Академический Документы
Профессиональный Документы
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Artifact number: 1
Professional Outcomes
a. Teacher will become familiar with vernacular used in student’s current cultural setting.
b. Teacher will use social skills instruction to teach how to adapt language for different
audiences.
Learner Outcomes
a. Student will be able to distinguish between “home” language and academic or “school”
language.
b. Student will be able to produce a writing sample that demonstrates the ability to use proper
grammar in academic writings.
4. Link the action research process, these results, the research you used to back your
decisions and the program and/or course outcomes.
Dedicating themselves to life-long learning and professional development;
Providing leadership in shaping change within learning communities;
Connection:
For this project I tuned into the language of the student’s home life. It allows me to get
closer to the student and his parents, thus bridging the bond between student, parent,
teacher, and school. This project also allows the student to see the importance of being
able to code switch based on a situation. This will allow them to see the potential not
only academically, but also in life.
5. What does this artifact demonstrate about you as a teacher? Link what you found to the
NBPTS Core Propositions?
Proposition 1: Teachers are Committed to Students and Their Learning
This game requires the teacher to be an active participant in the learning of
the student. It provides for a fun and hilarious learning environment
where the students can see Mrs. Embry in a different light.
Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.
This project will probably be difficult for my students. They are going to
have to really stop and think before reading the card. If the students are
able to correctly translate the card then I know they will be able to do it on
paper, which is my ultimate goal.
I
References
Berne, J., & Clark, K. (2008, September 1). Focusing Literature Discussion Groups on
Comprehension Strategies. Reading Teacher, 62(1), 74-79.
Coppus, S. (2008, June). Ebonics: African American Vernacular English. Ebonics: African
American Vernacular English -- Research Starters Education, Retrieved June 19, 2009,
from Research Starters - Education database.
Gabl, K., Kaiser, K., Long, J., & Roemer, J. (2007, May 1). Improving Reading Comprehension
and Fluency through the Use of Guided Reading. (ERIC Document Reproduction Service
No. ED496377) Retrieved June 18, 2009, from ERIC database.
Hall, L., & Piazza, S. (2008, September 1). Critically Reading Texts: What Students Do and
How Teachers Can Help. Reading Teacher, 62(1), 32-41.
Hamilton, K. (2005, April 21). The Dialect Dilemma. Black Issues in Higher Education, 22(5),
34-36. Retrieved June 19, 2009, from Research Starters - Education database.
Kobus, T., Maxwell, L., & Provo, J. (2007, January 1). Increasing Motivation of Elementary and
Middle School Students through Positive Reinforcement, Student Self-Assessment, and
Creative Engagement.
Picower, B. (2004, September). Teaching Outside One's Race. Radical Teacher, Retrieved June
21, 2009, from Research Starters - Education database.
Salisbury, C., & Others, A. (1997, January 1). Using Action Research To Solve Instructional
Challenges in Inclusive Elementary School Settings. Education and Treatment of
Children, 20(1), 21-39.
Schoen, S., & Schoen, A. (2003, January 1). Action Research in the Classroom: Assisting a
Linguistically Different Learner with Special Needs. TEACHING Exceptional Children, \
35(3), 16-21.
Topping, K., Nixon, J., Sutherland, J., & Yarrow, F. (2000, January 1). Paired Writing: A
Framework for Effective Collaboration. Reading, 34(2), 79-89.