Running head: ARTIFACT AND REFLECTION: INTASC STANDARD 9

Artifact and Reflection: INTASC Standard 9

Camryn Huffman

Ivy Tech Community College

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Artifact and Reflection: INTASC Standard 9

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Observation 4: Observe an Entire Lesson

1. Provide a brief summary of the lesson taught.

In this observation, my teacher taught the children the letter m. First, she started

by asking the children what sound the letter m made, since most of the children knew this

already. Once they correctly answered, Mrs. Feaster moved on. She then asked the children

to name words that started with m. All of the children, as with every lesson, raised their

hands eagerly in the air. They gave many examples. The children then learned how to write

the letter, and they were given a word to write that started with it. In this case the word was

mom. The children all did a very good job listening and then portraying what they

learned.

2. Describe how the teacher initiates the lesson. How does it begin and how does it end. Describe how the

teacher gained and maintained student attention. What happened when a student was

off-task? Give specific details.

The teacher usually starts with what the children already know. In this case,

they knew the sound of the letter. The teacher gained and kept their attention by letting

them participate. She asked them to provide examples instead of doing it herself. They

were then given more of a hands-on activity to end the lesson. If a student got off-task, it

only took one time for Mrs. Feaster to get their attention back. The students really respect

her.

3. Describe the teaching strategies used by the teacher (cooperative learning, discussion,

experiential learning, lecture, problem-based learning, case study, simulation,

modeling, demonstration, brainstorming, jigsaw, etc.). How did the teacher use the

strategies to engage the students in higher-order thinking skills? Be specific (review

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Blooms Taxonomy, if necessary).

I think Mrs. Feaster started with brainstorming. She asked the kids a question and

they all came up with ideas. She then transferred to experimental learning. She allowed for

the kids to try it themselves.

4. Describe how the students were recognized for correct responses to questions? Were

the questions structured so that they mainly encouraged convergent (one correct

answer) or divergent (many acceptable answers) thinking? How did the teacher respond

to incorrect or inappropriate responses from students?

Mrs. Feaster has many ways of rewarding kids for being correct. She will simply

give them verbal praise, or she will give them a point on a program they use on the

computer. The answers were divergent because there were many acceptable answers. When

a student answered incorrectly, she just said, Nice try, or something of that sort.

5. Describe how the students were organized for instruction-individually, small-group,

whole-group? Were different organizational structures used at different times? Why?

Could the lesson have been improved by utilizing a different organizational structure?
At first, the kids were learning as a whole group. This was when they were

brainstorming. They were then moved into small-groups for the hands-on activity. She

organized it this way because she knows that her students learn at different paces. I think

her organizational structure was perfect for this activity.

6. Describe the types of materials used for instruction and the distribution and collection

process. Describe any additional materials such as technology and/or audio-visual

equipment that were used during instruction and tell how they facilitated learning. If

none were used, explain how additional materials could have been used to improve the

lesson.
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She used her smart board at first, to write down some of the words the kids were

saying. She had a monkey under the letter on the alphabet. She used papers for them to

practice on. She then had them turn the papers in themselves
7. Describe how the teacher met the needs of diverse learners (students with special needs,

students with language barriers, students with different learning styles, students with

different experiential backgrounds, etc.). Was an individualized approach used for

academic work? Were the children taught at their developmental levels, or all

expected to accomplish the same task?

She was a little more understanding with one little girl who cannot speak as well

as the other students. With one of the boys, with autism, she gives him harder lessons

because he has a higher reading level. They were not all expected to do the same thing. I

like that aspect of the classroom I am in.

8. Describe the assessment techniques used by the teacher before, during, and after the

lesson. How was prior knowledge assessed? How did the teacher check for

understanding during the lesson? What type of assessment did the teacher use (or plan

to use later) to assess the extent to which the children mastered the concept(s) taught?

Give specific examples.

On Fridays, Mrs. Feaster tests all the students on their sounds and their alphabet.

The paper after they broke into groups was also a type of assessment. She keeps track of

what letters they improve on every week. She also informs the parents on what they are

struggling on so that they can practice.

9. What were the students expected to do after their task is finished? How was academic

feedback provided to the students?

After the kids are finished, they have a couple of things to do. First, complete

their paper. They then have to turn it in to the tray. After that, if nothing else is planned,

they can read a book of the carpet. Most of the time, the kids want to show Mrs. Feaster
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their work, but other than that, they are just supposed to know what to do next.

10. Describe how the teachers instruction and the tasks assigned reinforced students

understanding of the purpose for what they were learning and its connection to the

world beyond the classroom. If not evident, how could the teacher have accomplished

these?
The teachers instruction was very helpful. When the kids named examples

themselves, it helped them to make connections. She gets them active and has them

repeat things along with her. I think the kids really comprehended what she was teaching

them.

Reflection
The artifacts I have provided above relate to the observation hours I completed while

taking the course Introduction to Teaching, which is Education 101. Within this course, the

students had to do twenty hours of observation in a classroom. The artifacts above include my

daily log for my service learning, and also one of the observations I did along the way. The

service learning hours that I completed meet INTASC Standard 9 and the observation I also

included provide evidence for what I learned from the experience. This experience also allowed

me to make goals for myself to be completed in my future educational teaching career.

I chose to do my twenty observation hours at Linton-Stockton Elementary School in my

hometown of Linton. I wanted to complete my hours in a kindergarten class, for that is the grade

I wish to teach in. I chose Mrs. Feaster because although she wasnt new to teaching, she was
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new to teaching kindergarten. I thought it useful, being new to education myself, to observe a

teacher who was also relatively new. She also has her degree in Special Education, which I am

also interested in obtaining a degree in. She had some special education students in her

classroom and I really wanted experience in how a teacher adapts to that. Observing Mrs. Feaster

allowed me to decide exactly the type of teacher I want to be. She was very loving and caring

towards the children, but also strict enough that they did not challenge her authority. I hope, like

Mrs. Feaster, to provide the love and care that certain student may need while also advancing

their intelligence and teaching them new life skills. The observation above explains how Mrs.

Feaster ran her lessons to benefit everyone in the class. The activities she provided allowed

individualization, which I support and hope to also incorporate in my classroom. The artifacts I

provided cannot thoroughly express all I learned from Mrs. Feaster, but I know I will be a better

teacher with this experience.

The artifact meets INTASC Standard 9 simply because the experience enhanced my

professional ability. In this experience, I also got to practice my abilities as a teacher. Since it

was my first experience in a classroom, it made the decision for me whether I had chosen the

right career for myself. With this decision, I also gained tremendous insight to how a classroom

operates. Because of my gains during this experience, my professional ability strengthened.

Knowledge of learning can be a very complex topic. This knowledge starts with hands-on

experience in the classroom; through which I gained through my service leaning experience. I

have many goals for myself moving on. One professional learning goal I have is how to link a

childs individualization to the curriculum required by the school. To achieve this goal, I must

continue to be in the classroom. The more experience I gain in the heart of it all, the more

knowledge I will acquire in order to achieve my goal.

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