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Artifact #1: C:\Documents and Settings\cdwire\My Documents\Unit Plans.doc Artifact #2:case study.doc
Rational This artifact was chosen because it aligns nicely with proposition three. To manage and monitor students’ learning there needs to be many variables in place. Differentiation is key to monitoring a students’ readiness level. In this particular artifact children are given a choice board, here the children choose based on interest and I can accurately manage a students’ learning when they are able to choose how they want to present their knowledge. Frequent check ins and small group instruction is also used to monitor student growth over time. I will often use small groups to teach a lesson instead of whole class. I find I’m able to reach more of my students this way. This artifact explains how important self-reflection is. When students are able to think about their thinking and are brought to that cognitive level students can self correct mistakes and teach others in the class as well. Reflection During the unit my students were very engaged and I was impressed on the background they already had on Rosa Parks. However, they were very interested on what caused the Civil Rights Movement. We started here and built our knowledge as we went. In my unit one of the skills the children had to work on was character traits. This is normally a very difficult skill to teach. As I looked at the unit plans I noticed that in order for my students to understand what a character trait is I would have to use some other technique to pre-
teach this skill. I decided to use our read-aloud Frindle. The students really love this story and they connect with the main characters. We started with two columns. One column for Mrs. Granger, the grumpy teacher, and another for Nick the fifth-grade sneaky student. I was impressed with the words my students came up with to describe these two characters. I copied the list to make sure everyone had a copy in hand. They used this list to fill in a venn diagram. I wanted them to see how alike the two characters really were even though in the book they’re so against each other. I was very impressed at how well this lesson went. In my unit the students had to research someone from the Civil Rights Movement. They had to list character traits for their chosen hero and for themselves. Just like what we did in Frindle, they did the same activity using a real person. If I didn’t allow them to practice with our read aloud I wouldn’t have had the same experience. I was pleased with the language my students were using. Some of the set backs I noticed was the lack of technology support I have in my district. When I would take my students to the computer lab there was always a glitch in our computer system. Some of my students could not use a computer so they had to double up. It was frustrating for the students and me. This is something my district is working to improve. Overall my students did a nice job on the outcome of their projects. This will be a unit I will implement year after year. The connection between reading, writing, and technology were evident in this project. My students were making many connections, which in turn nurtured the knowledge they already had on the subject.