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Standard Three: Rationale Reflection

Artifacts: Impact on Student Learning Project; Civil War


Interdisciplinary Unit; Martin Luther King Jr. Autobiographical
StoryJumper
Topic/Title: Courage Unit Research Project; Interdisciplinary Unit with
Social Studies, Language Arts, and Science; Civil Rights Leader
Autobiography
Medium: Google Docs, Microsoft Word, Prezi, StoryJumper
Technology Used: Microsoft word, Internet, Promethean Board,
Library Databases
I chose three projects from my middle grades education courses
to demonstrate my proficiency in Standard Three: Middle Grades
Curriculum, Instruction, and Assessment. I completed my Courage
Research Unit Impact on Student Learning Project (ISLP) during my
student teaching in 6th grade advanced placement language arts. For
this project, I developed a research project for a unit which included:
lesson plans, formative and summative assessments, and a thorough
analysis of student work. I used the data collected from assessments to
determine my students growth and an evaluation of my own
performance. The interdisciplinary unit was completed in conjunction
with three other middle grades teacher candidates. Each of us chose at
least one of our content areas to create lesson plan sequences based
on the American Civil War. My portion of the unit focused on language
arts, and I included a reading guide for Uncle Toms Cabin and other
analyses of literary works during the era. Lastly, I created a visual aid

to represent Dr. Martin Luther Kings life using StoryJumper.com. This is


a creative way to engage learners in teaching the Civil Rights Era and
Dr. Kings background.
Each of these three projects demonstrates my ability to
understand and apply relevant middle grades concepts and instruction
in my lesson plans. They also show my ability to utilize effective
assessment strategies that are both developmentally responsive and
age appropriate for a variety of middle grades learners. Both the Civil
War interdisciplinary unit and the Martin Luther King story book puts on
display my ability to work collaboratively with my fellow teacher
candidates on a variety of topics that sought to make cross-curricular
connections to ensure our students received the most developmentally
responsive and relevant instructional materials possible. In addition, all
three of these projects incorporated technology alongside researchbased teaching strategies to ensure students received an engaging
education that works in conjunction with state standards. With the
ISLP, I was able to incorporate my content knowledge with my
knowledge of the students to make the best instructional decision
based on their interests, learning styles, etc. This knowledge provided
me with the opportunity to explore concepts that my students found
interesting and relevant while reflecting on my pedagogy, all of which
feed into my proficiency in Standard Three.

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