EDUC 303

Deriving a learning target initially seemed like a somewhat easy task, but proved to be much denser once I completed the unpacking assignments. I found choosing a measurable verb that best represented the standard(s) was the toughest decision to make. The measurable verb is very important in order to assess students, so to best reflect the standards, the verbiage must be accurate and selectively chosen. The learning target(s) directly connects with assessment, as the assessment will show how well the learning target was executed by the teacher and grasped by the students. It's almost as if those three depend on each other in a triangular way. For example, a learning target needs and standard to exist and an assessment to measure it's worth. A standard needs a learning target to execute the goal and again, an assessment to determine it's value. An assessment would not be possible without first the standard, and then the learning target. If one of these three factors were...

The Common Core State Standards give me conflicting feelings, although I am gaining more insight as I move through school. Just today I had a conversation with a coworker who used to be a teacher here in Cheney. She brought forth the concern that class has become overly scripted, which I believe is a valid concern. While she has moved away from teaching and into occupational recreation, I still value her ideas, as she has a few years of experience. Over the last year, I have moved away from feeling harshly about the standards, as I see value in all students getting the same kind of instruction. For example, if a student has a parent in the military, he or she does not have to worry about being behind or lost in school after another move. I also see the reliability of the standards, as they push teachers to all teach the same topics and move together as a unit. This ensures that a student is not unprepared or on a completely different path than another student when entering middle schoo...

I am your classic "enneagram three" achiever. I get a lot of joy from feeling like I have mastered something, and in short, I like to be good at the things I like. For example, when I was eight years old, I can vividly recall my dad telling me that he did not think I could pogo-stick to the end of the neighborhood... so I tried for about a week until I could show him I, in fact, definitely could. I also remember my soccer coach challenging me with juggling the ball. It took me about a full day out in the cold, but I would not let myself stop until I reached 100 juggles, even if it meant being there until dark. These funny childhood memories illustrate my desire to do things that test me. In a lot of ways, I was, and still in someways am, a performer with a growth mindset. Tell me I can't, I'll show you I can. While it sounds like I was your typical fierce little girl, that did not always continue to ring true. In all honestly, I am still a fairly good performer, bu...