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Examples of teaching philosophy and strategies
- 1. Teaching Portfolio By Cindy Krause
- 2. Introduction The slides in this portfolio illustrate specific examples of my teaching philosophy and some of the strategies that I use in my classroom.
- 3. I begin eachschool year with community building activities intentionally planned to create a sense of belonging and cooperation among all the students. Sharing activities focus on the uniqueness of each individual student, and celebrate the diversity of their cultural backgrounds.
- 4. Whether your familycame to this area recently or long ago, whether you know a lot about your ancestors or a little, you have a heritage! There are stories and special things in all families. These can be big or small, but they are all precious and need to be preserved. Planning Heritage Brochures Sharing Heritage Brochures
- 5.
- 6. Small group work: ✦language development ✦social language ✦academic language ✦content learning ✦sharing student strengths ✦everyone participating
- 7. •guided practice •daily EL support •tiered to individual needs •direct instruction •study buddies
- 8. • Cross-curricular Connections: • posters • models • art projects • puppet shows • writing projects • science investigations • historical simulations • student presentations
- 9. • Student activitiesare varied to address learning styles and modalities. • Student choices and flexible groups – independent and partner reading – hands-on investigations – technology support – extensions and enrichment 9
- 10. Language Development •PuppetShows •Cooperation •Group Projects •Responsibility •Skits/Presentations •Communication
- 11. Final Performance Fox and Stork Please see movie
- 12. Fox and Crow Please see movie
- 13. Please see moviefolder.
- 14. States of Matter Final Project Please see movie folder.
- 15. California State Standards forLife Science -- Grade 4: All organisms need energy and matter to live and grow. As a basis for understanding this concept, student know: a. Plants are the primary source of matter and energy entering most food chains. b. Producers and consumers are related in food chains and food webs, and may compete with each other for resources in an ecosystem.
- 16. • How doplants make their own food? Cooperative, hands-on activities, and other student-centered experiences, provide common experiences from which the students can begin to build new knowledge. Each student observed the germination and growth of a seedling and observed the behavior of the plant parts. This common experience assisted all the students to move forward and answer the essential question: How do plants make their own food?
- 17. • Why are plantsat the bottom of the energy pyramid?
- 18. • Plants are the only living things that can capture the sun’s energy.
- 19. Plants turn thesun’s energy into food for animals. sun. o m the ne rgy fr me o f has e get s o Bran l wor m s ey ea t Ou r mea h en th r gy w bran. t ha t ene the
- 20. Frogs, birds, andother first order consumers eat worms. Those animals will be eaten by 2nd and 3rd order consumers.
- 21. Animals at thetop of the energy pyramid include owls, mountain lions, and wolves. They need to eat more than the others to get the same amount of the sun’s energy. Let’s find out what these owls ate! • Let’s find out what these owls ate!
- 22.
- 23. What is Dirt Made of? Earth Sciences 3. Earth is made of materials that have distinct properties and provide resources for human activities. As a basis for understanding this concept: c. Students know that soil is made partly from weathered rock and partly from organic materials.
- 24. Actively Constructing Learning: Are those Look! I found things plant a worm! roots? I thought it was just a What This leaf bunch of do you think looks like a dirt. this is? skeleton. I think it’s decomposing!
- 26. As my studentsmake choices about their learning, they develop a sense of responsibility for their own learning and an awareness of their learning styles and unique needs.
- 27. Clearly Defined Classroom Solving Classroom Procedures Problems Together Students are responsible for classroom jobs.
- 28. When I payattention to my students’ emotional needs, I see them develop successful learning behaviors in a fun and supportive classroom environment.
- 29. When I payattention to my students’ emotional needs, I see them develop successful learning behaviors in a fun and supportive classroom environment.
- 30. When I payattention to my students’ emotional needs, I see them develop successful learning behaviors in a fun and supportive classroom environment.
- 31. When I payattention to my students’ emotional needs, I see them develop successful learning behaviors in a fun and supportive classroom environment.
- 32. When I payattention to my students’ emotional needs, I see them develop successful learning behaviors in a fun and supportive classroom environment.
- 33. When I payattention to my students’ emotional needs, I see them develop successful learning behaviors in a fun and supportive classroom environment.
- 34. When I payattention to my students’ emotional needs, I see them develop successful learning behaviors in a fun and supportive classroom environment.
- 35. When I payattention to my students’ emotional needs, I see them develop successful learning behaviors in a fun and supportive classroom environment.
- 36. When I payattention to my students’ emotional needs, I see them develop successful learning behaviors in a fun and supportive classroom environment.
Editor's Notes
- #2 Hands on science: Integrating art, drama, and language arts: Buddy program: