Task 4b: Self-Reflection

Eunice

23 hours ago

Task 4b: Self-Reflection

Self-reflection

EDC 795 Teacher Performance Portfolio Task 4 Self-Reflection
Criteria (modified from INTASC Standards)	Evidence & Self Reflection

Child Development Knowledge: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.	I noticed, at 6:00, that children responded positively to the book’s pictures and language. Some pointed and smiled, while others repeated words and phrases. My strengths are using a developmentally appropriate book, visuals, and dramatization to make abstract concepts like kindness concrete and relatable. An area for further development is the way some children were distracted during group sharing. I plan to use smaller groups to increase engagement: Task 4b: Self-Reflection.

Individual Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.	I noticed at 12:41 when I asked children to share their own acts of kindness, some needed more prompting or visual aids. My strengths are acknowledging all responses and using follow-up questions to draw out more ideas, honoring individual voices. An area for further development is that a few children were hesitant to speak. I had to point them and ask them to answer the questions because they could not raise their hands. I plan to differentiate by preparing a visual choice board with kind actions children can point to or act out at the start of the lesson.

Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.	I noticed, at 14:34, that the sticker chart helped every child feel included, especially those less vocal. My strengths are fostering an inclusive environment where kindness was celebrated and encouraging collaboration and empathy. An area for further development is managing transitions between reading and dramatizing and making sharing smoother. I plan to use music or a visual schedule to support clear transitions.

Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.	I noticed, at 9:21 while dramatizing kindness (like hugging), the students began imitating kind gestures, showing understanding. My strengths are conveying the concept of kindness through multiple modalities—visual, auditory, and kinesthetic. An area for further development is integrating vocabulary building (such as gentle and thoughtful) more explicitly. I plan to pre-teach key words using real objects or pictures before the book reading.

Interdisciplinary Connections: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.	I noticed at 12:57 and 1:42, the learners made connections between kindness at school and home during our discussion. My strengths are encouraging critical thinking by asking about real-life kindness experiences and responses. An area for further development is including a math or art integration (for example, charting kind acts, drawing them). I plan to connect the lesson to an art activity where children draw their acts of kindness.

Assessments: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.	I noticed, at 16:15, that the sticker chart served as an informal assessment of participation and understanding. My strengths are using ongoing observation and verbal responses to gauge comprehension. An area for further development is incorporating a better way to track who understands and applies the concept over time. I plan to develop a reflection journal or portfolio of kind acts recorded weekly.

Planning: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.	I noticed, from the start to the end, that the lesson was well-paced, with a balance of reading, movement, and discussion. My strengths are planning for whole group engagement and flexibility based on responses. An area for further development is planning more clearly for learners with different attention spans. I plan to include a quiet sensory activity or calm-down space during or after group time.
Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.	I noticed, at 9:21, that role-playing “kindness is giving someone a hug” led to children eagerly offering hugs or pretend-play. My strengths are using storytelling, dramatization, visuals, and personal experiences to make the lesson meaningful. An area for further development is that a few children did not fully engage in dramatization; they may need alternative ways to participate. I plan to provide props and allow choice in how to act out kindness (for instance, puppet show or drawing).

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Question

Self-reflection: Use Self-Reflection Template

EDC 795 Teacher Performance Portfolio Task 4 Self-Reflection
Criteria (modified from INTASC Standards)	Evidence & Self Reflection (Provide at least one annotated [i.e., time stamped] example to support your self-reflection

Child Development Knowledge: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.	I noticed (use your time stamped evidence here) … My strengths are (what did you do well/effectively)… An area for further development is (what did not work well/effectively; what would you have done differently) … I plan to (concrete and actionable; also consider peer feedback) …

Individual Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.	I noticed (use your time stamped evidence here) … My strengths are (what did you do well/effectively) … An area for further development is (what did not work well/effectively; what would you have done differently) … I plan to (concrete and actionable; also consider peer feedback) …

Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.	I noticed (use your time stamped evidence here) … My strengths are (what did you do well/effectively) … An area for further development is (what did not work well/effectively; what would you have done differently) … I plan to (concrete and actionable; also consider peer feedback) …

Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.	I noticed (use your time stamped evidence here) … My strengths are (what did you do well/effectively) … An area for further development is (what did not work well/effectively; what would you have done differently) … I plan to (concrete and actionable; also consider peer feedback) …

Interdisciplinary Connections: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.	I noticed (use your time stamped evidence here) … My strengths are (what did you do well/effectively) … An area for further development is (what did not work well/effectively; what would you have done differently) … I plan to (concrete and actionable; also consider peer feedback) …

Assessments: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.	I noticed (use your time stamped evidence here) … My strengths are (what did you do well/effectively) … An area for further development is (what did not work well/effectively; what would you have done differently) … I plan to (concrete and actionable; also consider peer feedback) …

Planning: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.	I noticed (use your time stamped evidence here) … My strengths are (what did you do well/effectively) … An area for further development is (what did not work well/effectively; what would you have done differently) … I plan to (concrete and actionable; also consider peer feedback) …
Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.	I noticed (use your time stamped evidence here) … My strengths are (what did you do well/effectively) … An area for further development is (what did not work well/effectively; what would you have done differently) … I plan to (concrete and actionable; also consider peer feedback) …

Task 4b: Self-Reflection

Client’s Notes:

My professor wants me to watch my own video and provide feedback For myself using the peer feedback template attached to this order.
- My video is provided.(Please follow the link)
So, what I need for you to do is watch the video and fill out the peer feedback template.
PLEASE BE SURE TO ADD THE TIMESTAMPS. PLEASE FOLLOW ALL INSTRUCTIONS PROVIDED IN THE PEER FEEDBACK TEMPLATE.
WHEN PROVIDING FEEDBACK ABOUT ANYTHING I COULD DO DIFFERENTLY FOR FURTHER DEVELOPMENT PLEASE PROVIDE NICE FEEDBACK.