Professional Documents
Culture Documents
Artifact number: 1
Course number and name: MAT 728 Engaging Learners with Brain Compatible Teaching
Professional Outcomes
1. Teacher will use music to aid in the memorization of multiplication facts.
Success Criterion: Teacher will purchase the program Smart Shorties. Teacher will teach the
lyrics and participate in the singing of the program. Teacher will also create assessment (verbal
and written) opportunities to assess learning.
2. Teacher will set up real world situations for students to practice/extend learning.
Success Criterion: Teacher will participate and evaluate through observation students abilities to
use learning from outcome 1.
Learner Outcomes
1. Students will use song lyrics/melody to learn multiplication facts.
Success Criterion: Students will actively participate in Smart Shorties program.
2. Students will be able to recite multiplication facts from memory on-demand as well as in real
world situations (i.e. games, problem solving, etc.)
Success Criterion: 4 of 4 students will be able to successfully recite via written as well as verbal
3’s multiples. (If time, they will also be able to recite 4’s multiples.
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:
• Student participation due to absences and/or behavioral concerns was very high. The
program was implemented for 12 days. The % of participation is as follows:
• Most of the students enjoyed the music. Samples of the program can be found at the
following website: Smart Shorties Sample (Amazon)
• All of the students struggled with the lyrics.
Research Quotes
• “learning is more meaningful when students are given the opportunity to play with, apply,
manipulate, and assimilate new ideas into their own schema.” (Nunley, 2004).
• “help students retain more information and provide them with multiple modes or information
retrieval.” (Brewer).
• “…students are expected to master basic multiplication facts. In order to conquer higher
order mathematical problem solving, these basic facts should be recalled automatically
(Caron, 2007; Woodward, 2006; Lerner, 2003).
• “Our brains are structured to remember novel events are unexpected.” (Willis, 2006).
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 and
systematically to monitor and promote learning.
Candidates demonstrate the ability to be reflective practitioners by
identifying a problem, examining research, advocating solutions, implementing a
plan, and measuring and evaluating outcomes.
Connection:
This artifact allowed me to evaluate and monitor student participation which relates to the
learning that occurred. I was able to reflect on the data and use that to plan effective
lessons to assist the needs of my students. It also allowed me to keep quick notes on
what 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 participation on a daily basis.
I was able to document and determine if re-teaching would be necessary
due to absences and/or behavioral concerns. Doing this, allowed me to
analyze the program. If the student was not successful, was it due to not
understanding the program or simply because the student was not present
to learn the songs/retain the content.
References
Brewer, C. (n.d.). Music Memory Activities. Retrieved October 17, 2009, from
http://www.songsforteaching.com/brewer/memory.htm
Bruer, J. (1997). Education and the brain: a bridge too far. Educational Researcher, 28(8), 4-16.
http://brainconnection.positscience.com/topics/?main=fa/brain-based
http://brainconnection.positscience.com/topics/?main=fa/brain-based
http://www.pdkintl.org/kappan/k_v89/k0802jen.htm
Jensen, E. P. (2008). Brain-Based Learning: The New Paradigm of Teaching. Thousand Oaks,
Kathie. (n.d.). Dr. Kathie Nunley's Layered Curriculum Web Site for Educators. Retrieved
Nunley, K. F. (n.d.). Dr. Kathie Nunley's Layered Curriculum Web Site for Educators. Retrieved
Nunley, K. F. (n.d.). Dr. Kathie Nunley's Layered Curriculum Web Site for Educators. Retrieved
Nunley, K. F. (n.d.). Dr. Kathie Nunley's Layered Curriculum Web Site for Educators. Retrieved
September 19, 2009, from http://help4teachers.com/punishment.htm
Nunley, K. F. (n.d.). Dr. Kathie Nunley's Layered Curriculum Web Site for Educators. Retrieved
Neurologist and Classroom Teacher. Alexandria, VA: Association For Supervision &
Curriculum Deve.