Competency 3
Communicate Knowledge
For the competency “Communicate Knowledge”, I have chosen artifacts from EDCI530 and EDCI585. Sub-competency one, “Communicate effectively in oral and written formats”, is demonstrated by “Observation #1.” “Observation #1” explains detailed classroom interactions with English Language Learners during academic instruction. The interactions between a focal student, his peers, and his teacher are described during a class where learning English is the goal. This artifact shows oral communication between the teacher and students. I am that teacher. It also contains a detailed written description of the class. The reflection at the end of the assignment uses connections to academic literature. This literature is used to support written assertions about the teacher’s understanding of using students’ prior knowledge to build new knowledge. As a teacher, I cannot just share what I know and expect students to learn. An important part of my job is to learn who my students are and understand their skills and interests. This background knowledge is a very important part of their ability to become English proficient.
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For sub-competency two, “Effectively Communicate Content From Discipline Through the Design and Delivery of Effective Teaching/Learning Activities That Integrate Content and Pedagogy”, the “Multicultural Teaching Philosophy” from EDCI585 outlines the content covered within my class and how I navigate students through culturally sensitive material. No teacher ever truly knows what heavy baggage a student carries with them into school. As an English teacher, I often have the opportunity to see the more delicate side of students. Their writing guides my design of curriculum and aids the support I plan/provide to students of many backgrounds. This artifact highlights the often symbiotic nature of the teacher/student relationship. I am aware that I must constantly be learning from my students so that they can learn from me.
Sub-competency three, “Demonstrate the Ability to Adapt Instruction and Support Services to the Needs of Diverse Learners”, is also exhibited in the “Multicultural Teaching Philosophy”. Classrooms are full of students who are at varying levels of ability when it comes to maturity, comprehension, and language proficiency. As stated previously for sub-competency two, the students' abilities guide my planning and instruction. At times, instruction is carefully planned. However, there are often times when impromptu modifications and accommodations must be made. The “Multicultural Teaching Philosophy” acknowledges the differences that exist between students and how equity must be the goal to make sure that all students have the opportunity to learn. As an educator, I will always need to reflect on my students’ needs and whether or not my lessons provide the necessary support to help them learn in a way that is appropriate.
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Sub-competency four, “Demonstrate ability to appropriately assess learning outcomes”, can be seen in “Observation #2 with COLT and SOLOM-R”. The literacy assessment is known as a COLT (Communicative Orientation of Language Teaching) and assesses a student’s academic level of literacy. The language assessment is the SOLOM-R (Student Oral Language Observation Matrix-Revised). In this paper, it was necessary for me to explain my experiences in the classroom. Not only do I communicate effectively while explaining the results of an observation and the application of COLT (literacy) and SOLOM-R (oral language), I demonstrate the assessment of learning outcomes. School demographics are always changing and continue to grow more diverse. It is imperative that, as a teacher of English Language Learners, I am able to assess my students’ levels of academic language and convey data properly to administrators and fellow educators. In the future, I need to continually look at these assessments and decide how they may be used to help me learn more about my students, the knowledge they currently possess, and how to help them proceed forward with their education.
