Artifact Reflection Title: 8th Grade Lesson Plan Date: Fall 2013 Artifact Description: My artifact for this

experience is a lesson that I was able to teach for an 8th grade Mathematics classroom. Continuing on with previous lessons from my cooperating teacher, I reviewed the subject, found examples and worked through Scientific notation and figured out the rules. My cooperating teacher was absent and it was my job to fill in, with the assistance of the substitute teacher, to teach in his absence. This was the first time I had the lead in the classroom and taught the whole lesson and learned a lot about how to approach students while teaching. Alignment Reflection: Wisconsin Teacher Standard Alignment This experience best aligns with standard four of the Wisconsin Teacher Development and Licensure Standard which states: Standard 4 Instructional Strategies. The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage childrens development of critical thinking, problem solving, and performance skills. This best aligns with standard four because of how the students were able to think visually. They were given pictures and needed to match them with the appropriate scientific notation given. Many students learn best though visually seeing the problems and how they work throughout the lesson. The mathematics lesson was out of the 8th grade math book which can be seen online through the big ideas website. The students had just finished learning about exponents and this was a review on scientific notation that had been introduced the previous
Perkins, D. (1992). Smart Schools. New York: Free Press.

year. Having the previous knowledge I know that I had to access the students needs. They need to know the basic rules, put scientific notation into standard form, and then use scientific notation in expressions. The visual comparison of scientific notation in a real world setting done at the beginning of the lesson, we then learned the scientific notation rules and did practice problems. The students needed to think critically and match the appropriate scientific notation to the picture. The problems demonstrated how to put numbers in scientific notation and back into standard form. Modeling the procedure learned from the lesson. I also went over the difference of positive and negative notation and what it means. Doing practice problems encouraged students to use critical thinking to learn the key ideas and see them demonstrated. Noted in Smart Schools, Learning is a consequence of thinking. Retention, understanding, and the active use of knowledge can be brought about only by learning experiences in which learners think about and think with what they are learning (Perkins, 1992, p.8). If students struggled there were extra problems we could go through as a class. Since the lesson was out of their book the students could follow along and could pay attention instead of taking notes the whole time or the use of technology allows them to look over textbook online as well. When the students demonstrated a good understanding of the examples and the practice problems I gave the assignment to the class with plenty of work time to finish. Then I went around answering questions and figuring out if students really grasped the lesson and what to go over again for the next day. The instructional strategy that best fits this lesson was Direct- Instruction. I started the lesson with an introduction and a review because they had been exposed to scientific notation in the past. I explained the rules and demonstrated the use of scientific notation and how it is used. I then guided the class through example problems through the online textbook that they could
Perkins, D. (1992). Smart Schools. New York: Free Press.

follow along in their own book. Then I gave the class problems to work on and if necessary to finish at home giving them independent practice. During the guided practice students must use problem solving skills in order to solve word problems with scientific notation. This strategy fits best because it allows me to review and provides me with feedback in how the students are doing grasping the content and whether or not need additional time on this lesson, assessing their performance skills on scientific notation. UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment: This experience best aligns with KSD1.b. of the UW-Platteville School of Education Knowledge, Skill, and Disposition Statements Alignment, which states: The candidate displays knowledge of the typical developmental characteristics, learning styles, skills, interests, developmental backgrounds, and cultural heritages of students and is always aware of the broad ranges and variety present for each of these student characteristics and lifestyles. Students learn through different learning styles whether they are visual, auditory, or kinesthetic. I need to make sure my lessons can demonstrate multiple ways of learning for students. By having pictures to illustrate scientific notation, a lecture style helps those students who are auditory learners, and for those students who are hand-on, kinesthetic, by actually doing the problems would help them. For future lessons I can have them match pictures to the appropriate scientific notation to further help the kinesthetic learners. By having real world examples I relate to students through their individual interests and experience.

Secondary UW-Platteville KSD Alignments: KSD2.b: Establishes a Culture for Learning

Perkins, D. (1992). Smart Schools. New York: Free Press.

Reflection: What I learned about teaching/learning from this experience: I learned the importance of technology in the classroom and using real life examples. Not every student learns well from a general lecture lesson. By having visual, auditory, and an interactive lesson I am more likely to reach every student. I also learned the importance of giving students time to finish the homework in class. It gives them the chance to ask any questions and it is more likely they can get it done; they can even ask people around them and compare answers. Even when students get off task I need to remember to retain a positive learning environment and get them back involved by getting them engaged in the lesson.

What I learned about myself as a prospective educator as a result from the experience/artifact: Having this lesson on Scientific Notation be my first lesson of a class, I was really surprised by the experience. Even though my cooperating teacher was gone its difficult coming into a class that isnt really mine and teaching a lesson that was set aside for me. This is what a substitute teacher goes through. I also learned the importance of checking the technology needed for the lesson before class to avoid loss of work time after the lesson. As a prospective educator having descriptive lessons plans and a planned day goes a long way including the procedures or using multiple instructional strategies. Connections between lessons, in this case from a previous year, really help students learn. For future lessons I will continue to strive to reach as many students as possible through lessons and make connections. In order to help students use more critical thinking, and problem solving skills would be to make a smart board lesson matching
Perkins, D. (1992). Smart Schools. New York: Free Press.

pictures to their scientific notation and standard forms for more guided practice. That would also allow kinesthetic learners more of a hand-on approach.

Perkins, D. (1992). Smart Schools. New York: Free Press.