Artifact Reflection

Title of Artifact: Social Studies Unit Southwest Region

Date Completed: April 2014

Artifact Description
The artifact is a full unit lesson plan for a 5
th
grade social studies class. Also included is an answer key to a
video guide used in the unit.

Wisconsin Teacher Standard Alignment
The artifact primarily aligns with Standard 2 Development: teachers know how children grow, which states,
The teacher understands how children with broad ranges of ability learn and provides instruction that supports
their intellectual, social, and personal development.

For standard 2, I decided to use a unit from a 5
th
grade classroom. Throughout the unit, I made adjustments to
meet the needs of students with different learning abilities. In making these adjustments, I took into
consideration VARK, or visual, aural, reading/writing and kinesthetic learners. Each student has their own
strengths and weaknesses in their learning styles therefore it was important for me to try to bring in different
types of instruction to meet the needs of the students. For instance, within this unit, I had the students watch a
video. We first watched the video, this helped the visual and aural learners. After watching the video, we
discussed the video using a worksheet. In discussing this worksheet, I had the students take notes and I put up
an answer key for each question after we discussed it. This instruction appealed to the writers. We then read
about the same topic in our textbook, this appealed to the readers. Within the unit, I had the students search
online for information about irrigation, for which we discussed in our unit. The students had to find photos of
different types of irrigation. This type of instruction was more hands on learning, the students were on their
own to search for information.

The instruction that I provided was well planned and thought out ahead of time. I knew that there were
different types of learners in my classroom and learners of different abilities as well. I presented my lesson in a
few different ways, using the video and worksheet as well as reading the section from the chapter. I prepared
material, such as answer keys, to use in the classroom. Another thing I was able to due to meet the needs of
students with specific IEPs was to put a study guide packet together for the students ahead of time. The packet
included answer keys, vocabulary terms and other documents that included information discussed in class.
These packets were given to the students aide who was able to make study cards to help the student learn.
After we had completed all of the assignments, the student was given the packet to study for the exam.

In providing the different instruction within the unit, the instruction supported the students intellectual, social
and personal development. Intellectually, Howard Gardners theory of multiple intelligences was used to reach
students who learn in different ways. Gardner found that students learn and understand in different ways and
instruction needs to be taught to meet these different needs.

UWP Knowledge, Skill, Disposition Statement Alignment
The artifact primarily aligns with standard KSD1.b Demonstrates knowledge of students, which states, The
candidate displays knowledge of the typical developmental characteristics, learning styles, skills, interests,
developmental backgrounds, and cultural heritages of students and is always aware of the broad ranges and
variety present for each of these student characteristics and lifestyles.

Using this unit shows my knowledge of the different learning styles of the students. I was able to meet the
needs of different types of learners and learners of different abilities by using visual, aural, reading/writing and
kinesthetic instruction. As we discussed the unit, if a student seemed to show an interest in something we
talked about, we would stop and discuss the topic further which helped draw the students in even more. While
we discussed the Southwest region, we had two students who had lived in this region and who spoke Spanish.
We were able to incorporate those students culture and heritage into our lesson by having the students help to
explain ideas and concepts in the lesson. One topic in particular that we discussed was Cinco de Mayo. I was
able to have the Spanish speaking students translate the wording and then help explain what the purpose of
Cinco de Mayo was. The Mexican victory over the French in 1862 took place in Puebla. One of the students
had actually lived in Puebla so that was great to connect that part of the students life with what the other
students were learning.

What I learned about teaching/learning from this experience:
Through reflecting on this standard, I learned that all students learn differently. It is important to use different
types of instruction so that I can reach different types of learners. By doing so, I am providing my students with
the chance to grow intellectually, socially and personally. All students deserve the best chance at learning and it
is our job as teachers to provide instruction in the best way that we can.

What I learned about myself as a prospective educator as a result of this experience/artifact:
I learned that it can be difficult to try and incorporate different methods of instruction into a unit. I understand
that students learn differently and I love finding ways to teach lessons that meet the needs of different ranges of
learners. Although it can be a struggle to provide for all ranges of students, it is an important part of what a
teacher does. Knowing that I am aware of this, I am able to continue to formulate new ideas and ways of
teaching into my curriculum.