Standard6

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 * Standard 6**

The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. 
 * Teachers communicate well. **
 * Evidence 1: ** [[file:Yearbook PowerPoint.ppt]]


 * Rationale 1: ** The Yearbook PowerPoint titled Caption Writing Exercises was created for yearbook students grades 9-12 to evaluate their understanding of caption writing, as well as reinforce their caption writing skills. Each slide presents a two pictures of the same activity, for example two images of volleyball players. Using their knowledge and skills in caption writing, the students must choose which photo would lend itself best to a caption, then create an interesting and informative caption that does not state the obvious.

This evidence is important to me an a teacher because it shows that I can effectively communicate with my students in various ways. Also, it is not a traditional PowerPoint of which students just look at and take notes; it is used as an interactive activity. This activity was very effective in my informal evaluation of each students’ understanding of caption writing. In addition, it served another purpose of allowing students to share their captions and ideas with one another to help inspire and motivate those students who were new to the yearbook staff.


 * KSD: **


 * Knowledge:** 6.K.4 The teacher recognizes the importance of nonverbal, verbal and media communication techniques.

Students need variation in the classroom. Therefore, using an interactive PowerPoint presentation activity served as a “break” from lecture and demonstration.

**Skills:** 6.S.3 The teacher knows how to ask questions and stimulate discussion for particular purposes (e.g. probing for learning understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question).

While students shared their captions with each other, effective questioning was used to determine which captions were the best, and why. As the activity went on, I found that I no longer needed to prompt this reflection among the students and they were doing it themselves.

**Dispostitions:** 6.D.3 The teacher is a thoughtful and responsive listener.

My main “job” during this activity was to listen to what the students where sharing and give them positive feedback.

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