Artifact and Reflection Form

Name: Tiffany Embry

Artifact number: 2

Title of artifact: Student Portfolio

Course number and name: MAT 735 Meeting the Needs of Diverse Students

Type of artifact: Student Portfolio

Write a brief description of the artifact

Summative Assessment:
As the summative assessment piece, I will pull previous writing pieces from the student’s
portfolio and together, we will use the writing process to find grammatical/language errors and
correct to create a proficient portfolio piece.

Professional and/or Learner Outcomes Represented by this Artifact

Relate this artifact to your listed professional and/or learner outcomes.

Professional Outcomes
a. Teacher will become familiar with vernacular used in student’s current cultural setting.
b. Teacher will use social skills instruction to teach how to adapt language for different
audiences.

Learner Outcomes
a. Student will be able to distinguish between “home” language and academic or “school”
language.
b. Student will be able to produce a writing sample that demonstrates the ability to use proper
grammar in academic writings.

Report of Outcomes Attainment

This unit will be implemented in fall 2009. Once implemented, I will revisit to reflect on actual
findings and successes of the unit.

Reflection on the process

1. What does this artifact demonstrate as far as your learning?
 This artifact shows the outcome of the unit. It allows for me to analyze
what the student has learned by what he is able to do in making changes to his own
work using the writing process by focusing on appropriate academic language.
2. What does it represent in relation to the changes you have made in your classroom?
I will be implementing this plan in fall 2009.
3. Describe why you chose this artifact.
 I chose this artifact because it shows what the student will have learned at
the end of the unit. It will show how the student has grown in his writing and also
 show the student they he is able to code switch not only verbally but in written
expression as well.

4. Link the action research process, these results, the research you used to back your
decisions and the program and/or course outcomes.
 encouraging and modeling self-assessment;
 fostering the learning of all students;
Connection:
This unit allows for the use of constant modeling and practice. It allows for the student to
see that the way the communicate is OK, however, it also allows them to see the need to
be able to use proper academic language. This unit uses various learning styles to foster
the learning of all students. It also allows for the student to constantly see his progress,
through the portfolio piece.

5. What does this artifact demonstrate about you as a teacher? Link what you found to the
NBPTS Core Propositions?
1. Teachers are committed to students and their learning.
3. Teachers are responsible for managing and monitoring student learning.
 Taking a student through the writing process, especially students with behavior
disabilities, is one of the hardest things to do as a teacher. I have found that
students often see the process as me telling them they are “wrong” which
typically ends up in a behavior episode. It is my hope/goal that through this unit,
the student will be able to use what they have learned and look at the writing
process as a way to improve their work.
 References

Berne, J., & Clark, K. (2008, September 1). Focusing Literature Discussion Groups on
Comprehension Strategies. Reading Teacher, 62(1), 74-79.

Coppus, S. (2008, June). Ebonics: African American Vernacular English. Ebonics: African
American Vernacular English -- Research Starters Education, Retrieved June 19, 2009,
from Research Starters - Education database.

Gabl, K., Kaiser, K., Long, J., & Roemer, J. (2007, May 1). Improving Reading Comprehension
and Fluency through the Use of Guided Reading. (ERIC Document Reproduction Service
No. ED496377) Retrieved June 18, 2009, from ERIC database.

Hall, L., & Piazza, S. (2008, September 1). Critically Reading Texts: What Students Do and
How Teachers Can Help. Reading Teacher, 62(1), 32-41.

Hamilton, K. (2005, April 21). The Dialect Dilemma. Black Issues in Higher Education, 22(5),
34-36. Retrieved June 19, 2009, from Research Starters - Education database.

Kobus, T., Maxwell, L., & Provo, J. (2007, January 1). Increasing Motivation of Elementary and
Middle School Students through Positive Reinforcement, Student Self-Assessment, and
Creative Engagement.

Picower, B. (2004, September). Teaching Outside One's Race. Radical Teacher, Retrieved June
21, 2009, from Research Starters - Education database.

Salisbury, C., & Others, A. (1997, January 1). Using Action Research To Solve Instructional
Challenges in Inclusive Elementary School Settings. Education and Treatment of
Children, 20(1), 21-39.

Schoen, S., & Schoen, A. (2003, January 1). Action Research in the Classroom: Assisting a
Linguistically Different Learner with Special Needs. TEACHING Exceptional Children, \
35(3), 16-21.

Topping, K., Nixon, J., Sutherland, J., & Yarrow, F. (2000, January 1). Paired Writing: A
Framework for Effective Collaboration. Reading, 34(2), 79-89.