Artifact 1: High Expectations and Critical Thinking
ELEMENT E: Teachers establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills.
The first piece of evidence that supports Standard III is based around high expectations, critical thinking and problem solving. Beginning on the first day of school, my students understand that I hold them to high expectations in all aspects of education including intellectual, social and emotional development. I offer plenty of assistance in achieving these expectations. Our classroom is filled with anchor charts encouraging critical thinking and examples of exemplar work from other students. A “Reading is Thinking Strategy”anchor chart hangs high, year round that reminds students to think while they read to better understand a story. Next, along with the rubric being posted, there is an“Excellent Work” wall. This wall is full of exemplar work from students. During transition time, students are encouraged to read the work of their fellow peers who made it onto the Excellent Work Wall. This motivates students to reach those high expectations, and know that they are reachable! The rubric is also posted and the standards are highlighted.
This evidence supports Standard III, element E. Element E states that the teacher has high expectations for all students and holds them accountable for their learning. The “Excellent Work” wall supports this element because it challenges all students to learn to their greatest ability and showcases students who are meeting that expectation. Students are setting their learning objectives to meet the expectations. The “Reading is Thinking Strategy” anchor chart incorporates critical thinking skills for reading comprehension and is referred to, throughout each day during reading lessons. Element E supports the "Working With a Partner" chart because it encourages students to practice life skills of working with another person. Spelling songs are posted to get students to think about spelling patterns we have learned. Stretching sentences has been a major focus in first grade, so leaving the anchor charts: "Vicky Verb," "Nancy Noun," and the adjective chart encourages students to use those parts of grammar in their stretching sentence writing. I hold all students accountable for their learning, whether it be socially, emotionally or intellectually.
The "Reading is Thinking" strategy is a wonderful staple in my room as I am always challenging them think deeper in their critical thinking abilities. The anchor charts are great daily reminder of the expectations I hold for them. Encouraging them and celebrating the students who have made the exemplar wall only encourages them to reach higher and other students to get their work displayed on that wall. I am very pleased with these experiences I have had in my teaching career. I will only grow each year by learning from my students.
ELEMENT E: Teachers establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills.
The first piece of evidence that supports Standard III is based around high expectations, critical thinking and problem solving. Beginning on the first day of school, my students understand that I hold them to high expectations in all aspects of education including intellectual, social and emotional development. I offer plenty of assistance in achieving these expectations. Our classroom is filled with anchor charts encouraging critical thinking and examples of exemplar work from other students. A “Reading is Thinking Strategy”anchor chart hangs high, year round that reminds students to think while they read to better understand a story. Next, along with the rubric being posted, there is an“Excellent Work” wall. This wall is full of exemplar work from students. During transition time, students are encouraged to read the work of their fellow peers who made it onto the Excellent Work Wall. This motivates students to reach those high expectations, and know that they are reachable! The rubric is also posted and the standards are highlighted.
This evidence supports Standard III, element E. Element E states that the teacher has high expectations for all students and holds them accountable for their learning. The “Excellent Work” wall supports this element because it challenges all students to learn to their greatest ability and showcases students who are meeting that expectation. Students are setting their learning objectives to meet the expectations. The “Reading is Thinking Strategy” anchor chart incorporates critical thinking skills for reading comprehension and is referred to, throughout each day during reading lessons. Element E supports the "Working With a Partner" chart because it encourages students to practice life skills of working with another person. Spelling songs are posted to get students to think about spelling patterns we have learned. Stretching sentences has been a major focus in first grade, so leaving the anchor charts: "Vicky Verb," "Nancy Noun," and the adjective chart encourages students to use those parts of grammar in their stretching sentence writing. I hold all students accountable for their learning, whether it be socially, emotionally or intellectually.
The "Reading is Thinking" strategy is a wonderful staple in my room as I am always challenging them think deeper in their critical thinking abilities. The anchor charts are great daily reminder of the expectations I hold for them. Encouraging them and celebrating the students who have made the exemplar wall only encourages them to reach higher and other students to get their work displayed on that wall. I am very pleased with these experiences I have had in my teaching career. I will only grow each year by learning from my students.
Below is a video showing our Math Strategy Song. This song helps students remember addition and subtraction strategies such as, doubles plus one, doubles minus one, count on, count back and fast ten.
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Below is a video showing students showing critical thinking by coming up with a problem solving story. Then students act it out.
Student 1: 4+1=5 Student 2: 5-1=4 |