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HTSB Standard #3: Learning Environment

The teacher works with others to create environments that support
individual and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and selfmotivation.
Part I: Describe a teaching artifact that represents the overall HTSB standard
Teaching Artifact: Balloon Car
Course: 295A (Physical Science Class)
Teaching Artifact Description: Candidate will develop a lesson plan where students work
together to create balloon powered car to explore physics concepts of motion.
Teaching Artifact Results: I created a lesson plan where students worked in teams to apply the
concepts of Newtons Laws of Motion. They planned the balloon car and could make it out of materials
provided or ones they brought in. Extra credit was given for edible items. Students worked together to
brainstorm issues with car performance.

Part II: Connect teaching artifact to a sub-standard and assess your proficiency

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.
Connect the teaching artifact/assignment with standard language: I managed the learning
environment for actively and equitably engaging learners by organizing, allocating, and
coordinating the resources of time, space, and learners attention through a group project where
teams of students created balloon powered cars. I enjoy an active learning environment. The
students were very excited about working together to create balloon powered cars. They were
very engaged throughout the process.
Source: Balloon Car Assignment: Nicole Combs (2016).
Self-Assessment (Use the course assignment rubric as your guide):
Rubric Example:
Assignment Checklist

Brief introduction that gets students excited about the project (video) (10
Communicate expectations to learners:
Lesson Objectives (10 pts)
Behavior Expectations (10 pts)
Demonstration of model car (10 pts)

I included each element called for on the rubric. I was evaluated by the school principal during
this lesson. I received proficient ratings in all categories of the EES evaluation with the
exception of managing student behavior, which I received a distinguished mark. Based on the
feedback, I fully met the requirements of the assignment, and have met the standard.
Evidence that supports self-assessment (include student samples/data where appropriate)
Example of artifact: Student constructed cars.

Comments from EES Evaluation: Principal Anne Kane Class interactions very positive.
Teacher says building cars, students made revisions and helped each other. Students sharing table to table.
Teacher reports students really cared. Teacher states.... she uses groups of students, and works close to
students w/ her table in middle of room. Students very involved on the discussions. Prior to my arrival,
students saw video w/ two examples Students challenged themselves to go beyond those two models.
Students trying to design efficient cars. Teacher said rule have to have moving car... kids said what can we
do? Cannot get data w/out moving car. So differentiated to allow for one page summary of why it did not

work... explain that ... form conclusion. Gave students choicekeep making car work or do one page

Part III: Improve your proficiency for the HTSB standard

3(d) Does 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?
Research Findings:
Implementation of findings (please describe or demonstrate a specific example):

According to Dr. Combs, my lesson was good, and I did a good job setting up the expectations for
the students. The lesson was done over a three day timeframe. First students worked together to
plan the balloon car, then they built it, and then they wrote up the lab report. During each of the
days I walked around the class, checking in on teams and prompting them with expectations. Dr.
Combs reinforced the need to stay actively involved with the students during group work, so they
stay on track.
o Resource: Dr. Sandra CombsHawaiian Studies Teacher, Kapaa High School, Kapaa, HI
What are best practices for designing group projects?
o https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/d
o I wanted to check with what experts have to say on group projects. This site had best
practices. The site reinforced what I already believed to be true, What is true for
individual assignments holds true for group assignments: it is important to clearly
articulate your objectives, explicitly define the task, clarify your expectations, model
high-quality work, and communicate performance criteria. They stated to ensure a
positive outcome, try some of these effective practices (adapted from Johnson, Johnson &
Smith, 1991) or come talk to us at the Eberly Center. Some of these practices included:
Create interdependence, devote time specifically to teamwork skills, and build in
individual accountability. I will work more toward the last item listed in future group