content
standards.
Teachers use information about students’ learning and
performance to plan and deliver instruction that will close the
achievement gap.
Teachers communicate clear learning goals and explicitly link
learning activities to those defined goals.
Teachers apply knowledge of how students think and learn to
instructional design and delivery.
Teachers differentiate instruction to support the learning needs
of all students, including students identified as gifted, students
with disabilities and at-risk students.
Teachers create and select activities that are designed to help
students develop as independent learners and complex
problem-solvers.
Teachers use resources effectively, including technology, to
enhance student learning.
Teachers create learning environments
that promote high levels of learning and
achievement for all students.
Teachers treat all students fairly and establish an environment
that is respectful, supportive and caring.
Teachers create an environment that is physically and
emotionally safe.
Teachers motivate students to work productively and assume
responsibility for their own learning.
Teachers create learning situations in which students work
independently, collaboratively and/or as a whole class.
Teachers maintain an environment that is conducive to
learning for all students.
Teachers collaborate and communicate
with students, parents, other educators,
administrators, and the community to
support student learning.
Teachers communicate clearly and effectively.
Teachers share responsibility with parents and caregivers to
support student learning, emotional and physical development
and mental health.
Teachers collaborate effectively with other teachers,
administrators and school and district staff.
Teachers collaborate effectively with the local community and
community agencies, when and where appropriate, to promote
a positive environment for student learning.
Teachers assume responsibility for
professional growth, performance and
involvement as an individual and as a
member of a learning community.
Teachers understand, uphold and follow professional ethics,
policies and legal codes of professional conduct.
Teachers take responsibility for engaging in continuous,
purposeful professional development.
Teachers are agents of change who seek opportunities to
positively impact teaching quality, school improvements and
student achievement.
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