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Artifact Reflection: Standard IV

Instructional Strategies
Title: Artifacts Demonstrating Variety in Instructional Strategies

March 2015

The following artifacts are: a game that I used to demonstrate to 9th grade students how
communism was intended to function and how it actually functioned under Joseph Stalin, an
abolitionist worksheet for 8th grade students learning about the causes of the civil war, and a
modified test on Africa South of the Sahara that I created for 7th grade geography students with
special needs.

Wisconsin Teacher Standard Alignment:
My Artifacts Demonstrating Variety in Instructional Strategies best aligns with Standard 4:
Instructional Strategies. The teacher understands how students differ in their approaches to
learning and creates instructional opportunities that are adapted to diverse learners.
These artifacts best align with Standard 4 because, in creating each of these classroom
materials, I was mindful that not every student learns the same way. I must be diverse in my
instructional strategies so that my lessons will apply to a variety of learners. Knowing that I
have diverse learners in each of my U.S. History and Geography classes, I tailored each of these
artifacts to be something that each student, no matter their ability or skill level, can learn and
excel in.
I am more competent now in this standard because I was able to use my creative abilities
as an instructor to plan lessons and tests that tailor to each U.S. History and Geography student
that I teach. For the 9th grade students, these individuals learned about communism in a way that
is adaptable and attainable to store in long-term memory. For the 8th grade students, these
individuals were able to use their books and work with a partner (as well as ask the teacher for
help) to give definitions/answers in a way that they can understand. And for the 7th grade
geography students that took a modified test of Africa South of the Sahara, these individuals
were set up to succeed on the test because it was adapted in a way that focuses on their retention
and skill level.

UW-Platteville Knowledge, Skill, Disposition Alignment

My artifacts demonstrating variety in instructional strategies best aligns with KSD III. C:
Engaging Students in Learning The candidate has the ability to engage students in the learning
process by linking appropriate content, based upon suitable instructional materials and
resources, to students knowledge and experience, being certain that all students are cognitively
engaged in the activities/assignments and that the students actively contribute to the content
design. Instruction is highly coherent and appropriately paced for all students and allows for
reflection and closure as appropriate.
The artifacts that I have provided with standard 4 best aligns with this KSD because I had
students work collaboratively in assigned groups to reach a common goal. The game, adapted
test, and worksheet ensured that each student was engaged and actively involved in these
activities. Students used their background knowledge to reach further understanding on how
communism was intended to function and the reality of communism in the Soviet Union under
Joseph Stalin. By creating this game for my students, the lesson became more fun and engaging.
In addition, I made sure that the pace used to play the game was appropriate for each individual
in the classroom. The worksheet was created with the intention that students can choose partners
and work together to collaborate on definitions for the assigned terms.
I am more competent after this experience because, when creating these lessons/tests, I
was able to use my creativity to construct activities that my students would be able to enjoy and
also feel confident participating in.
Secondary Alignment:
KSD I E: Designing Coherent Instruction
KSD III B: Using Questioning and Discussion Techniques
KSD III E: Demonstrating Flexibility and Responsiveness

What I learned about teaching/learning from this experience
Through this experience, I learned that it is necessary to have variety in my lesson delivery. To
ensure that the message of each of my lessons hits home to each individual in my classroom, I
must create lessons that actively involve each student. I believe that these activities were a great
way of getting each student involved while encouraging these individuals to use their critical
thinking skills.

What I learned about myself as a prospective educator as a result of this experience

As a result of this experience, I have learned just how significant it is to have a variety of
instructional strategies so that I can encourage my students development of critical thinking and
problem solving skills. Also, I learned how to prepare for a variety of responses to these types of
lessons/tests since I will always be working with diverse learners in my classroom.