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Danielle Vetesnik

(Student teaching placement)

Artifact Title: Daily 5 Math
Date: November 21, 2014

Artifact description
Artifact 3 is a lesson plan I developed for Daily 5 Math in my second
grade class of 25 students. At Fennimore Elementary, where I am
completing an internship, I implemented five different stations that
relate to their math curriculum. I used several different instructional
strategies to adapt to diverse learners in these stations.
Wisconsin Teacher Standard Alignment
Standard 3: Diverse Learners. The teacher understands how
students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners. This
artifact demonstrates my competency in this standard because; this
lesson plan is designed to meet the needs of each leveled group. I
decided to implement these math stations during a 30-minute period
when some students did not fully understand their daily math
concepts that they are expected to master, and others fully
understood their daily math concepts and needed to be challenged.
These stations are beneficial because they interest the students and
relate to their experiences. Even though the leveled groups change
from students who are below grade level, at grade level, and gifted, I
have made each activity with the ability to be modified. Therefore,
every group is slightly challenged but they are still able to work
without assistance and feel successful when completing each activity.

As a result of this experience, I have more understanding now of how

important it is to differentiate instruction that provides several different
options for learning. Consequently, students will be more successful
mastering the concept and skills expected.

UW Platteville knowledge, skills, disposition, alignment

KS3.c: Engages students in learning. 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. I worked hard to collect a
variety of materials to put together these stations. I checked out
Chrome Books from the Technology Resource room so students
could have immediate feedback while practicing addition, subtraction,
or multiplication facts for fluency. I searched Pinterest to find age
appropriate Thanksgiving math activities to spark students interests.
On activity worked with geometrical shapes, and the other activity
directed students to add and subtract within 20. These materials
were appropriate for the students at each level; therefore, the
instruction of each activity was cognitively engaging for the students
the entire time. Further more, the students were able to successfully
complete each activity in a timely matter.
As a result from this experience I have more understanding of the
time it takes to plan and teach a meaningful lesson that engages
students in learning.

Secondary KSDS
KSD1.b. Demonstrating Knowledge of Students
KSD3.a. Communicating Clearly and Accurately
KSD3.d. Providing Feedback to Students
KSD3.e. Demonstrating Flexibility and Responsiveness
Personal Reflection
What I learned about teaching/ learning:
I am now educated on how students differ in their approaches to
learning, and how to create instructional opportunities that are
adapted to diverse learners. From this experience, I learned that
knowledge of students levels, activities that engage students in
learning, immediate feedback to students, and demonstrating
flexibility and responsiveness is essential when differentiating
instruction to diverse learners. During these stations I am able to
observe each group as they work independently or in pairs to
complete the activity. Through observation, and students responses
after varied levels of questions, I learned that these stations are
rewarding to each child because, he/she feels great about what
he/she accomplished during the 30-minute period.
Also from this experience I learned that differentiating instruction, and
planning different activities takes lots of time and research. In order
to provide valuable instruction and activities, you have to know your
students levels, and their learning styles.
What I learned about myself as a prospective educator:
As a result of this experience, I will become a better teacher because
I will have detailed lesson plans that promote challenging but
achievable activities for a variety of learners. The smile on the
students faces, when they have a light bulb moment after
completing an activity is worth all the time, research, and effort it
takes to differentiate instruction. I learned that students really

appreciate several different learning options that are appropriate to

their abilities because, they are cognitively engaged the entire time
when those learning options are provided.
From this experience, I feel confident that I can create instructional
opportunities for students who differ in their approaches to learning
so they can master the ideas and tasks expected.