I developed every lesson I taught based on the workshop model. I found that this was an effective way to work with a range of groups. I introduced each lesson by bringing children to the rug and discussing the objectives for the lesson which were always clearly stated multiple time using different vocabulary to ensure that all students were understanding the purpose, goal and sequence of assignments. (Indicator 1b) The objectives were always displayed visually as well. After a mini lesson,  I asked children to return to their seats for individual or small group work. I varied these groups so that there was always a range of personalities and ability level.(Indicator 2c) After, children returned to the rug for a wrap up. I used time on the rug to make connections to prior learning and also to children's lives. I found that this time on the rug was a good opportunity for children to share their own personal or family experience. (Indicator 2b) It was also a good way for me to engage children through anecdotes, a method I often used to introduce lessons and engage them from the start. This wove in particularly well when working on our social studies unit. Children learned about their own family background and found relevant connections to the curriculum. (Indicator 1c) As stated in my teaching philosophy it is my goal to create curriculum that is accessible and also relevant to all.

       One of my goals in the classroom was to develop lessons that integrate the students senses in ways that are meaningful. This is a way to differentiate and also to further develop student's ability to experience and retain the curriculum. One lesson that was particularly successful was one that used Visual Thinking Strategy (VTS) to look at images that were connected to the curriculum. (Indicator 1d) In the lesson lesson.plan.2.9.docx, students were asked to look at various pictures  What is going on in this picture.docx of immigrants from different places in the world. The images were displayed using an overhead projector. (Indicator 2f) Questioning was used to promote analytical thinking and the pictures were used as a tool to stimulate conversation, make observations and learn through images. (Indicator 2e) The questions that were asked included 1) What is going on in this picture? 2)What do you see that makes you think that? 3) What more can you find? We worked in small groups and also as a class to discuss the various pictures. The lesson was a great success and gave students of all academic levels an opportunity to respond in a meaningful ways. (Indicator 3c) Also, students gained new strategies for looking at images, something that was applied during later lessons.  Additionally, the lesson was a great way to show students pictures of immigrants from different countries, something that was relevant to not only the unit but also students. This was a particularly engaging subject as many of the students in the class were the children or grandchildren of immigrants.

         I worked hard to integrate children's senses into daily activities. Their Social Studies "word of the day" that was mentioned in the section for Standard A is one example. The words were kept in a journal. These journals were regularly checked and feedback was provided. (Indicator 3b) I also gave the children the opportunity to complete drawings as a way to support other Social Studies and English Language Arts writing assignments. Children enjoyed creating these pictures. I also believe that they were a great way to connect the curriculum in a visual way, thus helping to solidify the material in their memory. Additionally this method was a useful way to consider and apply Howard Gardener's theory of  multiple intelligence. Children all have different strengths and it is important to let them all share their abilities. 

        These "word of the day" vocabulary words that I discussed above were also valuable to my delivery because they were used as a springboard for the lesson of the day. After, these definitions words-1.pictures.doc were displayed with images in the Social Studies area of the classroom. I also used visuals when displaying the objectives, vocabulary, phonics, and comprehension skills for reading. All of these examples can be seen in the pictures below.

          During the course of my time in this second grade classroom, I had the opportunity to get to know each child in the class individually. I worked to figure out their learning style and also what they needed from me in order to remain engaged in the curriculum. I also discovered out what learning tools I needed to bring into the classroom so that I could address the children's educational needs.