ARTIFACT REFLECTION SHEET

NAME: Rose Wagner

DATE: 4/25/2013

MAJOR: Elementary Education K-8

ARTIFACT TITLE: Learn a Round, or Friendship Dance
RELATED COURSE & INSTRUCTOR:
EDU 315-Integrating Indian Education for All across the Curriculum
Stacey Dolezal
RELATED COURSE OBJECTIVE(S):
Teacher candidates will demonstrate an understanding of interdisciplinary strategies with Indian Education for
All that adhere to state and federal standards.
Teacher candidates will be able to move from theory to practice by reviewing and applying content area
teaching strategies, and understanding the implications of the impact environment, culture, linguistic, socioeconomic (concentrated intergenerational poverty), exceptionalities, gender, and such initiatives as No Child
Left Behind, as well as Indian Education for All (Montana) have on learning.
Teacher candidates will demonstrate the ability to develop data collection processes and observation
techniques, display and communicate data, and use data for decision-making regarding instruction to help close
the achievement gap.
Teacher candidates will be able to select, develop, use and evaluate a variety of materials, curricula, and lesson,
unit, and long-term plans for meeting the needs of a variety of students.
Teacher candidates will explore, develop, and use advanced instructional strategies, materials, technologies,
and activities to promote interdisciplinary instruction across the curriculum.
Teacher candidates will become familiar with the nature and influence of family, community, society, and
culture on children and how these topics may be integrated to enhance student development.
RELATED INTASC STANDARD(S):
Principle 1 Teacher candidates understand the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter
meaningful to students.
Principle 2 Teacher candidates understand how children learn and develop, and can provide learning
opportunities that support their intellectual, social, and personal development.
Principle 3 Teacher candidates understand how students differ in their approaches to learning and create
instructional opportunities that are adapted to diverse learners.
IN THE SPACE BELOW, DESCRIBE THE ARTIFACT AND HOW IT RELATES TO THE
CONCEPTUAL FRAMEWORK OF THE EDUCATION PROGRAM:
The lesson was on powwows and more specifically the Friendship Dance. The content used in the lesson was
researched for accuracy and to meet state benchmarks and standards. Prior to the main activity students learned
about Montana American Indians and powwows from a book read aloud (audio learners), videos (visual
learners), and through classroom discussions (including students from all ability levels). Students were then able
to get up and do the Friendship Dance (kinesthetic learners) to traditional American Indian drumming. Last,
students were to write a reflection for what they learned from the lesson (at ability level). The content of the

lesson was to address diversity in our own state and community by learning about American Indian cultures and
traditions. The lesson also gave students a general list of powwow dos and donts so that they may feel
comfortable attending powwows and continue to learn more about local tribes in the future.

IN THE SPACE BELOW, DESCRIBE AND EXPLAIN IN WHAT WAY(S) THIS ARTIFACT
RELATES TO THE COURSE OBJECTIVE(S) YOU ALIGNED IT WITH AND HOW IT
CONTRIBUTED TO YOUR GROWING COMPETENCE IN THE EDUCATION PROGRAM:
This class has helped me to create interdisciplinary lessons. The lesson plan I chose for the artifact includes
state benchmarks and standards for reading, writing, speaking, listening, art, and social studies. The lesson also
includes four of the Essential Understandings in Indian Education for All. Before writing the lesson plan I had
to research the author of the book, the content in the book and materials used to make sure the information was
accurate and free of bias or stereotyping. I included activities in the lesson to address the three modalities for
learning and students ability level through literature, internet videos, music, discussions, reflections and if at all
possible students and families who have participated in powwows. Data is collected on all students throughout
the lesson during discussion, participation, and the final written activity. The data can be used to adjust the
lesson information during the lesson and to provide data for follow up lessons.

Artifact Reflection Rubric

CATEGORY

20

RELATED
COURSE
OBJECTIVE(S)

Student has identified Student has not

all related course
adequately identified
objectives.
all related course
objectives.

RELATED
INTASC
STANDARD(S)

Student has identified Student has not

all related INTASC
adequately identified
standards.
all related INTASC
Standards.

CONCEPTUAL
FRAMEWORK

Student has
adequately described
the connection
between the artifact
and the three threads
of the conceptual
framework.

Student has not

adequately described
the connection
between the artifact
and the three threads
of the conceptual
framework.

STUDENT
GROWTH

Student has
adequately described
and explained in
what way(s) the
artifact relates to the
course objectives
and how it
contributes to their
growing competency
in the education
program.

Student has not

adequately described
and explained in
what way(s) the
artifact relates to the
course objectives
and how it
contributes to their
growing competency
in the education
program.

INCLUSION IN
EFOLIO

YES

NO