Critiques for three
The three teachers I chose to write a critique about their capstone projects are Avrukin, Gottfried and Saelee.
Avrukin’s main focus was to create a website for teachers to have access to lessons that were geared on how to differentiate instruction for various types of learning styles. She presented lessons for groups, text based, visual, and for kinesthetic learners. The lessons were also created to be used as flipped lessons. The “standards” page was focus for both teachers and parents alike. The “about the author” page was a reflection for teachers and the many roles we play, as a parent, friend, spouse and so forth. Devorah was effective in presenting each page to a teacher audience.
Gottfried’s audience was both teachers and students. I think it was fitting based on her driving question on how to create a blog based portfolio. The three learning objectives for blogging are to document student work, teach others, and for self-reflection. I wished I would have known about her Weebly tutorials in the first semester of this program, they would have made my learning curb easier. The rest of the pages were geared for teachers learning and self-reflection with our own teaching journey.
Saelee’s Capstone was well thought out, purposeful, and professionally looking to inspire NVUSD teachers and any other teacher in the mathematical content area at the middle school level. Every page presented was thorough, organized and the content was written with teachers in mind. I enjoyed viewing her video tutorials and appreciate all the hard work she put into her final project, it work reflects for itself.
Avrukin’s main focus was to create a website for teachers to have access to lessons that were geared on how to differentiate instruction for various types of learning styles. She presented lessons for groups, text based, visual, and for kinesthetic learners. The lessons were also created to be used as flipped lessons. The “standards” page was focus for both teachers and parents alike. The “about the author” page was a reflection for teachers and the many roles we play, as a parent, friend, spouse and so forth. Devorah was effective in presenting each page to a teacher audience.
Gottfried’s audience was both teachers and students. I think it was fitting based on her driving question on how to create a blog based portfolio. The three learning objectives for blogging are to document student work, teach others, and for self-reflection. I wished I would have known about her Weebly tutorials in the first semester of this program, they would have made my learning curb easier. The rest of the pages were geared for teachers learning and self-reflection with our own teaching journey.
Saelee’s Capstone was well thought out, purposeful, and professionally looking to inspire NVUSD teachers and any other teacher in the mathematical content area at the middle school level. Every page presented was thorough, organized and the content was written with teachers in mind. I enjoyed viewing her video tutorials and appreciate all the hard work she put into her final project, it work reflects for itself.
About the Author
I grew up either taking care or nurturing my siblings while my parents were away at work. It all changed once I had my son, my care taking practices transferred to him. At 22 years of age and without a college or trade school degree, I embarked on the path of becoming a certified nurse assistant as suggested by my mother. Soon after, in 1999, I was working at the Sonoma Developmental Center for adults. My first assignment was to substitute for a teacher who was out on vacation. Needless to say, she never returned. I had no previous experience working with highly disabled patients nor the first inkling for teaching vocational skills. After many months, a credentialed teacher took over the position, by then I was already intrigued in the process of becoming a teacher.
By 2001, I transferred to Napa State Hospital as a psychiatric technician assistant. I quickly discovered a dislike for being mandated to work overtime, without a prior notice. It meant working double shifts (back to back) depending on the shortage of staff on a regular basis. This lack of planning propelled me to go back to Napa Valley College to finish up classes before transferring at Sonoma State University in 2002. I graduated with a Bachelor of Arts in Chicano Latino Studies in 2005.
In 2007, I was hired at Napa State Hospital to do an internship with supervision from a credentialed teacher on site. I could teach with the intent of completing my Education Specialist Instruction Credential from Sonoma State University the following year. I would remain in this teaching position until 2016. Due to high security restrictions, students were not permitted to have access to the internet. With this in mind, I had no need to further my technology skills.
I applied at Napa Valley Unified School District for a Special Day Class teaching position and was hired in 2016-17. I knew coming into this position my lack of comfort in the world of technology. Hence, when the Innovative Learning program was presented at the school district, I did not hesitate and jumped on board.Thank you to Napa Learns and Touro University California for creating this program to facilitate teachers’ learning and teaching while modeling 21st century learning skills for our students.
By 2001, I transferred to Napa State Hospital as a psychiatric technician assistant. I quickly discovered a dislike for being mandated to work overtime, without a prior notice. It meant working double shifts (back to back) depending on the shortage of staff on a regular basis. This lack of planning propelled me to go back to Napa Valley College to finish up classes before transferring at Sonoma State University in 2002. I graduated with a Bachelor of Arts in Chicano Latino Studies in 2005.
In 2007, I was hired at Napa State Hospital to do an internship with supervision from a credentialed teacher on site. I could teach with the intent of completing my Education Specialist Instruction Credential from Sonoma State University the following year. I would remain in this teaching position until 2016. Due to high security restrictions, students were not permitted to have access to the internet. With this in mind, I had no need to further my technology skills.
I applied at Napa Valley Unified School District for a Special Day Class teaching position and was hired in 2016-17. I knew coming into this position my lack of comfort in the world of technology. Hence, when the Innovative Learning program was presented at the school district, I did not hesitate and jumped on board.Thank you to Napa Learns and Touro University California for creating this program to facilitate teachers’ learning and teaching while modeling 21st century learning skills for our students.