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Summary MD3Assgn1.docx EDUC 6610J Mentoring the 21st-Century Teacher Master of Science in Education, Walden University EDUC 6610J-17: Teacher as Professional Dear Ms. Stablewski, I was delighted to watch your lesson concerning the œMind™s Eye. Overall I fe$7.49
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Summary MD3Assgn1.docx EDUC 6610J Mentoring the 21st-Century Teacher Master of Science in Education, Walden University EDUC 6610J-17: Teacher as Professional Dear Ms. Stablewski, I was delighted to watch your lesson concerning the œMind™s Eye. Overall I fe
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MD3A EDUC 6610J Mentoring the 21st-Century Teacher Master of Science in Education, Walden University EDUC 6610J-17: Teacher as Professional Dear Ms. Stablewski, I was delighted to watch your lesson concerning the œMind™s Eye. Overall I felt your execution of the lesson was superb. I enj...
md3assgn1docx educ 6610j mentoring the 21st century teacher master of science in education
walden university educ 6610j 17 teacher as professional dear ms stablewski
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EDUC 6610J
Mentoring the 21st-Century Teacher
Master of Science in Education, Walden University
EDUC 6610J-17: Teacher as Professional
Dear Ms. Stablewski,
I was delighted to watch your lesson concerning the “Mind’s Eye.” Overall I felt your
execution of the lesson was superb. I enjoyed how you began the class by providing keywords in
the order they appear in the text to have them draw on their prior knowledge and develop their
schema independently. I also really enjoyed that there was apparent differentiation with the
graphic the students were using. It was encouraging to see that the students could show their
schema through pictures, words, questions, and feelings. This was also an excellent
differentiation tactic because if the students are early finishers, they could fill in another one of
the boxes and express their ideas differently. However, students were not required to fill in all the
boxes, which alleviated some of the stress that sometimes the slower finishers have. I was also
delighted to see that the students had the entire lesson to add to their ideas and schema as new
information was provided to them. Your students certainly took advantage of this opportunity as I
saw that they were adding to the page throughout the class period. Your differentiated task was
well organized and thoroughly planned, demonstrating that you understand the learners in your
classroom and plan instruction according to their needs (Laureate Education, 2016). It was a
great way to display your commitment to your students per the National Board core proposition
“teachers are committed to students and their learning” (NBPTS, n.d. para. 4).
It was evident throughout your video that the scholars were reflecting on the provided
keywords, other ideas from classmates, and new information presented to them. This involves
the students in the learning process and encouraged them to think critically of the material and
, make personal connections to the material, which developed the cognitive and emotional skills to
gain the required information (Lotfi, A., Rezvani, A., & Ajam, A. A., 2020). I also noticed your
reflective practice to possibly select different words to introduce this text because some of the
students in your class got hung up on California (Laureate Education, n.d.c.). Through your
critical reflective practice, you sought ways to improve your future performance (Laureate
Education, 2016). You also displayed empathy and fairness by calling on various students and
assisting when needed for some students who can get off track (Laureate Education, 2016).
You demonstrated a high level of thinking systematically about your teaching practice and
knowledge of your students (NBTPS, n.d.). You did this by calling on one of your students to ask
a simple question and letting her know that you would be coming back to her to answer the same
question more specifically after they had a chance to discuss the activity with their tablemates.
You asked your student to be prepared, and you did this for this specific student because you are
aware that she can easily be distracted and gave her notification she needed to stay focused
because you were coming back to her. I thought you were thinking systematically when
preparing because you had enough copies for the students to share and look through to follow
along while you were reading. This also helped display your professionalism and preparedness
for your students’ needs (Laureate Education, 2016). Overall, I believe you are high performing
because you “[balanced] to meet students where they are” (Karp, 2011, para. 5). You created a
“culture of high expectations and caring for students” (D’Astoli, 2016). You communicated
effectively with students (Laureate Education, 2016) and encouraged student collaboration
throughout the lesson (Laureate Education,2016).
Your pupils were engaged in the learning process because of your ability to prepare them for
the learning and give them options that make them in charge of their education. Your scholars
feel safe to take risks, share their thoughts with their peers, and understand that everyone’s ideas
are valuable. We can continue to develop ourselves from hearing other opinions, whether we
agree or disagree (Laureate Education, 2016). Because of these actions through your video, I
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