Ayesha Anas' ePortfolio

Welcome to my ePortfolio.

This ePortfolio includes an about me introduction; my educational philosophies; teaching exemplars; and helpful resources and links for parents, students, and teachers.
The purpose of this ePortfolio is to present my core competencies in teaching.

About Me

Presenting my Digital Storytelling Workshop at the 12th Annual Family Literacy Conference at the University of La Verne
My name is Ayesha Anas. I am a 27-year-old educator, pre-service teacher, and Master's of Education candidate at the University of La Verne who aspires to be a K-12 elementary school teacher.

I'm not only a teacher.

I'm a mentor, facilitator, educational and instructional designer, counselor, reflective practitioner, interdisciplinary learner, lifelong student, technology specialist, social justice advocate, and so much more.
I graduated from UCLA with a Bachelor of Arts in Anthropology in 2013. The interdisciplinary learning I gained from this degree and my experiences working with all kinds of students opened up a career path to teaching for me after I graduated.
After extensive teaching experience upon graduation from UCLA, I decided to pursue my dream of becoming a credentialed elementary school and full-time classroom teacher. Thus, I enrolled in the University of La Verne's teaching credential and Ed.M program with a concentration in Educational Technology. [Image Credit: laverne.edu]

Educational Philosophies

CLASSROOM MANAGEMENT

KEY ASPECTS: Positive Classroom Climate; Learner-Centered Environment

My classroom management style includes creating a positive and empowering classroom climate and a learner-centered environment. This supports my personal theory of the learner dynamic in the classroom.

The "learner dynamic" refers to students having the dispositions of a learner in the classroom. They follow the expectations and norms in the classroom, that is considered to be their community, to facilitate their successful learning experiences. Additionally, they have ownership of their learning and engage in personalized instruction. Diversity and individuality are accepted and respected in the classroom. Also, this includes using Positive Behavior Support strategies for enforcing positive discipline and rewarding positive behaviors.

TEACHING & LEARNING STYLES

KEY ASPECTS: Definition of a High-Quality Education; Teaching Real-World Skills; Using Multiple Intelligences & Differentiation; Technology Integration; Bloom's Taxonomy

I endeavor to provide all of my students with a high-quality education. This includes creating inquiry-based lesson plans that involve meaningful learning experiences and preparation for the real world with the essential skills to thrive and survive in it.

USE OF MULTIPLE INTELLIGENCES & BLOOM'S TAXONOMY

To guarantee meaningful learning experiences, I cultivate my students' learning styles based on Harvard Researcher Howard Gardner's Multiple Intelligences theory. Additionally, I differentiate activities and assessments for personalized learning and individual mastery of the learning objectives. Also, I make sure all of my student activities address Bloom's taxonomy.

Exemplars

KEY FEATURES: Instructional Unit (Direct Instruction, Inquiry, Cooperative Learning); Real-World Connections; Engaging Activities; Technology Integration; Ongoing Assessment

INSTRUCTIONAL UNIT ON KINDERGARTEN COMMON CORE STATE STANDARDS IN GEOMETRY

All of my lessons for my Kindergarten students address the following CSTP and TPE standards:

CSTP STANDARD ONE: ENGAGING & SUPPORTING ALL STUDENTS IN LEARNING
  • TPE 4: Making Content Accessible
  • TPE 5: Student Engagement
  • TPE 6: Developing Appropriate Teaching Practices
  • TPE 4: Teaching English Language Learners

Each lesson makes content accessible and provides comprehensible input for all students, especially English Language Learners. I engage students with technology and enhance their experiences by tapping into, fostering, and developing their Multiple Intelligences. Thus, I focus on creating instructional strategies that tailor all of my students' needs.

CSTP STANDARD FOUR: PLANNING INSTRUCTION & DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS
  • TPE 8: Learning about Students
  • TPE 9: Instructional Planning

To learn more about each student in my Kindergarten fieldwork classroom, I conducted a Multiple Intelligences survey. Furthermore, I created assessments that allowed them to demonstrate mastery of the content standard.

LESSON PLANS

This lesson plan focused on the study of triangles. It included inquiry-based learning and presented real-world connections for students. Thus, I emphasize the importance of knowing that shapes, especially triangles, are everywhere.

This is a potential lesson I would teach to Kindergarten students that assesses their overall knowledge of shapes. It includes accuracy of precision and using mathematical reasoning.

This is also a potential lesson that involves reasoning to compare and contrast between 2D and 3D shapes. Students build on their knowledge of 2D shapes and transfer their skills to differentiating between 2D and 3D objects.

This engaging inquiry-based lesson focuses on students modeling shapes after their environment. It incorporates many activities that follow Bloom's taxonomy.

This lesson actually introduced students to cooperative learning structures and provided multiple opportunities to enhance their interpersonal skills.

Helpful Resources & Links

TYPES: Instructional Materials; Professional Development Opportunities; My Personal Websites
My favorite EdTech tool for teachers and students. I even created this ePortfolio with Adobe Spark Page!
Includes professional development courses for teachers
Logo
Tumblr with posts on positivity, teaching, and living.

Contact Me

ayesha.anas@laverne.edu

THIS EPORTFOLIO WILL CONTINUE TO BE UPDATED.

IMAGE CREDITS

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Ayesha Anas
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