Language Arts Standard 3

All teachers should give constructive instruction and feedback to students in both written and oral contexts while being aware of diverse learners' needs. Teachers should effectively provide a variety of instructional strategies, constructive feedback, criticism, and improvement strategies.

Artifacts:
CI 402 Assessment Rubric
Linear Equations Guided Note Sheet
Two-Step Grading (Algebra Test)
SPED 405 Accomodations Assignment

The first artifact is a rubric I created in my curriculum and instruction 402 course. It identifies the overall objectives and has a description for each level that the student could meet for each objective. The second artifact is a guided note sheet I used in my Algebra class for linear equations. The third artifact is an Algebra test that was taken by a student and corrected, with feedback written on the test. The last artifact is an assignment completed for my special education class that included differentiation for a student who was at a low reading level. The document bolds and highlights key vocabulary terms, and is at a lower reading level while maintaining content integrity.

The assessment is an example of constructive feedback because it lays out very clearly where students need to improve. The students know exactly what is required of them for the assignment and are able to make adjustments according to the rubric. The second equation is a guided note sheet which highlights the important concepts in the lesson. The students can also follow along with the lesson and be active participants. This method can also benefit certain students who need to write information while the teacher is speaking, and it also helps students pay attention during class. The third artifact - an example of two step grading - communicates directly with the student that has taken the test and lets that student know not only what he or she got wrong, but what is expected of them with constructive feedback. The last artifact is an accommodation assignment that uses different strategies for teaching and assessment to reach a learner with a reading disability. 

Teachers need to be equipped to teach in a diverse classroom and be prepared to embrace differences among students. I will use a variety of methods in order to reach my students, and provide them with clear, constructive feedback on their assessments. I will also use these assessments to modify and direct my instruction, and to improve upon areas of difficulty that are experienced with my students and with my assessments.