020 FTP Task1-10.20.2020 PDF

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Professional Communication In this document, a Professional Communication Evaluator has identified representative examples of consistent, patterned writing errors.

Not all errors are marked. To demonstrate competency in Professional Communication, please correct the representative examples and revise your work to amend unmarked errors similar to the identified examples. In resubmissions, a Professional Communication Evaluator may note different examples of remaining issues. If more than one document was submitted, those documents might require similar revisions.

B1: Case #367 In Case #367 “Identifying and Understanding Figurative Language”, the teacher assesses student learning through peer interaction, as well as by having the students visually show their knowledge, along with vocally explaining their answers. Students were given cards with different phrases and figurative language. The students were asked to find the match to their cards from the other students. The students worked cooperatively to find the answers. One phrase was, “The dog ran like a rocket.” The students were able to identify the types of figurative language through word usage. B1a: This group of students would be a challenging group to assess. There are only 3 students, and all of them are learning the English language, and speak different native languages prior to learning English. The assessment seemed to be at the skill level of the students being tested, and it gave them access to both a teacher as well as their peers for guidance. The students were also given visual aids, which helped them connect to the questions being asked. The cards allow the students to evaluate all their choices and engage the assessment visually. B1b: While the assessment was done well, I would have liked to see more equal engagement from all three students. Two of the students seemed to be more vocal than the third. Including multiple answers

for some of figurative language could lead to further engagement and communication among the students. Having more than one card as a possible answer could start conversation and discussion over the best possible answer. I would also include other cards to use as examples for each of the figurative categories. The students would be forced to engage each other further than simply matching one card to another.

Commented [AE51]: ⬤ Parts of Speech: Missing article →Parts of speech errors recur. WGU’s Guide to Academic Writing Link: Module 8.12: Article Usage

B2: Case#14 There are several very effective instructional strategies utilized in Case #14 “Using Technology in Creative Writing.” The most effective strategies that I saw during this observation were the incorporation of technology into the classroom, as well as the visualization that went along with making their stories in PowerPoint. I felt the technology was the key factor in this group. The students were taught about Plagiarism and instructed on how to add visual aides to their own stories as the wrote and created them.

Commented [AE52]: ⬤ Word Choice: Misused word in context →Word choice errors recur.

B2a: The class seemed to really absorb and enjoy the lesson as a whole and were very responsive and interactive with the instructor. They were engaged as questions were asked of them and seemed excited about the opportunity to add their own visuals to the stories they had created. The students were asked by the instructor to “Use the information in their own way”, which led to a variety of creative stories that allowed the students to display their personalities and different skill levels. B2b: The strategy that was implemented in Case#14 could be utilized in a way to accommodate students of varying skill levels with a single assignment. By having the students choose and adapt the information to their own stories, it allows a higher degree of creativity. Students with less skill in writing have more freedom to adapt the story to their own skill level and push beyond what they would normally do because of the added creativity and expression. Students with higher skill levels and thought processes have more capability to produce better works of writing by infusing their own personalities into the story. B3: Case#53 In Case#53 “Observing and Measuring the Weather,” the instructor uses the Constructivist theory. The instructor expanded on current knowledge they had already taught the students the year before. During the lesson, students used created windsocks and anemometers to measure wind direction and speed, as well as thermometers for temperature and rulers for precipitation. Prior to the recorded lesson, the students were instructed on how to use these instruments. They went into the lesson with prior knowledge and experience and expanded upon them. B3a: The theorist most associated with the Constructivist Learning theory is Jerome Bruner. Bruner believed more practical learning was needed, and that in school learning wasn’t enough in the world outside of school. By taking a more hands on approach, students can learn skills to better prepare them

WGU’s Guide to Academic Writing Link: Module 8.27: Vocabulary in Academic Writing

for the real world. Bruner also based the spiral curriculum on his own idea that complex topics can be taught to younger students if structed and presented the right ways. The students in the video were interpreting data in a spiraling curriculum, as stated in the summary.

Commented [AE53]: ⬤ Conventions: Misspelled word →Conventions errors recur.

B3b: I would apply this theory in my own classroom by including review sessions on a frequent basis with increasing difficulty. Students could work to understand literary terms and begin my simply giving definitions. Over time, as students review the same concepts, they could be asked to pick a correct example of a metaphor or simile, then eventually create their own examples of many different literary terms and devices. Having the students gradually increase their responses will further their understanding of what the terms really are. B4: Case#680 The instructor in Case#680 “Applying Listening and Speaking Skills while Presenting a Digital Scrapbook about the Early Settlers” utilizes a smartboard and a computer to influence student learning. The smartboard allows the instructor to focus on specific details, as well as directly interacting with the text. This allows the students to better focus on key details from the story, as well as those voiced by their classmates. B4a: The use of technology shown in the video aligns with best practices because it allows for a more in-depth approach to the scrapbook and presentation. Things students said were able to be shown visually, and important concepts were reinforced both vocally and visually. It was more than simply showing a presentation, it allowed for modifications, and quick changes to the lesson to accommodate students if necessary. B4b: The technology in this lesson allowed the students to engage the material more than just the simple scrapbook approach. It was presented on a larger visual scale, and the students were able to use both audio and visual cues during the lesson. As their classmates spoke, the smartboard allowed more important factors to be highlighted and discussed. They also benefitted from having an interactive scrapbook that could be changed to accommodate their learning. B5: Case#956 In Case#956 “Comprehending and Summarizing Text About the Solar System” the teacher used a graphic organizer to record and track student progress during the lesson. The organizers provided space for the students to record findings, as well as getting them to consider why those findings are important. This allowed them to connect key ideas in the text. B5a: This instructional resource was effective at delivering the subject material, as well as helping the students’ comprehension. It was appropriate for the learners in the classroom as well, as it helped the students engage the content further. With the classroom being a sheltered English classroom, the extra space in the graphic organizers allowed the students to copy important parts of the text, and then

WGU’s Guide to Academic Writing Link: Module 7.13: Spelling

determine what was important in those parts. The graphic organizer worked as a guide for students that may still be struggling with different aspects of English, including reading and writing, which is where the students tested lowest according to the commentary. B5b: If I were to add an additional instructional resource to the lesson, it would be a vocabulary list defining and explaining some key words used in the stories. I noticed some children having trouble with repeating words, and it was mentioned in the commentary as well. If the students had a paper to reference for critical definitions, they could look back at it with every repeated word, building memory repetition. B6: Case#9 In Case#9 “Practicing Presentation and Audience Skills Through Science Presentations”, Kindergarten students engaged in a guided discussion, using listening and speaking abilities. Using complete sentences as responses shows a higher level than most kindergarten rooms. The students were able to interact with their peers and their instructor asking questions, giving explanations, and showing listening skills. During the lesson, one student, Sofia, was provided with an experience and video clip. This allowed her to more effectively share observations about blowing bubbles, making her a better speaker. B6a: I would enhance student engagement in the activity by preparing visual and physical cues for all students. This would be time consuming, but if done correctly would add visual and physical aspects to the learning process. It could also improve the ability for other students to share, just as it did Sofia. Having the students prepare multiple aspects to present expands the capacity to learn. C: My current teaching philosophy is a combination of behaviorism and constructivism. If possible, I like to modify lessons or behavior to guide students towards the desired outcome or behavior. For behavioral issues, or class management, I tend to learn more towards behaviorism. Modeling and showing the behavior I expect the students to also uphold. When I look to instructing however, I aim for a more constructivist approach. I think giving the kinds hands on experience, and helping relate classroom lessons to the world outside, gives them a broader and more usable set of skills. These experiences will help them develop in the classroom, and outside of it. In my future classroom, I would like to emulate the strategies I observed in Case#14 “Using Technology in Creative Writing.” The instructor in this lesson presented a very open-ended lesson that allowed the students a lot of creative expression, while keeping them focused on tasks and goals relevant to the lesson. They were able to modify their stories using their own imagination, allowing their personalities to come into the story. The use of technology and PowerPoint gave the students more tools to work with and allowed for a greater degree of engagement. Not only did they come up with stories, they illustrated them as well. The videos displayed many different learning strategies. After observing and reviewing several, the one I am most likely to avoid would be Peer led, or student led groups. While these can be

Commented [AE54]: ⬤ Parts of Speech: Subject-verb disagreement →Parts of speech errors recur. WGU’s Guide to Academic Writing Link: Module 6.22: Subject-Verb Agreement

extremely beneficial, I think some groups are more likely to lose focus than others. I would like to be as involved with these groups as I can as the instructor. Doing so would prevent distractions and groups from straying from learning goals. In Case #53 “Observing and Measuring the Weather”, many groups seemed to struggle with independent results, leading to the teacher having to individually go to each group to assist. Perhaps having rotating instruction, or another aide to assist with instruction could have helped. The videos I observed showcased several different classroom environments. The environment that I would most like to teach in came from Case# 367 “Identifying and Understanding Figurative Language”. The students were brought into an accommodating and friendly atmosphere to seek necessary assistance for a language they were still learning. All three students in the video spoke different native languages and were learning English at similar levels. The teacher took extra care to make them feel comfortable and gave them important one on one support. I want to be able to engage and help my students on personal levels like the video displayed.

References: https://atlas.nbpts.org/cases/?order_by=title&view_mode=list_view Snowman, J. & McCown, R. (2015). Psychology Applied to Teaching. Retrieved from http://ng.cengage.com/static/nb/ui/index.html?nbId=400341&nbNodeId=136297584&employmentId=5 3110022132104713831528133&eISBN=9781305390676#!&parentId=136297784.

Commented [AE55]: ⬤ Conventions: Misused punctuation →Conventions errors recur. WGU’s Guide to Academic Writing Link: Module 7.01: Commas...