Standard 3: Learning Environments

Standard #3: Learning EnvironmentThe teacher works with others to create environment that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation.

Performance Criteria for Standard 3: Learning Environment3(a) The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.3(b) The teacher develops learning experiences that engage learners in collaborative and self-directed learning and that extend learner interaction with ideas and people locally and globally.3(c) The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.3(e) The teacher uses a variety of methods to engage learners in evaluating the learning environment and collaborates with learners to make appropriate adjustments.3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.3(g) The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.3(h) The teacher intentionally builds learner capacity to collaborate in face-to-face and virtual environments through applying effective interpersonal communication skills.

Standard 3: Learning Environments Evidence 1:“Celebrating Constitution Day, September 17, 2014.”

Setting:K-6 Fully Self-Contained Classroom

Participants:4 students: 3 boys and 1 girl

Common Core State Standards (CCSS) Addressed:CCSS.ELA.Content.Literacy.SL.1.2--Ask and answer questions about key details in a text read aloud or information presented orally or through other media.CCSS.ELA.Content.Literacy.SL.1.4--Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.CCSS.ELA.Content.Literacy.SL.1.5--Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings.CCSS.ELA.Content.Literacy.SL.1.6--Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.

Hawai`i Content & Performance Standards III/Benchmarks Addressed:Strand Political Science/CivicsStandard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives

Topic American Democracy

Benchmark SS.5.4.1Explain how colonial governments were based on key principles underlying American democracy (including social contract, majority rule, and equality of opportunity)

Sample Performance Assessment (SPA) The student: Describes how the Mayflower Compact and House of Burgesses illustrated principles underlying American democracy.

Topic American Democracy

Benchmark SS.5.4.2 Explain how participation in American democracy has changed since the 18th century

Sample Performance Assessment (SPA) The student: Describes who was allowed to vote in the 18th century and who is allowed to vote today.

Standard 3: Learning Environments Evidence 1:In Standard 3 evidence one, students’ participated in celebrating the 227th anniversary of the signing of the United States Constitution of September 17, 1787. In this lesson, the students’ learned about the Preamble and the importance of the Constitution and what it means for us today. In doing so, the students’ took part in a learning activity about our Constitution by reciting the Preamble as it states: “We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessing of Liberty to ourselves and our Posterity. Do ordain and establish this Constitution for the United States of America” (Scholastic Inc., 2014). Next, students’ watched an animated video posted by School House Rock, a Preamble song. After learning and listening to the song on the Preamble, the students’ made a poster board of what the Constitution meant to them. In doing so, students learned that the Preamble of the United States Constitution is a set of rules that we all have to follow by, just like how the students’ have to follow the classroom rules by respecting other’s property, keeping to one’s own space, listening to others, working and playing safely, following directions, and working quietly. Finally, the students’ created their own American Flag hat to wear and their “Constitutional Day” poster board to be presented to the Principal.

Standard 3: Learning Environments Reflection 1:Standard 3(b) states that, “The teacher develops learning experiences that engage learners in collaborative and self-directed learning and that extend learner interaction with ideas and people locally and globally.” I believe by teaching the students’ the Preamble and the importance of the United States Constitution helps students’ understand their rights as American citizens, as well as teaching them to respect the rules and regulations that are set forth for every American citizen to abide by. Furthermore, students’ were also introduced to the Founding Fore Fathers who contributed in establishing the United States Constitution such as George Washington, James Madison, Thomas Jefferson, John Adams, Benjamin Franklin, Alexander Hamilton and other’s as they learned about their ideas and reasons in creating the constitution. Therefore, this lesson

teaches the students’ about their rights and freedom as an individual person as well as being respectful towards the rules that are set in place for them to follow by. In speaking in terms of rules, this lesson also ties in by teaching the students’ to be respectful of classroom rules that are set in place for them to follow by such as respecting others and other’s property, making right choices, being responsible, following directions, and sharing with others’ because we are one happy family who loves and respects each other for who we are.

Teacher Evidence 1:Example picture of students’ work on their Constitutional 1787 poster and hat.

This picture is the beginning stages of the students work in creating their “Constitutional Day” poster board to present to the Principal.

This is the final completion of the students’ “Constitutional Day” poster board. The students’ presented their “Constitutional Day” poster board on Friday, September 19, 2014 in front of the counselor, SASA, and the nurse’s aide. The Principal was not able to attend the presentation.

Standard #3: Learning EnvironmentsThe teacher works with others to create environment that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation.

Performance Criteria for Standard 3: Learning Environments3(a) The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.3(b) The teacher develops learning experiences that engage learners in collaborative and self-directed learning and that extend learner interaction with ideas and people locally and globally.3(c) The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.3(e) The teacher uses a variety of methods to engage learners in evaluating the learning environment and collaborates with learners to make appropriate adjustments.3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.3(g) The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.3(h) The teacher intentionally builds learner capacity to collaborate in face-to-face and virtual environments through applying effective interpersonal communication skills.

Standard 3: Learning Environments Evidence 2:“Classroom Learning Environment.”

Setting:K-6 Fully Self-Contained Classroom

Participants:

4 students: 3 boys and 1 girl

Common Core State Standards (CCSS) Addressed:None Available.

Hawai`i Content & Performance Standards III/Benchmarks Addressed:None Available.

Standard 3: Learning Environments Evidence 2:The second evidence for Standard 3 is creating a safe working environment for all students, educational assistant (a.k.a.: para-educator), lead teacher, and skills trainer (a.k.a.: paraprofessionals) to work in, within a Fully Self-Contained (FSC) classroom. The classroom set-up is positioned in a way so that every individual in the classroom has a full frontal view of keeping an eye on everyone in the class. This open concept creates a healthy and safe learning environment for both students and staff members.

Standard 3: Learning Environments Reflection 2:Standard 3(d) states that, “The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.” I believe having an open concept classroom in a Fully Self-Contained class creates a healthy and safe environment for all students’ and staff members to work in.

Here’s why. As you will see in the student evidence section, you will see several pictures of what a Fully Self-Contained classroom looks like. Inside the FSC room, the room is situated in a unique and organized way so that everyone in the room is able to see one another. When someone enters into the FSC classroom, they will see the sink on the left hand side where both students and staff members wash their hands. On the opposite side of the sink, they will see the first learning station. This learning station is used for small group or a one-to-one (student and teacher) work area. In the same row is a drawer that houses the stationary supplies of various colors and sizes of construction papers, pencils, color crayons, glues, and etc. Next to it is the educational assistant desk area and closet. As the person continues to go around the room there’s a television, classroom expectations, isolated seating area, lead teachers desk, computer station, another closet, and two partition areas for skills trainers’ to work with their one-to-one assigned student. Lastly, in the middle of the room, holds the main learning station utilized for large or small group lessons or to be used as a one-to-one learning tables. Across from the larger learning station is the activity/play station area. This is where the students play and interact with their peers. Therefore, this Fully Self-Contained classroom creates an open concept by keeping students’ and staff members safe in a healthy working environment for all to learn and grow in.

Teacher Evidence 2: Working and Learning EnvironmentExample pictures of Classroom Learning Environment.