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Artifact 2 - Portfolio

Artifact 2 - Portfolio

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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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03/30/2010

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Artifact and Reflection FormName
: Tiffany Embry
Artifact number
: 2
Title of artifact
: Student Portfolio
Course number and name
: MAT 735 Meeting the Needs of Diverse Students
Type of artifact:
Student Portfolio
Write a brief description of the artifactSummative Assessment:
As the summative assessment piece, I will pull previous writing pieces from the student’s portfolio and together, we will use the writing process to find grammatical/language errors andcorrect to create a proficient portfolio piece.
Professional and/or Learner Outcomes Represented by this ArtifactRelate this artifact to your listed professional and/or learner outcomes.Professional Outcomes
a. Teacher will become familiar with vernacular used in student’s current cultural setting. b. Teacher will use social skills instruction to teach how to adapt language for differentaudiences.
Learner Outcomes
a. Student will be able to distinguish between “home” language and academic or “school”language. b. Student will be able to produce a writing sample that demonstrates the ability to use proper grammar in academic writings.
Report of Outcomes Attainment
This unit will be implemented in fall 2009. Once implemented, I will revisit to reflect on actualfindings and successes of the unit.
Reflection on the process
1.What does this artifact demonstrate as far as your learning?
This artifact shows the outcome of the unit. It allows for me to analyzewhat the student has learned by what he is able to do in making changes to his ownwork using the writing process by focusing on appropriate academic language.2.What does it represent in relation to the changes you have made in your classroom?I will be implementing this plan in fall 2009.3.Describe why you chose this artifact.
I chose this artifact because it shows what the student will have learned atthe end of the unit. It will show how the student has grown in his writing and also
 
show the student they he is able to code switch not only verbally but in writtenexpression as well.4.Link the action research process, these results, the research you used to back your decisions and the program and/or course outcomes.
encouraging and modeling self-assessment;
fostering the learning of all students;
Connection:
This unit allows for the use of constant modeling and practice. It allows for the student tosee that the way the communicate is OK, however, it also allows them to see the need to be able to use proper academic language. This unit uses various learning styles to foster the learning of all students. It also allows for the student to constantly see his progress,through the portfolio piece. 5.What does this artifact demonstrate about you as a teacher? Link what you found to the NBPTS Core Propositions?1.Teachers are committed to students and their learning.3. Teachers are responsible for managing and monitoring student learning.
Taking a student through the writing process, especially students with behavior disabilities, is one of the hardest things to do as a teacher. I have found thatstudents often see the process as me telling them they are “wrong” whichtypically ends up in a behavior episode. It is my hope/goal that through this unit,the student will be able to use what they have learned and look at the writing process as a way to improve their work.

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