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Artifact 3- Participation in Circle

Artifact 3- Participation in Circle

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Published by embry44

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Categories:Topics, Art & Design
Published by: embry44 on Mar 30, 2010
Copyright:Attribution Non-commercial


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Artifact and Reflection FormName
: Tiffany Embry
Artifact number
: 3
Title of artifact
: Checklist *see attached*
Course number and name
: MAT 733 Research Based Teaching Strategies and Assessment
Type of artifact:
Teacher Checklist
Write a brief description of the artifact
The teacher checklist was created so that I could keep track of student performance/participationin class discussions in literature groups and to keep documentation on graded activities in theunit. The checklist was created on my HP tablet and I kept running records on participationduring literature groups. In the discussion column, tally marks were made each time a studentmade a comment about the text. A tally mark was also made for each journal entry the studentsubmitted. Grades were also documented on the checklist. A list was made at the bottom of thelist documenting the number of chapter books selected for self-selected reading time.
Professional and/or Learner Outcomes Represented by this ArtifactRelate this artifact to your listed professional and/or learner outcomes.
Professional Outcomes
a. Teacher will create opportunities for students to use non-linguistic activities to accompanytraditional learning so that students will comprehend a text. b. Teacher will integrate other content areas by creating activities, projects, and assessments tothe book so that students make the text-to-self, text-to-text, and text-to-world connections.Success Criterion: Students will participate in engaging projects and will demonstrate the abilityto provide connections
Learner Outcomes
a. Students will become more engaged in learning and class discussions as evidenced bystudents’ participation in projects which will be monitored by teacher created checklist. b. Students will engage in self-selected reading for enjoyment as evident by student book selection and on-task reading time as monitored by teacher observation and documented on daily probes taken during self-selected reading time.
The checklist connects to all outcomes because it documents the participation and learning of  student work. It allowed me to analyze work/performance and connect to the desired  professional and learner outcomes.
Report of Outcomes Attainment
After analyzing the checklist I came to the following conclusions:
All students struggled in group discussions. It is my opinion that students felt embarrassed toshare their comments with the class for fear of being chastised by other students. I set rulesand expectations for group discussions and revisited those rules and expectations daily,however students still did not feel
to share with the rest of the group.
Most students enjoyed writing in their journals. I found they would participate in writtendiscussions demonstrating student comprehension.
3 of 5 were able to successfully complete the cereal box project.
All students completed the advertisement project.Research Quotes“…peer-led literature discussions can contribute significantly to students’ knowledge andappreciation of literature, facility with group processes, reading engagement, and motivation toread.” (Berne & Clark, 2008)“…literacy circles…showed marked improvement in reading comprehension when compared totraditional reading classes….remarkable rise in enthusiasm, desire to read recreationally, anddesire to read academically.” (Parker, Quigley, & Reilly 1999)
“…small-group, peer-led discussion groups can be productive forums forstudents to develop their comprehension strategies.”
(Berne & Clark, 2008)“Teachers should continually observe learner attitudes toward reading. Negative attitudes hinder optimal achievement in reading” (Gabl, Kaiser, Long, & Roemer 2007)
Reflection on the process
1.What does this artifact demonstrate as far as your learning?
This artifact allowed me to keep a daily running records of student participation. It enabled me to modify lessons so that I could make sure studentswere progressing and receiving interventions if necessary.2.What does it represent in relation to the changes you have made in your classroom?
As a special education teacher I have always found that keeping checklistis the most efficient way for me to document student behavior as well as academic performance. This artifact did not influence change in the classroom other than itallowed me to focus on specific areas of growth – student discussions is most evident.3.Describe why you chose this artifact.
I chose this artifact because it showed an overall view of student performance on the project. I felt it was the best tool to show what requirements andassignments were in place for the unit.
4.Link the action research process, these results, the research you used to back your decisions and the program and/or course outcomes.
Candidates utilize measurements and evaluation accurately andsystematically to monitor and promote learning.
Candidates demonstrate the ability to be reflective practitioners byidentifying a problem, examining research, advocating solutions, implementing a plan, and measuring and evaluating outcomes.
This artifact allowed me to evaluate and monitor student participation which relates to thelearning that occurred. I was able to reflect on the data and use that to plan effectivelessons to assist the needs of my students. It also allowed me to keep quick notes onwhat I was observing. 5.What does this artifact demonstrate about you as a teacher? Link what you found to the NBPTS Core Propositions?
Proposition 1: Teachers are Committed to Students and Their Learning
Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.
The checklist allowed me to monitor student performance on a daily basis.I was able to ensure that students did not get behind in the reading and wasable to set aside time to make sure all students were on schedule. I madecertain that all students were able to complete with success this chapter  book. I determined success based on the completion of the AR test; whichtest student comprehension.

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