ARTIFACT EVIDENCE AND REFLECTION

WTS #7
ARTIFACT DESCRIPTIONS:
Thank You Maam; Grapes of Wrath; Imperialism Draft Simulation
The artifacts presented here are several lessons/activities that I have
employed in my teaching over the years. They represent the evolution of my
teaching philosophy and a varied approach to engaging students in authentic
and effective learning experiences. The first artifact is a lesson I delivered
this past school year. Thank You Maam is a great Langston Hughes story.
The lesson and activities included individual reading, close reading,
identification of themes, discussion and reflective writing prompts all focused
on the story. The Grapes of Wrath handout accompanied a screening of the
film and discussion points to accompany an instructional unit in American
History dealing with the Great Depression. The class was an ESL History high
school class that included significant academic and language supports. We
previewed, interacted with and reviewed vocabulary and prompts to ensure
understanding. The Imperialism project was a tremendously successful
activity that dealt with the partition of Africa and culminated with a game
that recognized the relative value of each country and resources. As a
particular focus of this activity, students reflected on the exploitative and
profit driven decisions made by powerful nations with little if any
consideration for the people of the colonized nations
ALIGNMENTS:
WI DPI Teacher Standards
Standard Seven Instructional Planning
The teacher organizes and plans systematic instruction based upon
knowledge of subject matter, pupils, the community and curriculum goals.
These artifacts demonstrate that I have been able to create, administer and
reflect on the effective instructional value of particular learning activities and
lessons. Important in the discussion of the artifacts representing these
lessons is the nature of them, specifically the engagement of students in
gathering background information, pivotal vocabulary and engaging in active
interchanges with classmates and group partners. The goals of Social Studies
curriculum include a students ability to gather, analyze, make judgments
and communicate their opinions on subjects and issues effectively. These
three out of the ordinary lessons that I have delivered several times over the
years call for students to do just those things.
UW Platteville School of Education Knowledge, Skill and Disposition
Statement

ARTIFACT EVIDENCE AND REFLECTION

WTS #7
KSD 1.c. SELECTS INSTRUCTIONAL GOALS
The candidate can establish clearly written goals that reflect the curriculum
framework and standards, and can articulate high expectations that permit
viable methods of assessment and account for varying learning needs and
styles, and prior knowledge.

KSD 1.e. DESIGNS COHERENT INSTRUCTION

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.
The lessons and activities presented here have been in my toolkit for some
time now. Creating the engaging lesson with activities and products that are
focused on achieving benchmarks and student outcomes regarding History
has become a focus in my teaching career. These artifacts illustrate the
creative side and collaborative side of teaching. Not surprisingly, I cannot
take credit for 100% of these lessons. Much of the work was done
collaboratively and as a plan to be able meet the curricular standards as
identified by departments, school districts and state education departments.
Finding ways to afford students opportunities to meet educational
benchmarks that are memorable, impactful and effective is the real skill in
teaching.
REFLECTIONS AND IMPACT ON PROFESSIONAL DEVELOPMENT:
What I learned about teaching I have learned over the years that teaching
is not just about a great deal about the things you are teaching. Some very
intelligent people know more than others, but they may not be equipped nor
disposed to be a good educator. The key to being a good, effective and
successful teacher is creating the opportunity, desire and experiences that
become the learning moments for students. I have also learned that the
process of finding ways to make the learning moments happen is as much of
the act of teaching as teaching them. Redefining and reinventing the
moments is always part of the deal. Teachers work to keep the lessons
fresh and alive. New information and perspectives arise and change the
delivery. New technology allows for inclusion of material that had not been
considered before. New students every year or term make the lesson change
as well. Its a flexible business.

ARTIFACT EVIDENCE AND REFLECTION

WTS #7
What I learned about myself as an educator I have come to understand
that I have the ability to try new things, fail at them and try again. A big part
of that is flexibility and trying something outside the comfort zone. These
artifacts represent me outside the comfort zone. I had taught the partition of
Africa with Venn diagrams for years, then I met a colleague while teaching
History who said Try this! Well, I did and had to let go of the cognitive
load and was pleasantly surprised by the leaps my students made. The
Grapes of Wrath lesson came to me while teaching as an ESL teacher. ESL
was a new assignment, outside my comfort zone, and an experience that
required me to slow down and check for understanding. Thank You Maam
arose out of a teaching assignment that had me assigned as a Reading
Recovery Teacher. The lesson was a great one which called for close reading,
thematic analysis, vocabulary instruction and group discussions. Old dogs
can learn new tricks, Im proof!