Escolar Documentos
Profissional Documentos
Cultura Documentos
Introduction
This section of my portfolio is the Teacher Candidate Artifacts. In this section, I will
showcase eight artifacts that represent my teaching abilities and values. A written rationale for
each artifact is included in this section in order to describe and provide evidence of how the
chosen artifacts relate and adhere to the appropriate detailed curriculum and professional
standards. It will also address how the artifacts meet the required components of Planning,
Instruction, Assessment, Engagement, Accommodations (for ELL, SWD, SES, students as well
Finally, the relevance of the artifacts and my preparedness to enter a career in education
will be demonstrated through connections to educational theories, best teaching practices and
experts in the field of education. This section emphasizes my knowledge and understanding of
various subject matters and confirms my ability to translate this knowledge into the classroom in
ways that facilitates and enhances the students’ learning experiences. It will also demonstrate
some ways that I have applied my teaching philosophy into those lessons, presentations and
activities.
Introduction
This first artifact is a website that I created using Weebly, a website builder site
EDU 571: Technology for the Elementary Classroom course at Medaille College. It is addressed
I selected this project as an artifact for a few reasons. First, I believe that teachers should
do everything in their power to enable students’ success. Providing learners with a tool that can
be accessed remotely, which contains lessons, assignments, due dates, and a way to
communicate with each other as well as with their teacher can only help them better succeed in
the classroom.
Second, the website also offers a presentation about cyber safety in order to assure that
the students are aware of the dangers of using digital tools and become informed cyber citizens.
Third, the website also provides many resources for parents and caregivers to use. This
allows them to be involved in the student’s learning journey and to monitor their progress,
students by sharing with them some information about myself and welcoming them to my class.
It also allows me to demonstrate my creativity and introduce to students the themes we will
How does this artifact provide evidence of your preparedness for a career in education
This artifact was selected because I believe in creating a good classroom community as
well as engaging the students in multiple ways. Offering students a classroom website provides
additional tools to enhance the learning experience of different kinds of learners. Indeed,
appeal to those learners. Also, the use of this website helps meet the UDL model standards by
providing additional ways to reach students. This should assist educators to bridge the
which not only involves the students but also the parents and caregivers. Vygotsky believes “that
the community plays a central role in the process of “making meaning”” (McLeod, 2018).
Indeed, students learn from their environment. This website enables them to be part of a
community of learners where they have access to tools and resources to help them grow. They
also have a platform (through the use of the Padlet application) to share and communicate some
I believe that this artifact demonstrates my preparedness for the field of education by
featuring my organizational skills, my creativity and by being able to understand the theories
about different types of learners, and providing differentiated ways to help them thrive in and
outside of my classroom. I also believe that this website reflects my understanding that parents
and caregivers are an essential part of a student’s success; by providing them with tools easily
accessible and various ways to contact me, they can feel confident that I am deeply committed to
What are the appropriate curriculum and professional standards used for this artifact?
The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and self
motivation.
3(m) The teacher knows how to use technologies and how to guide learners to apply them in
Principle 6: Educators advance the intellectual and ethical foundation of the learning community.
Educators recognize the obligations of the trust placed in them. They share the responsibility for
knowledge, and translating knowledge into comprehensible forms. They help students
understand that knowledge is often complex and sometimes paradoxical. Educators are
confidantes, mentors and advocates for their students' growth and development. As models for
youth and the public, they embody intellectual honesty, diplomacy, tact and fairness.
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Members are dedicated in their care and commitment to students. They treat students equitably
and with respect and are sensitive to factors that influence individual student learning. Members
Members promote and participate in the creation of collaborative, safe and supportive learning
communities. They recognize their shared responsibilities and their leadership roles in order to
facilitate student success. Members maintain and uphold the principles of the ethical standards in
Students will demonstrate how academic knowledge and skills are applied in the workplace and
other settings.
DOE Claims
Claim 2: Medaille College graduates meet the needs of diverse learners through
CAEP Standards
appropriate progression level(s) in the following categories: the learner and learning; content;
2. Digital citizen
Students recognize the rights, responsibilities and opportunities of living, learning and working
in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
6. Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using
the platforms, tools, styles, formats and digital media appropriate to their goals.
6d. Students publish or present content that customizes the message and medium for their
intended audiences.
3. Citizen
Educators inspire students to positively contribute to and responsibly participate in the digital
world. Educators:
3a. Create experiences for learners to make positive, socially responsible contributions and
3b. Establish a learning culture that promotes curiosity and critical examination of online
3c. Mentor students in safe, legal and ethical practices with digital tools and the protection of
3d. Model and promote management of personal data and digital identity and protect student data
privacy.
4. Collaborator
Educators dedicate time to collaborate with both colleagues and students to improve practice,
discover and share resources and ideas, and solve problems. Educators:
4d. Demonstrate cultural competency when communicating with students, parents and colleagues
5. Designer
Educators design authentic, learner-driven activities and environments that recognize and
5a. Use technology to create, adapt and personalize learning experiences that foster independent
Element 5.2
Candidates design a social environment that is low risk and includes choice, motivation, and
scaffolded support to optimize students’ opportunities for learning to read and write.
Standard 2:
Beginning special education professionals create safe, inclusive, culturally responsive learning
environments so that individuals with exceptionalities become active and effective learners and develop
Introduction
This second artifact is a science lesson plan that I created as an assignment for the EDU
502: Mathematics Science and Technology course at Medaille College. This lesson is part of a
lesson segment created in collaboration with two other colleagues. It is addressing the subject of
I selected this lesson plan as an artifact for a few reasons. First, I believe that it
showcases my ability to plan interesting and interactive lessons for different types of learners
accommodations for students with various learning difficulties and disabilities, while still
collaboration with two other colleagues from my cohort. This demonstrates my ability to work
well with others and to adapt to different teaching styles in order to assure that our lessons would
Finally, this lesson encourages students to use the scientific learning method, which
pushes the students to find answers through observation and investigation. It provides a hands-on
How does this artifact provide evidence of your preparedness for a career in education
This lesson plan encourages students to use the scientific method in order to complete the
experiment. This translates into students forming a hypothesis and, through a series of
conclude if their hypothesis was correct or not. It also encourages students to communicate
explain why their hypothesis was accurate or not. This type of learning method is one promoted
by Vygotsky. He believes that “children are curious and actively involved in their own learning
This lesson also includes a modeling portion. Indeed, the teacher first models the steps to
conduct the experiment before the students do it on their own. This uses of the gradual release
model, which takes its’ roots from Vygotsky’s MKO theory. Indeed, the MKO (in this case the
teacher) would first model the behavior expected and the students would then attempt to execute
it in a similar way in order to reach their ZPD. Through the use of scaffolding, the MKO’s need
to model the required behavior would lessen with time until the students would be able to
I believe that this lesson plan demonstrates my preparedness for the field of education by
featuring my planning skills and my ability to integrate differentiated learning for all types of
learners that are in my classroom. Indeed, this lesson offers visual aids (in the form of anchor
charts, science journals and booklets), the integration of technology (through the use of the video
presentation and the projector), manipulatives (for tactile learners), and allows for the choice of
various types of communication methods (drawing or writing) for the students to express
themselves in a way they are most comfortable. I also believe that this lesson plan reflects my
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ability to understand different teaching principals and how to integrate them in a lesson in a way
that can appeal, engage and accommodate different types of learners while still meeting the
curriculum standards.
What are the appropriate curriculum and professional standards used for this artifact?
The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional,
and physical areas, and designs and implements developmentally appropriate and challenging
learning experiences.
1(b) The teacher creates developmentally appropriate instruction that takes into account
individual learners’ strengths, interests, and needs and that enables each learner to advance and
Principle 2: Educators create, support, and maintain challenging learning environments for all.
Educators apply their professional knowledge to promote student learning. They know the
curriculum and utilize a range of strategies and assessments to address differences. Educators
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develop and implement programs based upon a strong understanding of human development and
learning theory. They support a challenging learning environment. They advocate for necessary
resources to teach to higher levels of learning. They establish and maintain clear standards of
behavior and civility. Educators are role models, displaying the habits of mind and work
necessary to develop and apply knowledge while simultaneously displaying a curiosity and
enthusiasm for learning. They invite students to become active, inquisitive, and discerning
Principle 5: Educators collaborate with parents and community, building trust and respecting
confidentiality.
Educators partner with parents and other members of the community to enhance school programs
and to promote student learning. They also recognize how cultural and linguistic heritage,
gender, family and community shape experience and learning. Educators respect the private
nature of the special knowledge they have about students and their families and use that
knowledge only in the students' best interests. They advocate for fair opportunity for all children.
Members are dedicated in their care and commitment to students. They treat students equitably
and with respect and are sensitive to factors that influence individual student learning. Members
3-ESS2-3 - Plan and conduct an investigation to determine the connections between weather and
Students will demonstrate how academic knowledge and skills are applied in the workplace and
other settings.
Ontario Science Standards; Grade 2; Understanding Earth and Space Systems: Air and Water in
2.4 – investigate the stages of the water cycle, including evaporation, condensation, precipitation,
and collection.
2.6 - use appropriate science and technology vocabulary, including solid, liquid, vapour,
DOE Claims
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
Claim 2: Medaille College graduates meet the needs of diverse learners through
CAEP Standards
appropriate progression level(s) in the following categories: the learner and learning; content;
Standard 1.4 Providers ensure that candidates demonstrate skills and commitment that afford
all P-12 students access to rigorous college- and career-ready standards (e.g., Next Generation
Science Standards, National Career Readiness Certificate, Common Core State Standards.
4a. Students know and use a deliberate design process for generating ideas, testing theories,
4c. Students develop, test and refine prototypes as part of a cyclical design process.
5. Designer
Educators design authentic, learner-driven activities and environments that recognize and
5a. Use technology to create, adapt and personalize learning experiences that foster independent
Element 2.2
Candidates use appropriate and varied instructional approaches, including those that develop
connections.
Element 5.4
Candidates use a variety of classroom configurations (i.e., whole class, small group, and
Standard 3:
Beginning special education professionals use knowledge of general and specialized curricula to
Standard 5:
Beginning special education professionals select, adapt, and use a repertoire of evidence-based
Where is the school where you are teaching located? City: _______ Suburb: _______ Town:_______ Rural: __x____
The central focus of this learning segment is for students to gain knowledge in the stages of the water cycle as it connects to weather using
appropriate vocabulary in a variety of written and oral communication methods while safely conducting an experiment investigating the water
cycle.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
Based on standards in previous grades, students learned the impact of daily and seasonal changes on living things, including humans. This includes how the
amount of heat from the sun changes throughout the day and in various seasons, as well as how these factors affect water supplies and how living things require
water in order to survive (grade one Ontario, Kindergarten New York State).
Based on our location, students have also seen and felt precipitation (in the form of rain and snow). They have awareness that precipitation is water that falls, in
various forms, from the clouds in the sky.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Based on this information we will use the students’ prior knowledge of the sun and water to further develop their understanding of the water cycle.
Students are from various religious and ethnic backgrounds. Students and their families have had different experiences and spiritual connections with the sun and
water. Students will be able to share these experiences and beliefs on the importance of the sun and water on all living things.
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
Since students have different backgrounds and different experiences with the sun and forms of precipitations, we will draw from their personal experiences and
knowledge to engage the students about the water cycle.
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Curriculum Standards
Ontario; Grade 2; Understanding Earth and Space Systems: Air and Water in the environment; Developing Investigation and Communication Skills
2.4 – investigate the stages of the water cycle, including evaporation, condensation, precipitation, and collection.
2.6 - use appropriate science and technology vocabulary, including solid, liquid, vapour, evaporation, condensation, and precipitation in oral and
written communication
Students will be able to identify the stages of (Informal) Teacher will observe the Use mic during the lesson
the water cycle through a science students individually, while conducting Read instructions out loud as teacher
experiment. their experiment, by doing regular check writes instructions on the board.
ins.
(Informal) Teacher will assess students’
first observations by having them complete
an exit ticket.
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Vocabulary Collection
Key words and phrases students need to be Condensation - Teacher will provide students with a visual support in the form of
able to understand and use Precipitation a vocabulary anchor charts.
Evaporation - Teacher will provide students a science booklet containing the
Water Cycle vocabulary words used in this learning segment.
Hypothesis - The proper scientific vocabulary will be used many times
throughout the lesson and learning segment.
Syntax
Describe ways in which students will Students will help teacher - Teacher will show a video that explains the steps of the water
organize language (symbols, words, complete in the proper order a cycle.
phrases) to convey meaning. blank water cycle model. - Teacher will provide students with a visual support in the form of
a vocabulary anchor charts.
- Teacher will provide students a science booklet containing the
vocabulary words used in this learning segment.
Discourse
How members of a discipline talk, write, Students will use expressive skills - Teacher will provide students with a visual support in the form of
and participate in knowledge construction when they engage in whole class a vocabulary anchor charts.
and communicate their understanding of discussion and in order to - Teacher will provide students a science booklet containing the
the concepts communicate their hypothesis and vocabulary words used in this learning segment.
their initial observations their - Teacher will use large scale water cycle model on the board to
experiment journal. encourage whole class discussion
- Teacher will provide an experiment journal to allow students to
write their hypothesis and document their findings.
- Teacher will provide an exit ticket for students to write or draw
their initial observations.
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16. Teacher will assist students in poring the water into their baggies and coloring their water.
17. Students will then go back to their seat and continue to complete their experiment journal by
drawing or writing the materials they have used.
18. Once every student has their baggies filled with water, teacher will assist students in taping
their baggies on the classroom window.
19. Students will then go back to their seat and finish completing the first part of their
experiment journal.
20. Teacher will walk around the class, ask additional prompting questions and check in to assess
students’ progress and understanding.
Closure
Teacher uses mic to amplify sound in
“Ladies and gentlemen, today we reviewed the stages of the water cycle they are: classroom
(have the whole classroom discussion) Teacher will provide students with a visual
1. Precipitation support in the form of a vocabulary anchor
2. Collection charts.
3. Evaporation Teacher will point to the proper word on the
vocabulary anchor chart when the stage is
4. Condensation
named
“We also tried to create a miniature version of the water cycle in our own classroom. Tomorrow we
will be able to better observe what happened to our water and to see if our hypothesis was right.” Teacher will provide students an experiment
journal with the experiment instructions and
“Now before we go, I would like you to detach the last page of your experiment journal. an exit ticket.
It’s your exit ticket. On it, you will write or draw what you first noticed since we taped your baggie to Teacher will allow extra time to ESL
the window. Did you see any changes happen to the water? Is your baggie still clear? Once you are students to complete their exit ticket.
done hand in your ticket before leaving the classroom.
Thank you!
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and
interactive white-board images.
Technology:
- Edited Magic School Bus “All Wet” Episode (Appendix A) - Projector - Computer
Experiment materials:
- Baggies (minimum of 25) -Water - Food coloring - Tape - Permanent markers - Experiemtn/Science journal (Appendix B)
Additional resources:
- Vocab Anchor Chart (Appendix C) - Science Notebook (Appendix D) -White-board or Blackboard - Markers or chalk
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Appendix A
The original Magic School Bus “ All Wet Episode” episode is on YouTube:
Video 1
https://www.youtube.com/watch?v=YAI44NHvZ5o&index=3&list=PLo2mLwUHhB
urFSXBy5jJ_KcalaxcNI0dT
Video 2
https://www.youtube.com/watch?v=H1EmlU60EtA&list=PLo2mLwUHhBurFSXBy5
jJ_KcalaxcNI0dT&index=4
Video 3
https://www.youtube.com/watch?v=ZYnbRssRPCY&list=PLo2mLwUHhBurFSXBy5j
J_KcalaxcNI0dT&index=5
Video 4
https://www.youtube.com/watch?v=yBc8U6I8oN0&list=PLo2mLwUHhBurFSXBy5j
J_KcalaxcNI0dT&index=6
Video 5
https://www.youtube.com/watch?v=Fc765mYKA-
8&list=PLo2mLwUHhBurFSXBy5jJ_KcalaxcNI0dT&index=7
The edited Magic School Bus “ All Wet Episode” has the same content but it shortened the video
to be 6mins and 22 seconds. It contains all the main components of the original video, without
Appendix B
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Instructions
The Steps
1. Collect your materials
6. Add water
My Science Project
Date: ____________
Hypothesis:
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Materials Needed
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EXIT
TICKET
Name: _________________
Date: __________________
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Appendix C
Vocabulary Anchor chart
N.B. Emily Schumacher created this vocabulary anchor chart for the first lesson plan of our
Appendix D
Science Notebook
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Condensation
Evaporation Precipitation
Collection
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