InTASC Standard:  

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. (InTASC, 2013)

 

Brief Description of Evidence:

In the spring semester of 2023, in my EDUC 230 The Exceptional Child class, we made a lesson plan. In groups of 2, we created a lesson plan that included accommodations/ modifications for an exceptional child named Victoria. Our lesson plan, we made was centered around language arts skills and reading compression skills. We had the class separate into two groups, one that would read by themselves and another with the story The Night Artist read to them. The students were to create a mind map while they read the story and then fill out a worksheet. After both groups were done, we played a game where students threw a beach ball, and whatever their right thumb landed on, they were asked questions that went along with the story. 

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Analysis of What I Learned:

Throughout the EDUC 230 class, I learned how to make accommodations and modifications for exceptional children. I knew that these accommodations and modifications don’t just benefit one child but can help all the students in my classroom. Having the students split into smaller groups allows them to strive in their environment. It will enable students who work best individually to have that opportunity, and students who may need a little extra help can work one-on-one with the teacher. I learned that it takes thorough planning to ensure you are completing all areas for students to be challenged and grow their knowledge and understanding of the topic being taught.  

 

How This Artifact Demonstrates my Competence on the InTASC Standard:

This demonstrates my competence in InTASC Standard #6 using multiple assessment methods. I created a mind map, worksheet, and a game to ensure the students were engaged in their growth. The mind map had them start with the story’s title, The Night Artist, and then branch off to how, why, when, where, who, why, and what. This allowed them to keep track of the story in their own words, engaging them in their growth. I then created a worksheet with 12 questions ranging from multiple choice, short answer, and a drawing exercise. This ensured that students had read the story thoroughly and monitored their learning progress. For the final assessment, I created a game that had students throw a beach ball to someone, and whatever their right thumb landed on was the question they were asked. This game was a review of the worksheet and mind map, allowing students with exceptional needs to feel more confident after reading through a short story. I would be able to guide my and my learners’ decisions making by seeing how well the students comprehended and handled the different activities by directions and allowing time for accommodations or modifications if more were needed. Neil Fleming, one theorist I believe, ties in with this: “Fleming theorized that we are all one of four main types of learners: visual, auditory, reading/writing, and kinaesthetic” (Broadbent, 2021). Fleming ties together with this because we used all four different types of learning for our lesson to ensure that students could thrive to their fullest potential.