PRINCIPLE 3: TEACHING FOR UNDERSTANDING
The ability of teachers to draw on their conceptual understanding to plan, implement, and assess effective learning experiences and to develop supportive social and physical contexts for learning.
​
This principle is demonstrated by the ability to:
-
set clear and developmentally appropriate goals for learning experiences
-
establish suitable classroom routines
-
provide learners with meaningful choices
-
create a collaborative, supportive social environment
-
engage learners in generating knowledge and testing hypotheses
-
help learners articulate their ideas and thinking processes
-
use multiple strategies that engage students in active, meaningful learning
-
encourage learners to see, question, and interpret ideas from diverse perspectives
-
support learners in assuming responsibility for themselves and for their own learning
-
create an inviting, interactive learning environment
-
ask questions that promote meaningful learning
-
build on children's prior knowledge
​
​
Evidence #1: Gradual Release
​
​
​
​
​
​
​
​
​
​
​
​
During part of my student teaching, I taught daily writing lessons to a class of diverse 4th graders in an urban school. Our classroom contained native English speakers, as well as language learners. All of our students were able to succeed and participate in the lesson. In fact, I have attached one our language learner's, Maria's, writing for this assignment. By using gradual release and formative instruction, she was able to succeed in writing a narrative story in her second language. I also attached one of our special education student's, Isaiah's, writing as well.
​
I scaffolded instruction by following the I DO, WE DO, & YOU DO structure that my mentor used in her classroom. I, the teacher, first modeled how to do a skill and students watched, took notes, and listened. Then, we, the students and teacher, practiced the new skill together. Lastly, the students completed an assignment to demonstrate their understanding of the new skill, which is called a YOU DO. In my writing lessons, I tried to follow this structure to ensure my students were scaffolded and supported in their learning.
​
For example, we began the narrative writing unit with notes over narrative writing features (I DO). Then, over the next several days, students were shown examples of narrative writing and practiced writing a narrative story using a wordless picture book, The Chicken Thief (WE DO). After a week of practicing, students were confident in themselves, and they were ready for the YOU DO. They were tasked with writing their own narrative from another wordless picture book, Fox and Hen Together. Students were able to ask questions and receive feedback from teachers, but they were expected to do the bulk of the work during the YOU DO.
​
I DO WE DO
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
​
YOU DO
​
​
​
​
Maria's, a language learner, narrative writing is attached here.
​
​
​
​
​
Isaiah's, a special education student, narrative writing is attached here.
​
​
​
​
​
Evidence #2: Invitation
​
An invitation is an open-ended task that students may complete independently or in groups to develop a deeper understanding of a particular concept. These tasks may be used for any subject area. The invitations I have designed here can be printed out for students to work on as part of the backwards design unit "Money and Poverty".
​
​
​
​
​
​
​
