Standard3.b.

Artifact#1Reflection
MyfirstartifactisfromthefieldworkIdidforESC725,TeachingGrammar.I
observeda7thgradescienceclassinwhichtheteacherinstructedthestudentsonthe
elementsofalinegraphandhowtochartinformation.Theteacherexplainedthat
scientistsneedtomakesenseofthedatatheycollect,andonewaytodothatisthrough
plottingtheonalinegraph.Sheexplainedthatalinegraphisadrawingthatrepresents
therelationshipbetweentwosetsofdata.Onesetofdataisrepresentedonaverticalaxis
(y),theotheronahorizontalaxis(x).Theyaxisistheaxisthatwillincludedataofa
dependentvariablesetwhilethexaxiswillincludedatathatisconsideredfroman
independentvariableset.Theclasshadalreadylearnedthedifferencebetween
dependentandindependentvariablesinpreviouslessons.Thestudentswerethenasked
tochart5daysofweathertemperatures.
Ihadcommunicatedwiththeteacherpreviouslyaboutthelessonandshetoldmethat
theconcepts/termsthatweremostcommonlymisunderstoodhadtodowithorderingthe
dataonthechart.Myrolewastomaketheacademiclanguagemoreaccessibletothe
ELLs,whowereintheEnteringandEmergingstagesofEnglishlanguageproficiency
accordingtotheNewLanguageArtsProgressions.Eachnumberinthedatahadtobe
arrangedinascending/chronologicalorder,soIcreatedavisualtohelptheELLs
rememberthemeaningoftheseterms.
Thisvisualrelatestothestandardbyhelpingthestudentsinaccessingthecore
curriculumbyteachinglanguagethroughacademiccontent,inthiscaselinegraphsas
theypertaintoscienceexperiments.Itaddressestheideaoflanguageandcontentas
jointmeanstoachieveELLsacademicandlanguagedevelopmentgoals.Furthermore,

thevisualwasprovidedtodevelopvocabularyincontextwithunittheywerestudying
inscienceclass.IfIweretorevisethisvisual,Iwouldaddthedependentand
independentvariablesaswellasanimagethatshowsthat1squareequals1unit.That
wasanotherconceptthestudentswereconfusedabout,thatwaskeytoplottingaline
graph.
Standard3.b.Artifact#2Reflection
ThesecondartifactisaliteraturereviewwrittenforESC760,SecondLanguage
Acquisition.Itexaminesscholarlypapersthatresearchhowgroupworkaffectssecond
languageacquisition.
ItaddressesPrinciple#5ofthestandardbydiscussinghowthesocialassistance
inherentingroupworkcanaidlanguagelearning.Italsoexplainstechniquesfor
managingpeerwork(includingdyadsandlargerconfigurations)soitisactiveand
effectiveintheclassroom.Principle#5states:Theteacherusesanunderstandingof
individualandgroupmotivationandbehaviortocreatealearningenvironmentthat
encouragespositivesocialinteraction,activeengagementinlearning,andself
motivation.Thepaperexploreshowgroupworkhelpstoencourageandmotivate
studentsaswellashowitcanhavetheoppositeeffectonsomelearners.
By addressing Vygotskys Zone of Proximal Development (ZPD),
the paper shows further application of principle #5. The gap between
a learners current knowledge and their future knowledge is bridged by
interaction with others. Group work can be used more purposely and
effectively by understanding these ideas.