Standard+2

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 * Standard 2:** Teachers know how children grow.


 * Evidence:**[|week 1-3 journal.docx], [|week 4-6 journal.docx], [|week 7-9 journal.docx]


 * Description:** In my high school classes I have my students journal each week. I have them identify a specific problem that they encountered while working on a project and then they have to answer a series of questions about it. The three worksheets included above are setup to be distributed at different times throughout the semester, since I work on the block schedule classes last one semester.


 * Rationale:** This progression of journal entries is a great example of the student growth recognition. I have developed these three different worksheets in order to expand the questioning depth further along the Bloom Taxonomy scale. As the students develop in their journaling through the year, the questions go deeper and cause them to further analyze the problems that they are encountering. I have found this to work with the entire class, recognizing that some students are at different levels of competency, in that they all eventually develop into better problem solvers than when they started. I have found that towards the end of the year, students become better problem solvers and as a result become more independent. An additional purpose for this implementation is that I want the students to realize that they all encounter problems. They will need to deal with problems in every aspect of life, but if they can accurately define, analyze, and solve problems independently they will be much more successful.

In order to address the various physical, social, emotional, moral, and cognitive development levels of my students in this activity I have broken the reflection process into three separate levels. The first is a beginning stage with very broad questions that all students should be able to answer, and then the questions progress through up to the third level where students are encouraged to ask themselves deeper and more reflective questions.
 * __KSD’s Alignment:__**
 * 2.K.2 The teacher understands that students’ physical, social, emotional, moral, and cognitive development influence learning and knows how to address these factors when making instructional decisions.**

The great thing about this activity is that the three stages can be implemented at any time of the semester. The time at which I would like to introduce the second and a third level is completely up to me. The key to the effectiveness of the activity is that I analyze and consider each student’s level of development and competency before hand, and then make the right decision.
 * 2.S.3 The teacher assesses students’ thinking and experiences as a basis for instructional activities (i.e., encouraging discussion, listening and responding to group interaction, and eliciting samples of student thinking orally and in writing).**

The three tier effect again addresses this concern of being sure each student is prepared to move into the next level of competency before the transition. All of the students could be at a different level of confidence or competence, but through guided practice and repetition each student is allowed to develop and grown in these areas throughout the semester.
 * 2.D.1 The teacher appreciates individual variation at each developmental level and shows respect for the diverse talents of all learners, and is committed to help them develop self-confidence and competence.**