Artifact Reflection Title: PPST Scores/ Praxis II, lesson plan Date: Spring 2012, Summer 2013, Fall

2013 Artifact Description: Part of the requirement for licensure in the state of Wisconsin is to demonstrate that I am well versed in the content area I will be teaching. The PPST assessment tests a broad sample of reading, writing and mathematical questions; I was able to successfully pass this assessment administered by the State of Wisconsin. The other part of my artifact is second part of my artifact is the assessment tests focusing in language, social science, math, and science at a middle school level. The final part of the artifact is a lesson I gave on Scientific Notation for 8th grade. It is important that I know the area in which I will be teaching and how to explain the concepts. Alignment Reflection: Wisconsin Teacher Standard Alignment: This artifact best aligns with Wisconsin Teaching Standard 1, which states The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils." I have a working knowledge and understanding of central concepts by studying and passing the Praxis Tests. The central concepts are math, science, reading, writing, and social studies. The concepts I was tested on are the same concepts my students have to learn and eventually be tested on. By having a general pedagogical knowledge I can help students in multiple subjects even if my content area is another. If a student is in study hall and needs help with reading I can read with and explain the vocabulary in the book. As noted by H. Borko and
Eggen P., & Kauchak D. (2006). Strategies and Models for Teachers (5th ed.). New York: Pearson Education, Inc.

R. Putnam in Strategies and Models for Teachers, The accumulation of richly structured and accessible bodies of knowledge allows individuals to engage in expert thinking and action (Borko & Putnam, 1996, p.674). By understanding how important math is I can create learning experiences that make math meaningful. Math is everywhere and can connect personally in their lives; such as in the Math lesson on Scientific Notation using pictures to illustrate different scientific notations. I can use tools to explain the lesson and show how the math works. In this case pictures are my tool of inquiry through technology to illustrate the lesson for students. Students use cognitive skills of attention, memory, visual processing, and auditory processing. They must pay attention throughout the broadcast and remember each of the stories to participate in discussion. CCN news is a series of video that students must watch and listen to think critically for the discussion and note taking. As an example I can show how to turn scientific notation into the standard form for the students in reference to the pictures. UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment: This artifact best aligns with KSD1.a: Demonstrates Knowledge of Content and Pedagogy, which states The candidate displays extensive content knowledge of his/her subject area and demonstrates a continuing search for new content knowledge, resources, and best instructional practices, while understanding student diversity and student misconceptions and misunderstandings as key to the teaching process. This artifact aligns with this UW-Platteville Knowledge, Skill and Disposition Statement best because it demonstrates proficiency within the content areas of math, writing, and reading that a middle school education major are required to teach. To remain an effective teacher it is necessary to continue on a lifelong quest for new and exciting information. As I become a model
Eggen P., & Kauchak D. (2006). Strategies and Models for Teachers (5th ed.). New York: Pearson Education, Inc.

for learning, students have an example to learn from my experience as well as their own. Presenting information to students in a fashion that sparks curiosity and exploration of subject matter is a difficult task to accomplish if you, as the teacher, are not striving to learn and better yourself, as well. Secondary UW-Platteville KSD Alignments: KS3.c: Engages Students in Learning KSD4.e: Grows and Develops Professionally KS1.e: Designs coherent Instruction

Reflection: What I learned about teaching/learning from this experience: By completing this assessment I realized the wide range of subject matter you need to be versed in to be a middle school teacher. The foundations of reading, writing and mathematics are all the responsibility of a good well rounded teacher. I believe having a base knowledge is important, but having resources readily available to strengthen understanding of any subject matter is also essential. I believe that even though I plan on teaching math I should be a resource for students in any area they are exploring.

What I learned about myself as a prospective educator as a result from the experience/artifact: As a future educator I learned that learning truly is a lifelong process. As a teacher you need to be constantly looking for new and improved ways to teach lessons and grow

Eggen P., & Kauchak D. (2006). Strategies and Models for Teachers (5th ed.). New York: Pearson Education, Inc.

professionally. When you lose the desire to learn yourself, you cant expect children to learn from you. I learned as a student that I prepare differently than many other students for tests. I have test anxiety. It is better for me to prepare for the format and pace of the test, with less emphasis on the content, once I know the material. By seeing this in myself, I know that as a teacher, I will need to adjust and vary my teaching methods to meet the needs of each student when preparing them for tests. I will create a variety of lessons to help the multiple learning styles of students throughout the unit so students understand the concepts. I will also provide time in class to answer questions and allow enough time to prepare for tests.

Eggen P., & Kauchak D. (2006). Strategies and Models for Teachers (5th ed.). New York: Pearson Education, Inc.