Planning and Preparation

Demonstrating Knowledge of Content

and Pedagogy:
8th to 12th Grade Science (Physical Science,
Earth Science, and Chemistry):
Designed instructions based on
kinesthetic, auditory, and visual
pedagogical approaches.
Integrated Total Physical Response (TPR)
strategies supporting students of
understanding science literacy and
academic language.
Utilized many technology products: a
hoover cam for demo, visual animations
and video clips in power-point slides, and
PHET/ virtual labs to stimulate active
learning.

Designing Coherent Instruction:

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Created graphic organizers such as KWL

chart/ concept maps to connect learning
concepts to essential ideas.
Implemented kinesthetic pedagogical
approaches during experiment through
lab demonstrations and hand-on
activities.
Implemented cooperative learning such as
think-pair-share activities to promote the
4Cs: Critical Thinking, Communication,
Collaboration, and Creativity.

Designing Student Assessments:

8 to 12th Grade Science (physical science, Earth
Science, and Chemistry):
Mapped curriculum units and
assessments.
Created clear and appropriate formative
and summative assessments.
Utilized the six levels of Blooms
Taxonomy and the DOK levels of
questions.

Demonstrating Knowledge of
Students:
-

Applied knowledge of students attitude

towards learning and their cultural
background to assist student.
Displayed understanding of students
learning styles by surveying students to
accommodate ALL students learning
abilities.

The Classroom Environment

Establishing a Culture of Learning:
Think-Pair-Share and Kagans Cooperative
learning activities. :
Students were attentive to detail during
choral reading of scientific inquiry reading
articles, created and modified by Mr.
Nguyen.
Students actively and enthusiastically
discussed how to solve real world
problems and exchanged ideas.
Differentiated instructions utilized to
meet the needs of EL students.
Modeled high expectations in class and
positively motivated students academic
success.

Instruction
Engaging Students in Learning:
8th to 12th Grade Science (Physical Science,
Earth Science, and Chemistry):
- Cognitively engaged students in Think-PairShare discussions by the use of inquiry
questions and the use of scaffolding.
- Students are challenged to be problem
problem solvers and to be critical thinkers.
- Students are randomly selected for
participations with classcharts.coms
participation to promote active learning.

Using Questions and Discussion

Techniques:
-

Managing Student Behavior:

Proactive Classroom Management Strategies
(integrated PBIS & Restorative Justice positive
disciplines):
- Utilized online classroom management
System (classcharts.com) with positive
rewards points and interventions.
Created in-class interventions forms to
promote students accountability &
to reflect in improving their behaviors.
Emphasized sensitivity to student needs
by listening and respecting students
privacy through one-on-one
communication or the use of proximity.
- Focused on being proactive on prevention
of behaviors and by having responses to
verbal and physical disruptive behaviors
Continuously monitored students by
walking around the classroom.

Creating an Environment of Respect

and Rapport:
-

Emphasized cooperative learning and the

importance of respecting diversity.
Students are positively supported when
correcting their work.
Student opinions are always valued.
Open communication are emphasized.

Organizing Physical Space:

-

Utilized classharts.coms seating chart

for modifying students seat.
Tables are arranged in groups to
encourage collaborative learning.

Modeled the creation of high order think

(HOT) questions and utilized the Depth of
Knowledge (DOK) levels types of
questions.
Student initiated responsibility for
formulating thoughtful high quality HOT
questions in their Cornell Notes. .
Implemented the Socratic Method to
promote critical thinking in classroom
discussions.

Demonstrating Flexibility and

Responsiveness:
-

Adapted to the Common Core and NGSS

standards to promote authentic tasks
such as STEM project-based activities.
Focused on students interests in being
problem solvers and critical thinkers.
Challenged students to collaborate and
to create a viable solution to school-wide
problems or community based problems.

Communicating with Students:

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Differentiating instructions with

modeling integrated in classroom
teaching to promote active learning.
Engaged students in small groups or
formed A-B partners allowing meaningful
students interactions.
Encouraged students to use many
resources of their choice such as:
classroom textbooks, scientific journals,
CN notes, and online resources.