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PDP
PDP
Phone: 815-289-9152
Email: lowere@uwplatt.edu
Educator profile:
PDP term: 5 years
Years of educational experience: 1
DPI Entity Number:
License Expiration Date: 6/30/
School district:
Current educational assignment: Fourth Grade Teacher
Years in current assignment: 1
Present Licensure Stage: Pre-Service
Licensure stage sought: Initial
Professional Licensure Categories: Teacher
part of an educator's planning. I strongly believe teachers need to plan before, during, and after
assessments in their lessons. Whether formative or summative, assessments are essential because
it provides instant feedback for educators to base where he/she needs to take the next lesson.
I strongly believe when a student feels safe in his/her learning environment he/she will be
successful. I will create a safe learning environment by building a positive community within the
classroom. I will also establish a positive teacher-student relationship with each of my students.
In aiming for full engagement, it is essential that students perceive activities as being
meaningful. To ensure that activities are personally meaningful, educators can connect their
lessons to students' previous knowledge and experiences. Educators can also use Bloom's
Taxonamy for clear purposeful objectives. Organized objectives with a deeper meaning help
teachers plan and deliver appropriate instruction. In order to deepen a student's thinking,
educators have to understand his/her students' style of learning. According to Garderner, there are
eight different intelligences a classroom of students can have. As teachers, it is important to
know each student's intelligence. Though it is hard to implement all eight intelligences into each
lesson, educators need to employ the common intelligences among the classroom into their
lessons.
Assessment is the final component to my philosophy. Analysis of student learning is an
important component of an educator's lesson. This is where a teacher receives information on
what part of the lesson work and what part did not. This is also where teachers can find out if the
objectives were met by the students. Feedback is essential in the classroom, when it is used in a
positive way. I think feedback needs to be instant and constructive. It is important to support
your students' feedback as well. If your students were unsuccessful or did not find meaning to the
lesson, as teachers we must reflect on what went wrong. This is where strong educators rewind
and re-teach the lesson. As stated before, assessment can be either formative or summative, but it
must be done before, during, and after the lesson.
I believe, like John Dewey, the father of progressivism, that students learn best by doing,
in a hands-on way. Students are successful in learning when they can create and have a hands-on
approach to learning, rather than sitting at a desk taking notes. When students discover their own
knowledge, that discovery is long-term and meaningful. This knowledge then must be applicable
to real world situations.
I believe education is the bases of all knowledge. It makes every student unique and one
of a kind. Through planning, instruction, and assessment, teachers can educate their students in a
way that is best for them. We must remember every child has a different approach to learning.
We, as educators, must capitalize on our students' differences, and do the best we can to provide
students with meaningful learning.
Teacher:(1) The teacher understands the central concepts, tools of inquiry, and structures
of the disciplines he or she teaches and can create learning experiences that make these
aspects of subject matter meaningful for pupils.
Teacher:(4) The teacher understands and uses a variety of instructional strategies,
including the use of technology to encourage children's development of critical thinking,
problem solving, and performance skills.
Teacher:(5) The teacher uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social interaction,
active engagement in learning, and self-motivation.
reflect my growth and knowledge of implementing the Unit of Study in my classroom. I will
include personal notes kept of my growth, learning, and development using the Unit of Study.
I will assess my students' progress through:
Student learning will be assessed through notes from weekly conferences, daily writing journals,
self-reflections, and final drafts graded. I will then use the final drafts to assess my professional
growth and improve my variety of teaching strategies so that each year I am better able to help
my students succeed.
Activities
Timelines
Ongoing
Summer
2015
May 2015
Collaboration
Completed
Fourth Grade
Colleagues
Other Workshop
Attendees
Fourth Grade
Teachers
Objective: I will used what I have learned and observed to create engaging lessons that will
enhance my students' writing development.
Activities
Timelines
Collaboration
Ongoing
Confer with students on a weekly bases
Students
Completed
Ongoing
Ongoing
Students/Fourth Grade
Colleagues
Students
Student Objective: My students will successfully write papers following Lucy Calkins' Unit of
Study Writing prompts.
Activities
I will keep notes of weekly conferences for
proof that students are understanding the
material.
Timelines
2015-2016
Collaboration
Completed
Students
I will research and learn more information about Lucy Calkins' Writing Unit of Study so that my
students can learn to draft, edit, and revise their papers with the best writing styles.