Date Created: April 17th, 2017

Date Submitted: Spring 2017

Title of Artifact: Observation 6: Math/Science
New Jersey Professional Standards for Teachers: Standard Six Assessment

I am placing my artifact, Observation 6: Math/Science, under Standard Six Assessment as

evidence of continued mastery of the multiple methods to assess students progression. This
observation proves effective authentic assessment through evaluation of students classwork.
Within this math and science lesson, students were able to monitor their own knowledge by
reviewing and evaluating their own work. Students were also able to work with their classmates,
which allowed them to critique and support one another if needed. I had the ability to observe
several ways to differentiate lessons to reach all student capabilities. By assessing students
classwork, I am able to authentically monitor students progression.

References:
New Jersey Professional Standards for Teachers. (2014, August 4). Retrieved from
http://www.state.nj.us/education/code/current/title6a/chap9.pdf
I. Observation:
Science/Math
II. Grade:
Second
III. Students:
20 Students (11 Boys, 9 Girls)
IV. Setting:
Push-In/Integration in regular education 2nd Grade classroom
V. Pre-Observation:
Prior to completing this observation, I knew that it would be difficult to observe a

science lesson because the teacher I observed is a special education teacher.

Therefore; her schedule and plans did not pertain to certain subject areas or lessons.

The research I did beforehand was to better understand how to integrate different

subjects into one lesson plan. I felt as if this was crucial to study because the most

effective lessons include multiple concepts. I found an article titled Integrating

Teaching, Learning and Action Research: Enhancing Instruction in the K-12

Classroom. The authors Stringer et al. (2010), explain, lesson plans should

incorporate learning processes that enable students to acquire the different forms of

knowledge and cognitive skills required to attain the standards on which a lesson

focuses. These more sophisticated processes of learning provide students with the

means to acquire the comprehensive body of knowledge and skills that will enable

them to navigate the increasingly complex social worlds they face in this 21st century,

(p. 74). Therefore, lessons should be well planned and must be backed with research
 and theory in order to effectively provide learners with a wide-range of experiences

and knowledge.
VI. Data:
During this lesson, the class was taught about measurement. They discussed different

units of measurement and tools/materials used to measure different items. After the

mainstream teacher had explained some background information she gave her

students rulers and scales and instructed the class to find five different items around

the classroom to measure and weigh. She allowed the class 10 minutes to walk

around freely and record their answers with units on a sheet of paper.
VII. Analysis:
When explaining the lesson on measurement the mainstream teacher used multiple

examples related to the class real-world experiences. An example she gave for

measuring weight is when adults use a scale at the grocery store to weigh their

produce. I thought this was an effective way to grab the students attention and allow

them to have a greater understanding of the concepts behind measuring. Something I

recognized is that the mainstream teacher often allowed the students to work together

and explore the classroom with one another. I thought this was a great way for

students to help each other and gain different perspectives in their learning process.
VIII. Recommendations:
Something I would recommend for this teacher is to spend more time on new units. I

feel as if students are more immersed in their education it will feel more like play to

them rather than work. A suggestion to engage students more in the lesson could be to

bring in materials that allow students to feel like scientists and mathematicians.

Providing students with lab coats, goggles and clipboards, etc. would give their

learning more purpose. According to Stringer et al. (2010), Through repeated

experience, children are able to fit new concepts into their mental maps and assimilate
 them into their cognitive structures. Children are also able to accommodate new or

different experiences by altering their cognitive structure to accommodate the new

conditions, (p. 18). Spending more time on a unit such as this math/science lesson

would allow the students to grasp and retain the concepts more effectively.
IX. Post-Observation:
Although this lesson mainly incorporated math, it did include some scientific terms

and processes. I felt as if it was an effective way to incorporate different concepts into

one lesson. Students seemed to understand the information being taught and they did

a great job helping each other and checking their work. This lesson also allowed the

mainstream teacher to evaluate her students and their work to see if they were

grasping the concept properly. By having the students write their answers down on

paper it gives the teacher evidence of what the class generally understands or maybe

needs more time to work on.

X. Citations:
Stringer, E. T., Christensen, L. M., & Baldwin, S. C. (2010). Integrating Teaching,

Learning, and Action Research : Enhancing Instruction in the K-12

Classroom. Thousand Oaks, Calif: SAGE Publications, Inc.