Lauren Grumka

Professor Suk
Education Field Experience EDUC 230-01
Spring 2016
Rational Statement for Standard Two
Standard Two: Learning Differences:
The teacher uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.
Artifact: Ice Breaker
Date of Completion: March 3, 2016
Course Completed in: Education Field Experience EDUC 230-01
Rationale Statement:
The attached artifact is a first weeks ice breaker activity to introduce the students to each
other and as a resource to practice the beginning mechanics of speaking Spanish. It is a basic
piece that can be adapted to the specific class level depending on the comprehension of the target
language. For example, if this were used for a Spanish I class the questions would be presented
as such in both English and Spanish. While they may not be able to answer in full sentences;
they could be used to spell out the answers with the letters they are learning. They are getting
their feet wet in the speaking sphere while practicing the content knowledge with material that is
relevant to themselves. In more advanced classes the English would be steadily phased out and
lengthier and more complex speaking would be incorporated. For all levels the questions about
the dream vacation would remain and will be the introduction for their yearlong research project.
All the topics will be referenced back throughout the year, but most specifically this one.
My service learning teacher has been emphasizing to make the learning experience
authentic and relevant and showed me some of her ice breakers for her middle school French
classes which influenced the development of my ice breaker, specifically for the early level
classes, as I was not sure how to incorporate the target language with students of such a low

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level. To make it as meaningful and interesting to my students as possible is something I am also

very conscious of. I tried to make the questions easy enough for those level students, but also
interesting enough to them so they are more emotionally invested in the learning process because
it is about them. I hope that this will satisfy different students needs by being not only a writing
assignment, but verbally presenting and being able to collaborate and work with their peers. As a
whole, all of the above attributes clearly support and adhere to Standard Two and several
indicators, but particularly Essential Knowledge IV, The teacher knows about second language
acquisition processes and knows how to incorporate instructional strategies and resources to
support language acquisition (NJPST, 2014, p3).
Finally on a personal level, similar to other assignments the ice breaker forced me to hone
in on what I want to cover in class, and how I could present that material. The assignment is a
good foundation to reference and build off of as the class continues. Although I want to be
interactive and fun I had to figure out how to balance that with the presentation of the content
knowledge. For me this felt like a solid collaboration between what I am learning in class, at my
service learning placement, and my own personal teaching style.

Bibliography:
New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C3.3 (effective May 5, 2014). (2014, May 5). Retrieved from
http://www.state.nj.us/education/profdev/profstand/teacherstandardscrosswalk.pdf