CAPTL Portfolio I

Syllabus in Progress

This artifact previews a full curriculum, consisting of a fresh, modern, nostalgic, yet historically relevant set of major reading units. The syllabus introduces learning goals as well as emphasizes the importance of literary discovery. The syllabus contains a concise schedule of units, including creative writing and research writing workshops to support an interdisciplinary approach towards language arts. Though students understand this will be a discussion-led course, the syllabus examines potential risks of open forum instruction, assessing and rectifying those points. 

Artifact #4 displays a deepened insight on the importance of modeling oneself, instruction, and classroom environment around a profound and confident passion towards the subject. Students participate in discovery papers to deepen their understanding towards subject matter that particularly resonates with them. This follows steps similar to the ones the authors that the students examine have made in their careers. A writer who has spent a fair amount of time in the literature classrooms and graduate writing workshops crafted this artifact with care.

Fundamental Phonetics Assessment

The artifact of assessment displays a rubric inspired in the preliminary stages of teaching. The formative rubric intends to blend handwriting, speaking, and spelling objectives to measure the student's phonic ability. This media displays the teacher revision process as the rubric is universally designed to target necessary learning objectives, but able to adjust based on learning or IEP needs. Furthermore, it explores a grammar unit as the learning content advances from elementary to early secondary levels. 

Leaving room for further revision, the pre-student teacher received valuable feedback regarding the submission. Specifically, the rubric requires student input in order to accurately assess students. Communication enhances concise and timely feedback. There displays an intent to bridge the gap between learning and communication. The K-5 Diphthong rubric assist as a reference to ensure the teacher imbues differentiation in other rubrics.

Authentic Instruction for our Authentic Authors

In preparation for pre-student teaching instruction, a lesson plan has been crafted to be flexible for inevitable adjustments to instruction. "Of Mice and Men: Lesson Plan Three" plans for authentic assessment in turn-to-talk group discussion. This lesson plan is submitted for English Teaching Methods; however, it corresponds with a lesson plan in use in the pre-student teaching classroom. Students engage in authentic learning to assess how they can develop their essays towards their desired topic. The lesson plan collaborates with co-teachers, ESL learning, and individualized academic needs. 

The surmounting authentic assessment embarks students on their writing process, activating prior knowledge from their previous lesson with the pre-student teacher. Students gradually attain self-efficacy in their reading as they work with classmates to cultivate an array of textually relevant ideas. Alongside the professor, the pre-student teacher's instructor contributes to the assessment of the pre-student teacher. The lesson plan is peer-reviewed by two people with academic leadership. In addition, the formative assessments correspond with the current assessment and rubric standards of the Madison Metropolitan School District. 

The Time Traveling Explorers

To understand the historical impact the Great Depression had on society and the arts, this activity is designed to research other vocal forms of media. In consideration of student interest, this activity allows students to choose a subject of their interest to encourage a variety of ideas towards the objective question. Upon receiving feedback, the rubric has since been altered to create a more informative rubric. This activity intends to make connections between the author of the unit’s text and the circumstances that inspire art.

Students are asked to consider their interests as strengths once they begin to engage with the content. Using textual details and content-specific literary history, students will engage with other forms of art from the 1930s to determine what historical factor influenced people and their production of art. Students must use textual evidence, inference, and historical relevancy to find the artistic evidence that complements their findings from Of Mice and Men to answer the objective question. Students are expected to work with one another, using collaborative research skills and unique perspectives to produce a unanimous, well-thought presentation on their discoveries and conclusions.

Following Your Light

Over time, I have had to revisit my worldviews. As I engaged with more teaching content as a teacher rather than a student, I have learned the importance of teaching each student through their own means. This artifact displays my worldview at the beginning of my teaching journey. Regardless of what part of my beliefs developed, it remains the same that I believe I must model myself the way Jesus modeled himself as an educator. Part of instruction requires the instructor to reinforce themselves as a positive role model for students. This artifact displays my moral framework for instructional design. This contents of this journal are transferable, intended to support instructional revision.

Artifact #11 reminds the student-teacher of crucial educational history, as well as acknowledges Christ’s values within the classroom. These principles work to assure students the educator will set transferable and compassionate goals for their students. Until recently, my potential artifacts for this standard were limited to journal entries. I have recently been able to expand my tenets into instructional designs that await feedback. I look forward to eventually showcasing an artifact utilizing faithful, inclusive, and collaborative elements for an inclusive action plan. “No longer do I call you servants, for the servant does not know what his master is doing; but I have called you friends, for all that I have heard from my Father I have made known to you” (John 15:13-15). My goal is to enhance faith in myself, the world, and the Trinity protecting us. As my professors concur, students recognize when their learning is not honest, or if the person leading them does not uphold their own teachings.