Artifact Title: Goat, Sheep, and Swine Lessons Date Completed: Fall 2014 Description: Multiple approaches are

taken to teach the same content in this sheep, swine, and goats lesson; to be sure that each student learns the content in some way or another. The first approach is a PowerPoint presentation with additional space provided for notes to be taken. The second approach is an educational video from YouTube for the visual learners. The final approach was the hands on trimming of the hooves using paper cut-outs. This works best for the hands on learners and gives the students a chance to put it all together. Wisconsin Teacher Standard Alignment: Standard seven of Wisconsin Teacher Development and Licensure Standards states: The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. This artifact best aligns with Standard 7: Instructional Planning because the range of lesson plans allows for the instruction to be based on how the pupil learns best so that they may put their own understanding to the sheep, swine, and goat development. The main goal for these lesson plans is for students to learn about the animals and proper care and maintenance to produce a desired end product. The classroom is a community where students can come together and learn, but for the entire class to learn the same curriculum and reach the same goals, individualized learning needs to take place. With three different approaches planned, I will be better able to adjust to certain learning needs and requirements and present the material to the class so that they may all reach and understand the goals. I realize that the outcome will never be the same and that not every student will progress in the same manner. However, I am ready and willing to help students in any way I can in order for them to be the best learner they can be whether it be through individual work time or further class instruction. The organization of these plans was done under the assumption that they would follow a systematic unit that was in accordance to follow set curriculum goals such as Wisconsin Standard IMT1.c which states: selects relative information necessary for making decisions and solving problems. In the lessons I have prepared it is my hope that the students will be able to grasp the concepts of what procedures need to be taken to trim a healthy hoof; evaluate what is wrong with an unhealthy hoof and what measures to be taken to fix it. I structured the unit in such a way that I would present the material to the students in a variety of ways (PowerPoint, YouTube video, and an informational handout) before the activity of the lesson took place. Taught in this order, I allowed the students to diagnose what was wrong with the hooves before they chose to fix the issue. I gave them the opportunity to make their own diagnosis using the information they had just learned to diagnose the problem and then clean up the problem (trim/wrap/care for the hooves of the animal.) Following a planned schedule provides structured learning which is something that students can more easily follow. On the other hand, I am under the impression that if an extra day or two of instruction means a higher percentage of the class will retain and know the pertinent information, those extra days will be better spent than testing on the partially known material, moving to the next topic, and then losing some students because they were unable to fully grasp the concepts. Hopefully by having numerous ways to present the material, staying on schedule will be more feasible. Each lesson plan demonstrates a different approach to learning that subjects the students to a different way of thinking. UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment KS1.e.

This artifact best aligns to KSD1. e. Designs Coherent Instruction which states: The candidate, with appropriate student input, has the ability to develop relevant, goal-directed, engaging, clear, and varied learning activities that progress coherently and produce a unified instructional setting that reflects recent professional research. This artifact best aligns with KS1.e. because the lesson plans can appropriately be selected based on student input. Students will have the ability to choose and engage in a variety of learning activities with common goals. Clear and coherent directions and goals between all of the lessons allow for unified instruction that assists student progress and development. Information may be pulled from different lessons for different students for better comprehension while the key concepts remain the same. The lesson plans can sometimes be used as general guidelines because in some circumstances following the direct order of the lesson will not provide all of the appropriate information that students need. If students are to comprehend the material it must be taught in logical order and the design of these lesson plans has the students start with the basics and work with the basics to understand the bigger picture. In animals, hoof trimming and care is the basic foundation for proper health and production of the animal. By combining the proper trimming techniques and hoof maintenance the animals become much more comfortable and can fully develop to provide the consumers with the desired product. Secondary Alignments: KSD1.c.: Selects instructional goals Reflection About Teaching/Learning: Each students brain works differently and taking only one approach to teaching will greatly reduce the number of students that learn and retain information. Creating lesson plans that approach the same material from different directions allows for easier fluctuations in learning, adapting to more specific needs. Teaching will not always be the same from year to year so adjusting to the changes and keeping up relevant information will be required. It would be easier to teach the way that I learn best, but what I want to do may not be the most useful for my students. Everything needs to be done in the best interest of the student. Constructing the finest atmosphere for learning and development will naturally happen if the instruction is directly planned to fit the students. Reflection About Myself as a Prospective Educator: Writing lesson plans that deal with hands-on training are much easier for me to put together because that is the way that I learn best. Having to create a PowerPoint with all of the relevant information took way longer than the lab activities because each aspect had to be presented in great detail or through clear pictures in order to obtain the same information that would be gained through the other lessons. I want students to be able to learn in my classroom, that is my main focus. I know that that is what every teacher wants, but learning the information and fully understanding the material is way more important to me; quality over quantity. I just hope that I can be in a position to provide students with both and be an efficient teacher.