MAT Program Vision of a Teacher
Problem-Poser
Flexible Problem Solver
Educational Advocate
Intentional Researcher
Effective Educator
Comprehensive Planner
Address the needs of kids falling behind 🔥
Self-Directed Teacher-Learner
Moving away from fact-recall based instruction 🔥
Professional Role Model
Allow students to solve their own problems, create their own questions 🔥
Strong desire for student success ✅
Believing in student's ability to handle challenging material ✅
Develop range of teaching and learning strategies 🔥
Communicate with other educators to develop tools ✅
Teacher engages with students ✅
Knowing environment, students; being a part of the community ✅
Building rapport with students ✅
Considering oneself as a student of the teaching practice ✅
Having students reflect on their group work experience ✅
Make Content relatable/accessible/applicable 🔥
Researching students’ school records, researching demographics ✅
Utilizing technological applications in the classroom to make content more accessible for students/parents 🔥
Adapting to our students academic culture 🔥
Reflective Practitioner
Asking students about effectiveness of instruction ✅
Reflective, always asking for feedback, what’s working/what isn’t ✅
Incorporates reflection to students ✅
Excited to teach! As opposed to teacher burnout ✅
Being knowledgable about student’s culture/station of life and incorporating that knowledge into instruction to promote student success ✅
Use different sources as academic tools, ex: internet ✅
KEY
Strength: ✅
Needs work: 🔥
Considers different cultures and engages for participation ✅
Content knowledge, especially multiple subjects 🔥
Aware of comprehensive curriculum🔥
Includes diversity in group activities ✅
Frame curriculum around "essential questions"
make connections easier ( Wiggins, Ch.12, pg.276 )
Maximal Transferability-effective use of material learned (wiggins, Ch.12, pg.293)
Maximal Transferability-effective use of material learned (wiggins, Ch.12, pg.293)
Backward Design: goals > assessment > curriculum (Wiggins, Ch.12, pg. 275)
Backward Design: goals > assessment > curriculum (Wiggins, Ch.12, pg. 275)
Backward Design: goals > assessment > curriculum (Wiggins, Ch.12, pg. 275)
Frame curriculum around "essential questions"
make connections easier ( Wiggins, Ch.12, pg.276 )