Вы находитесь на странице: 1из 2

WSTDL: #6 Communications

Title: Power Point Presentation on Model Rocket Building at a Physics Phunshop

Date: Fall Semester, 2011

Artifact Description

In the Engineering Building at UW-Platteville, I taught local area 5th and 6th grade students how
to build model rockets. The Society of Physics Students (SPS) and I instructed students on how
to build rockets to teach the students about the physics of rockets and chemical reactions. There
were between 25-30 students and six-eight fellow college students who assisted the grade
school students on how to build the rockets.

Alignment Reflection

My experience aligns with Wisconsin Standards Teacher Development and Licensure number
six. Number six is Communication and it states Teachers communicate well: The teacher uses
effective verbal and nonverbal communication techniques as well as instructional media and
technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

My experience aligns with this standard because at the Phunshop, I used a Power Point
presentation (non-verbal) and walking around talking (verbal) to teach students how to build
rockets We also reviewed the physics and chemistry behind our rocket launch. I am more
competent in this standard because I learned that Power Points alone can be uninteresting
for younger children. Power Points should be supplemented with other ways of engaging the
students like asking questions or walking around talking to them to keep them focused on
the project.

UW-Platteville Knowledge, Skill, Disposition Alignment

My experience aligns with UW-Platteville Knowledge, Skill, and Disposition Alignment

KSD3.a. That standard states Communicates clearly and accurately: the candidate's spoken and
written language are correct, expressive and clear, with well-chosen vocabulary that enriches
teaching and communicates thoughtfully, responsively, and effectively for a wide range of
student understanding and encourages appropriate student language development.

My experience aligns with this because I wrote the Power Point in clear language for the
students, and if I did use technical terms, I would explain them in a way that the students
could understand in the Power Point or verbally to them. As a result, I now know that I have
to write things in terms that students will understand or explain technical terms.

KSD3.c. : The candidate has the ability to engage students in the learning process by linking
appropriate content, based upon suitable instructional materials and resources, to students
knowledge and experience, being certain that all students are cognitively engaged in the
activities/assignments and that the students actively contribute to the content design. Instruction
is highly coherent and appropriately paced for all students and allows for reflection and closure
as appropriate.

KSD3.b. : The candidates questioning techniques and instructional strategies are of uniformly
high quality with special attention given to available time for student response, varied levels of
questions, and adequate student involvement in the discussion/instructional process.

Personal Reflection

What I learned about teaching/learning from this experience

From my experience, I learned that teachers need to effectively use verbal and nonverbal communications to reach students more effectively. By using communication
effectively, you can more easily convey your point, foster inquiry and a more in depth
interaction in the classroom. It can also be used to reach students with a wider range of
learning styles.

What I learned about myself as a prospective educator as a result of this experience/artifact:

I learned from my experience that I need to effectively use verbal and non-verbal
communication to more effectively reach students. I plan on using instructional media,
teaching the lesson verbally and having non-verbal packets or handouts to effectively reach
all learning styles.