Folio A and B For Weebly

4/21/2020 folio a and b
folio a and b
by Jared Wright
FOLIO A.
Instructions
Folio A must address 4 INTASC standards and 5 areas of the curriculum (Language Arts, Math, Science, Social
Studies as well as one of the following: The Arts, Physical Education or Heath Education.) Address each of the
following 4 standards with specific examples of your work. One example of curriculum integration is required.
Attach one or two artifacts that support your written reflection for each standard.
Complete the paper checklist you received in class, and submit it to your seminar instructor by the due date.
InTASC 4(j)
4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are
central to the discipline(s) s/he teaches.
Directions:
https://www.livetext.com/doc/11393985?print=1 1/37
Teaching requires a deep understanding of content and curriculum design. Discuss the area of the curriculum you feel most
competent in teaching. What specifically demonstrates your competence in this subject area?
The subject area that I feel most confident teaching is mathematics. My favorite subject growing
up as a child was math. After second grade, the work that I was doing with mathematics exceed
that of other students. While my peers complained that a problem was to hard, I saw the problem
as a challenging puzzle. My love for math would continue in secondary school as I was one of the
few seniors to take calculus. My bachelor’s degree is a B.S. in Applied Mathematics with a
Concentration in Computer Science.
I have taken extensive classes in math education that other students in my cohort have not. I feel
that I have a deep understanding on mathematics that sets me above teachers and future teachers
that have different degrees. One of the biggest goals that I have as a future teacher is to be the
“Math Guy” in my building. I want to make math fun and accessible for all the students in my
building. I am strongly for teaching exceptional math students’ new content, that is to say I am not
one to be satisfied with my star math student completing work that isn’t engaging or challenging for
them.
I want to implement an independent math program at my grade level that has these exceptional
math students completing challenging work. Because of my math background I feel confident in
working with these individual students (from my class or others) to keep their mathematical
development continuing with appropriate above grade level material.
I have provided an artifact for this standard. The artifact is the very first Math lesson that I taught at
MacNaughton.
Attachments Lesson_1.7.docx
InTASC 4(k)
4(k) The teacher understands common

misconceptions in learning the discipline and how to guide learners to accurate conceptual understanding.
Directions:
Describe a time that you guided learners through common misconceptions about the concept being taught. How did you
help students overcome those misconceptions to ensure their success? Be specific.
The artifact that I have chosen to display that I understand common misconceptions is a science
lesson plan. The lesson was based off the science standard 1-ESS1-1 (Use observations of the
sun, moon, and stars to describe patterns that can be predicted. The content of the lesson dealt
with the phases of the moon. Some obvious student misconceptions came to mind when teaching
first grade students about the phases of the moon (made of cheese, man on the moon, etc.…).
The two that I wanted to focus on the most is that as the moon changes phases it is not getting
physically smaller and the moon does not emit its own light.
I was surprised that no student in the class thought that the moon was made of cheese, or that
there was a man on the moon. The misconceptions of the moon getting smaller and emitting its
own light did occur. However, the biggest concept that students could not grasp was that the moon
phases are cyclical. During the lesson I setup an activity for the students to see how the sun
“light up” the moon. In the activity I had the materials of a flash light, white ball, and a globe.
Before starting the activity, I asked students what all three objects represented. Many of them
replied the sun, moon, and Earth. After shutting off the lights and turning on the flash flight I asked
the students if the “moon” was making the light or the “sun” in which each student replied the sun.
I next moved the activity on by showing the different phases of the moon with the three objects.
I did not account for the students not understanding that the moon phases were cyclical. This had
happened during lesson, so I had time to reflect when I returned home. I knew that the students
had understood that the seasons are cyclical because of a previous lesson. The next day I used
the students’ prior understanding on seasons to demonstrate how the phases of the moon were
cyclical. I also pulled a few students aside to show the key phases of the moon (the four quarters
of the moon). There were a few students that still did not fully grasp the concept of the phases of
the moon, however, it was a considerably less number than the previous day.
Attachments Lesson_moon_phases_portfolio.docx
InTASC 5(l)
5(l) The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific
learning goals.
Directions:
Describe a lesson you designed and/or delivered that incorporated digital and/or interactive technology. How did using this
technology enhance learning goals specific to the lesson?
In today's teaching world technology is a wonderful tool that can be used to enhance a student's
learning experience. Various types of software and hardware will be used in my future classroom. I
plan on using google classroom to keep my students informed on assignments and to incorporate
supplemental material that students may browse at their leisure. I have highlighted on how I plan
to use technology in my classroom management plan which can be found in a previous standard. I
have chosen two artifacts to provide evidence that I understand this objective. The first artifact is a
paper describing a multimedia platform that will be used for math. The second is a game that
students will be playing for math.
The first artifact describes the multimedia platform called Sumdog. Sumdog is an application that
students can use to build upon their mathematical understanding. Sumdog first assesses the
students on their mathematical proficiency. Students play games against the computer or other
students. I will be using Sumdog during station time. Sumdog is an appropriate application that
students may use when they have earned free time on their devices. The artifact notes other
information about Sumdog.
The second artifact that I choose are a few screen shots from a Kahoot game that I created. The
game has students answer math facts about the products of 2s, 3s, 5s, and 10s. Students can
play as individuals or on a team to compete to answer the math question in the quickest time. I
plan on using the Kahoot during whole class time. The game helps students build upon their
procedural fluency and can be used as a quick review for a test.
Both artifacts help to enhance the learning goals of having a procedural understanding of
multiplication facts. The students are engaged during this procedural practice because the
“learning” comes in the format of a game. Sumdog can enhance teaching planning with its tracking
features.
Attachments Multimedia_math.docx, Screenshot__2_.png, Screenshot__3_.png,

Screenshot__4_.png, Screenshot__5_.png, Screenshot__6_.png
InTASC 5(o)
5(o) The teacher understands creative thinking processes and how to engage learners in producing original work.
Directions:
Describe a lesson you designed and/or delivered that required students to produce original work. How did you elicit and
interpret student thinking in a way that inspired learners to creatively engage in the concept?
The artifact that I have chosen for this standard is from the core subject of science. The artifact is
a worksheet and a short lesson plan that deals with the amount of daylight that we get during each
season. The lesson was focused on how we get less daylight during the winter and more daylight
during the summer time. I did not find it appropriate to suggest that there is an overlap of days
during the fall/spring that we could consider are as short/long as the first few days of
winter/summer.
At the beginning of the lesson I had asked students what the four seasons were. As a called on
one student they started out with the season fall. With the students help I wrote a few things about
fall on the large chart paper. I then asked what season came next. They replied winter I wrote a
few key features about winter on the chart paper. This process continued for the seasons of spring
and summer. I made sure that the students added the idea that in the summer we have the most
amount of day time and in the winter, we have the least amount of day time.
The students returned to their seats with the worksheet that can be found in the artifact. The
worksheet was a way that students could creatively engage in the science concept being taught.
The worksheet had students drawing a picture of an activity that they would do outside during the
season that had the longest day and the season that had the shortest day. The students had the
stipulation to write the season at the top of the box before they could start drawing. This was a
built in “check for understanding” that I thought was helpful. The lesson concluded with students
coloring the pictures that they drew.
Attachments Seasons_worksheet_portfolio.docx
Copy of Instructions
Copy of InTASC 4(j)
Directions:
them.
MacNaughton.
Copy of InTASC 4(k)
4(k) The teacher understands common misconceptions in learning the discipline and how to guide learners to accurate
conceptual understanding.
Directions:
Copy of InTASC 5(l)
learning goals.
Directions:
features.
Attachments Screenshot__6_.png, Screenshot__2_.png, Multimedia_math.docx,

Copy of InTASC 5(o)
Directions:
winter/summer.
Copy of InTASC 4(j)
Directions:
them.
MacNaughton.
Copy of InTASC 4(k)
Directions:
Copy of InTASC 5(l)
learning goals.
Directions:
features.

Copy of InTASC 5(o)
Directions:
winter/summer.
Copy of Copy of Instructions
Copy of Copy of InTASC 4(j)
Directions:
them.
MacNaughton.
Copy of Copy of InTASC 4(k)
Directions:
Copy of Copy of InTASC 5(l)
learning goals.
Directions:
features.

Copy of Copy of InTASC 5(o)
Directions:
winter/summer.
Copy of InTASC 4(j)
Directions:
them.
MacNaughton.
Copy of InTASC 4(k)
Directions:
Copy of InTASC 5(l)
learning goals.
Directions:
features.

Copy of InTASC 5(o)
Directions:
winter/summer.
Directions:
them.
MacNaughton.
Directions:
learning goals.
Directions:
features.

Directions:
winter/summer.
Directions:
them.
MacNaughton.
Directions:
learning goals.
Directions:
features.

Directions:
winter/summer.
Copy of Copy of Copy of Instructions
Copy of Copy of Copy of InTASC 4(j)
Directions:
them.
MacNaughton.
Copy of Copy of Copy of InTASC 4(k)
Directions:
Copy of Copy of Copy of InTASC 5(l)
learning goals.
Directions:
features.

Copy of Copy of Copy of InTASC 5(o)
Directions:
winter/summer.
FOLIO B.1
Instructions
Folio B requires 8 entries, addressing the 8 Essential Knowledge InTASC Standards with corresponding 200-400
word written responses. Responses should be detailed and specific. Artifacts supporting responses are should be
included for a minimum of 5 of the 8 standards. An artifact may be used more than once, but may need to be
uploaded to more than one section of the Folio B template on LiveText.
Folio B will have two due dates:
The first date will include the first 4 standards, 1(d), 2(g), 3(l), 3(k).
The second due date will include the last 4 standards, 6(j), 7(e), 7(l), 8(m).
Due dates will vary by semester (refer to course outline).
InTASC 1(d)
1(d) The teacher understands how learning occurs-how learners construct knowledge, acquire skills, and develop disciplined
thinking processes--and knows how to use instructional strategies that promote student learning.
Directions:
Summarize a time that you used or will use specific instructional strategies that promote student learning based on your
understanding of learner development. Be specific.
A time when I used instructional strategies to promote students learning was when I taught the text
structure strategies of compare and contrast. In the lesson I used two stories about the three little
pigs. The first story was the traditional story of the three little pigs and the big bad wolf. The
second story was The True Story of the 3 little Pigs! by Jon Scieszka. This story is a parody of the
original three little pigs and paints the wolf’s situation as a big misunderstanding. The read aloud
of both stories took longer than anticipated so the compare and contrast section was moved to the
next day.
Before starting the compare and contrast lesson I asked students questions about the two stories.
This Q&A was designed to refresh the students’ memory. As the students sat at the carpet,
created the visual organizer of a Venn diagram. I labeled one circle “The 3 Little Pigs” and the
other circle “The Wolf’s Story”. I thought it would be confusing to label the circle “The True Story of
the 3 Little Pigs” for Jon Scieszka’s version. I then explained to the students that everything that
happened in a story goes to its respective side of the Venn diagram. I told the students that the
middle of the Venn diagram was reserved for events, characters, and settings that occurred in both
stories. I explained to the students that as we completed the Venn diagram we were comparing
and contrasting both stories. The lesson continued with student participating in completing the
Venn diagram.
I like using these two stories because they fit so well with teaching compare and contrast. Jon
Scieszka’s story is filled with silly humor and has a plot that is much different than the original story.
Using the visual organizer of a Venn diagram is crucial when teaching compare and contrast
features to students. Students are engaged with the read aloud and are ready to provide input
when filling out the following Venn diagram.
An artifact that gives evidence to this standard is my strat chat document. In this lesson plan
students were required to learn about text features.
Attachments Revised_Text_Features..docx
InTASC 2(g)
2(g) The teacher understands and identifies differences in approaches to learning and performance and knows how to
design instruction that uses each learner’s strengths to promote growth.
Directions:
Strategic differentiation provides learning options for diverse learners. How have you or would you design a lesson that
includes accommodations that allow learners to use their strengths to grow in knowledge and understanding?
To differentiate a lesson to ensure student success I would make sure to use a variation of material
that cover students that are on level, below level, and above level. I would form these three groups
of students based off these levels. I want to implement a reading workshop in my classroom that
would have students placed in each of the three levels. I would like to meet with each reading
group once a week so that I may differentiate instructions to them. This can come in various ways,
but the main component would be having students reading texts that are at their level. I would
incorporate the weekly concept that we are working on into the reading workshop. This could be
compare and contrast features, analyzing a passage out of the text, making inferences from the
text, and many more.
I would also like to teach to exceptional students if I have any. These students would be the ones
that require material that is greatly harder than the “above level” material. I feel that in the recent
years these types of students have been overlooked and are not taught to effectively. For students
that are exceptional in math, I would use material that exceeds the grade level common core
standard. These could mean that if a fourth-grade student is capable of doing fifth grade material,
then with my help that student will be completing fifth grade material. Much of this work would be
independent, and the student would meet with me a few times a week to assess how they were
doing. The student would have to maintain a certain grade to stay in this independent group.
To accommodate students with visual/audio impairments I would make sure that each of my
lessons had material to strengthen these students’ understanding. In accommodating a student
with visual impairments, I would make sure that all of my lectures were recorded. These
recordings would be placed on the students google classroom for them to use at their leisure. To
accommodate students with audio impairments I would litter my lesson with visual ques. These
visual ques would be found in the directions of every assignment. Any video that was to be played
in the classroom would automatically have the subtitles with it.
Lastly, to accommodate students that are lower than the below level grouping I would diversify my
summative assessments for these students. For example, if the student is known to be an
excellent artist, I would have them draw the answer to a short sentence question, instead of having
them write it out. This may be help for any student in at any level. It will be important to know
when these differentiated assessments are appropriate for students that are in the on level or
above grouping.
An artifact that shows my understanding of this standard is my unit plan for reading.
Attachments Unit_Plan_revised.doc
InTASC 3(l)
3(l) The teacher understands how learner diversity can affect communication and knows how to communicate effectively in
differing environments.
Directions:
Discuss a time you made communication accommodations for learner diversity. What was the learner response?
A time that I can think of that I made communication accommodations for learner diversity
happened with one of my students at MacNaughton Elementary. The student shall be referred to
as ‘he’ or ‘the student’ for legal reasons and to keep his identity concealed. This student is
extremely low in all the core subjects and receives further assistance form our resource teacher.
The student also meets with the speech specialist at MacNaughton Elementary. I am amazed by
this student because his comprehension skills exceed expectations from his test scores. This is
shown to be true during read aloud when I ask for his thoughts on a passage from the book.
To accommodate this student, I work one on one with him for assignments that require individual
work. Directions on these are read aloud to the student and sometimes rephrased to make sure
that he under stands them. Since his reading levels are far below grade level, we have made
accommodations by providing material that he can independently read. Every Friday, the student
and a few others, read the story of the week aloud with me while other students are reading with a
partner.
I have also made accommodations to build the students confidence levels. During most read
alouds I will ask for the students input on the material that we have just read. I praise the student
for his thoughtful insight and repeat what he has said to the class. The difference that this has
made is vast. At the beginning of year the student never gave input unless he was called upon.
As of now, the student regularly participates and frequently raises his hand to give input. The
students reading level has also been raised from an ‘AA’ to an ‘A’. I do not believe much of this
was possible if accommodations were not made for the student.
An artifact that reflects my understanding on diverse environments is attached.
Attachments Diversity_Field_Experience_revised.docx
InTASC 3(k)
3(k) The teacher knows how to collaborate with learners to establish and monitor elements of a safe and productive learning
environment including norms, expectations, routines, and organizational structures.
Directions:
Summarize your work with learners to create a safe and productive learning environment. How did you or will you create
and establish norms, expectations, classroom routines and other organizational structures with a small group of students or
with the entire class?
The artifact that I have chosen for this objective is the paper that I wrote on my classroom
management plan. In this paper I have defined a few key items that I believe provide for a safe
and productive learning environment. The key items are as follows: Classroom management with
Love and Logic, Online/Technology Learning, Physical Classroom Setup, Establishing a Classroom
Culture, Maintaining Classroom Procedures, and a Positive Classroom Environment. The details
to these items are found in the artifact.
To help establish a safe and productive learning environment the first days of class are extremely
important. In these first few days procedures of my classroom will be focused. The procedures will
include appropriate noise level during group/partner/individual work time. I will be using a
combination of group/partner/individual work time so students know what is expected of them in
class. They will also include what the students should be doing while I am instructing the class on
a lesson and what expectations I have for turned in assignments. The two procedures that I have
stated, and others, can be found inside this artifact.
It is important that my students know that they are safe in my classroom. They need to know that
they are safe both physically/ mentally/emotionally. To help reinforce mental/emotional safety I
plan on promoting a democratic classroom culture. In this democratic classroom culture students
would meet once a week to review class social issues. These issues can range from positive risk
taking to how to resolve a problematic situation with another student. I shall only act as a
moderator and only prompt students when I see that the weekly discussion is at a standstill. On
the physical side of safety, I have attended a few professional development days to gain further
knowledge on the subject. In the artifact I explain how I have attended “Active Shooter Training”. I
have also lecture on “Trauma Students”. This lecture was beneficial in the fact that it defined what
a trauma student was and gave a few effective tips and strategies in teaching to trauma students.
Attachments Classroom_plan_complete.docx
FOLIO B.2
Instructions
Folio B requires 8 entries, addressing the 8 Essential Knowledge InTASC Standards with corresponding 200-400
word written responses. Responses should be detailed and specific. Artifacts supporting responses are should be
included for a minimum of 5 of the 8 standards. An artifact may be used more than once, but may need to be
uploaded to more than one section of the Folio B template on LiveText.
Folio B will have two due dates:
The first date will include the first 4 standards, 1(d), 2(g), 3(l), 3(k).
The second due date will include the last 4 standards, 6(j), 7(e), 7(l), 8(m).
Due dates will vary by semester (refer to course outline).
InTASC 6(j)
6(j) The teacher understands the differences between formative and summative applications of assessment and knows how
and when to use each.
Directions:
Give specific examples of lesson(s) in which you used both formative and summative assessment to drive instruction.
For this standard I have provided two artifacts that I feel are representative of my understanding in
the difference between formative assessments and summative assessments. Each of the artifacts
come from a math unit plan that I have been working on throughout this semester.
A formative assessment is a type of assessment that takes place throughout the unit plan. These
assessments can be simple checks to see if students understand directions, or an assessment to
see how well the students are receiving the lesson. I will be using formative assessments to see if
I need to change plans in teaching to help further students’ understandings on any given subject.
One of the formative assessments that can be found in my unit plan comes in lesson three. This
lesson is focused on building the students’ procedural fluency on the products of 2s, 3s, 4s, 5s, 6s,
8s, and 10s. This lesson is setup in such a way that it has students traveling from station to station
completing specific tasks. The station with the formative assessment has a small group of
students with me. During this station I will be assessing how well students understand their math
facts and arrays. I will be having students creating at least 2 arrays for the numbers 12, 24, 36, 48,
100. Each of these numbers has more than 4 factors in which the students can create an array
from. If students cannot produce at least 2 different arrays, I will assist them in strengthening their
understanding. This assessment will help me gage what I need to do in future lessons.
Summative assessments are assessments that usual come at the end of a unit. These
assessments can be the driving force on what the students are expected to learn at the end of the
unit. The summative assessment that I have in my math unit has the students creating arrays for
the number 48 and explaining why they created that specific array. The assessment comes in the
form of a story problem in which the children get to pick out the dimensions of an exhibit at the
local zoo. The students will need to select a correct factor of 48 and explain in words why they
have chosen this array. The writing part of this assessment is to help the student make
connections with mathematics and real-world logic.
Attachments lesson_five.docx, Lesson_two.docx
InTASC 7(g)
7(g) The teacher understands content and content standards and how these are organized in the curriculum.
Directions:
Describe a lesson in which you made specific decisions for instruction based on appropriate content standards. How did you
determine what should be taught in that moment? How did you break down the standard? Attach this lesson as evidence.
I have provided two artifacts for this objective that deals with content and content standards. Each
artifact is found in the common core subject of mathematics. In both artifacts you will see at least
one Common Core Standard broken down into student objectives. In each artifact you will also
find a student objective that is one of the eight Standards of Mathematical Practice. These
objectives are supplemental and can be found in nearly any lesson plan that involves mathematics.
The student objectives are in the traditional “I can” statement format. It is important to note that
these artifacts come from me teaching mathematics this semester to my students at MacNaughton
Elementary and are of a lesson plan format that I have adapted to meet my own needs.
The first artifact labeled Lesson 2.6, has students completing subtraction problems. The standards
1.OA.B3 and 1.OA.A.2 are engrained into the lesson. I thought it important that students know
how the commutative property of addition can be applied to subtraction. The lesson did not call for
it, but I deemed it appropriate to introduce “fact families” to the students, which would be an
important concept in future chapters. I lead students through the 2 word problems that were find in
the lesson by having them circle the numbers that they were subtracting and setting up the
subtraction sentence. Most of the lesson was having students become more familiar with a
method of doing subtraction problem.
The second artifact labeled Lesson 3.6, has students completing addition problems. The standard
1.OA.A.2 was also found in this lesson. This lesson focused on students using their double facts
and subtracting one or adding one to the end of the problem. For example, students would find the
answer to 4+3 using the doubles fact 3+3 or 4+4 and add/subtract one from the double fact sum.
Attachments Lesson_2.6.docx, Lesson_3.6.docx
InTASC 7(l)
7(l) The teacher knows when and how to adjust plans based on assessment information and learner responses.
Directions:
Describe a time in which you used formative assessment to adjust the plan you had for your initial lesson. Be specific.
A time that I can think of that I had to adjust the lesson plan because of the results of formative
assessment was a science lesson. The season lesson was about how shadows are formed
because of the position of the sun. After presenting the material on sun position and shadows I
had students complete a short formal assessment. This formal assessment had students
completing 4 problems. In each problem the students were asked to color in where they thought
the shadow of the tree would be due to the position of the sun. Many of the students did not shade
in the shadow correctly. The shadows were either in the wrong position or they had the shadow
disjointed from the tree.
The original plan was to move on to how the sun changes positions in the sky after the formal
assessment. Because of the results I brought the students back to the carpet to complete a quick
activity. Once the students were in a circle around me, I selected one student to come to the
center will I turned off the lights. I asked the students to pretend that the flashlight was the sun. I
pointed the flashlight at the student in the center of the circle and asked students what they noticed
about his shadow. Some students said that it was on the opposite side of the sun. I continued
pointing the flashlight at the as I walked around the room. Students responded that the shadow
was still on the opposite side of the sun. I had to prompt students for them to understand that a
shadow is “connected”.
If I had not done the formative assessment, I would not have known the misconceptions that my
students had about shadows. I also would not have retooled my lesson to help my students
conquer these misconceptions.
InTASC 8(m)
8(m) The teacher understands how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas,
foster self-expression, and build relationships.
Directions:
Discuss a time in which you used oral, written, non-verbal, digital and visual cues to convey an idea to your students. How
did using multiple forms of communication foster understanding and build positive teacher/student relationships?
Building a rapport with your students is a crucial action that needs to take place. Once a rapport is
built with a student the teacher knows the student’s triggers and strengths. The teacher can easily
relate to the student and find material that within their interests. I believe that I do well in conveying
my ideas to students. I also believe that I do well in building repport with students.
I believe that movement plays a huge role in a student’s education. I can easily tell when my
students have stayed too long at the carpet. They are fidgety and have many unwanted outbursts.
To help ease this frustration I will stop the lesson and play a quick game of “Simon Says”. I give
students 30 seconds to get the “wiggles” out before playing the game. I remind the students that
they have to do what “Simon Says” instead of copying my actions. I also remind students that they
cannot talk at all during the game. I like to think that I make the game fun with my goofy sense of
humor. I also make the game challenging because I will mix-up visual cues with audio
instructions. For instance, I will say “Simon says point to the floor” while I point to the ceiling. This
is not the best way to convey visual cues, but students are generally engaged in the game. The
game is a great way to display my goofiness to the students that they do not always get to see. It
is also one of the many ways I build a rapport with my students.
The way I use non-verbal cues to convey my thoughts is with my facial expressions. Joy and
disappointment are the two major expressions that use. Written and oral examples of how I
convey my ideas can be found in the directions that I give to my students. This can be as simple
as telling the students to take a seat at the carpet crisscross to convey that I need their attention. It
can also be creating a math sentence on a word problem to convey what operations a student
needs to do to complete the problem. To convey that I happy eagerly pleased with a student’s
work I will display it digitally using the doc cam. This will model correct work and gives the
students an incentive to put forth their best work. Visual cues can be seen all throughout the
classroom that I am placed in. This ranges from pictures that display how they should act during
lunch time to pictures that display how to appropriately walk down the hall. Turning off the lights
when the class gets to talkative is another visual cue that I use and will use in my own classroom.
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4/21/2020 folio a and b

4(k) The teacher understands common

Attachments Multimedia_math.docx, Screenshot__2_.png, Screenshot__3_.png,

Copy of InTASC 4(j)

Copy of InTASC 4(k)

Copy of InTASC 5(l)

Attachments Screenshot__6_.png, Screenshot__2_.png, Multimedia_math.docx,

Copy of InTASC 5(o)

Copy of InTASC 4(j)

Copy of InTASC 4(k)

Copy of InTASC 5(l)

Attachments Screenshot__6_.png, Screenshot__2_.png, Multimedia_math.docx,

Copy of InTASC 5(o)

Copy of Copy of Instructions

Copy of Copy of InTASC 4(j)

Copy of Copy of InTASC 4(k)

Copy of Copy of InTASC 5(l)

Attachments Screenshot__6_.png, Screenshot__2_.png, Multimedia_math.docx,

Copy of Copy of InTASC 5(o)

Copy of InTASC 4(j)

Copy of InTASC 4(k)

Copy of InTASC 5(l)

Attachments Screenshot__6_.png, Screenshot__2_.png, Multimedia_math.docx,

Copy of InTASC 5(o)

Copy of Copy of Instructions

Copy of Copy of InTASC 4(j)

Copy of Copy of InTASC 4(k)

Copy of Copy of InTASC 5(l)

Attachments Screenshot__6_.png, Screenshot__2_.png, Multimedia_math.docx,

Copy of Copy of InTASC 5(o)

Copy of Copy of Instructions

Copy of Copy of InTASC 4(j)

Copy of Copy of InTASC 4(k)

Copy of Copy of InTASC 5(l)

Attachments Screenshot__6_.png, Screenshot__2_.png, Multimedia_math.docx,

Copy of Copy of InTASC 5(o)

Copy of Copy of Copy of Instructions

Copy of Copy of Copy of InTASC 4(j)

Copy of Copy of Copy of InTASC 4(k)

Copy of Copy of Copy of InTASC 5(l)

Attachments Screenshot__6_.png, Screenshot__2_.png, Multimedia_math.docx,

Copy of Copy of Copy of InTASC 5(o)

Folio B will have two due dates:

Due dates will vary by semester (refer to course outline).

An artifact that reflects my understanding on diverse environments is attached.

Folio B will have two due dates:

Due dates will vary by semester (refer to course outline).

Attachments lesson_five.docx, Lesson_two.docx

Attachments Lesson_2.6.docx, Lesson_3.6.docx

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