Artifact number: 2
Title of artifact: Cereal Box Book Report *See attached Photographs, Rubric*
Course number and name: MAT 733 Research Based Teaching Strategies and Assessment
Professional Outcomes
a. Teacher will create opportunities for students to use non-linguistic activities to accompany
traditional learning so that students will comprehend a text.
Using the attached rubric I assessed student comprehension on the text. This project
allowed my students to demonstrate their understanding of the text in a non-traditional
way using several of the multiple intelligences.
b. Teacher will integrate other content areas by creating activities, projects, and assessments to
the book so that students make the text-to-self, text-to-text, and text-to-world connections.
The cereal box book report allowed students to activate prior knowledge and create a
“cereal” that would make other students to want to “eat” (read). Prior to this project, our
class had been discussing advertisements and importance was stressed on the importance
of exposure of your product. I informed students that they were using this project to
persuade students to read Dear Mr. Henshaw. This project not only connected students
to real-world opportunities, but it also connected various content areas.
Student Outcomes
a. Students will become more engaged in learning and class discussions as evidenced by
students’ participation in projects
The success rate for this project was 3/5 students with successful completion. As
students were working on this project, I circulated around the room and observed students
talking about the book and talking through which parts were most important as well as
most interesting. Students were engaged in conversation with one another about which
part of the book would make a good game for the back as well as discussing the
important parts of the text that needed to be included in the summary. During the
discussion, 2 students disagreed and started stomping on their cereal boxes and refusing
to work on the assignment and ultimately requiring physical management. Thus, my
success rate of 3 out of 5.
Research
“Teachers should continually observe learner attitudes toward reading. Negative attitudes hinder
optimal achievement in reading” (Gabl, Kaiser, Long, & Roemer 2007). This project gave my
students a reason to do the project and a reason to revisit the text.
4. Link the action research process, these results, the research you used to back your
decisions and the program and/or course outcomes.
Candidates critically reflect on ethical and moral implications of actions as
they relate to all learners.
• I reflected many times when doing this project. I found myself
struggling with wanting to stop the assignment and scrap it due to the behavior
problems of two students. I found myself thinking in relation to this MAT class
that and thought to myself that only 3 of 5 students successfully completed the
project which is only 60% - a failing grade. I then realized that my classroom is
not a traditional classroom and 3 out of 5 is an extremely good for my students. I
started looking at it from the perspective that my students deserve the chance to
participate and that they had to learn to do projects such as this to reintegrate back
into the regular program. Hopefully, by continuing projects such as this, the other
students will watch the modeling of the other students and be able to become
participants in the projects.
5. What does this artifact demonstrate about you as a teacher? Link what you found to the
NBPTS Core Propositions?
Proposition 1: Teachers are Committed to Students and Their Learning
• With the behaviors that came during this project, I found it very difficult to force
myself to keep pace and allow the rest of the students to have time to finish this
project. I was very committed to ensuring students had time to work on this
project and had to adjust our class time to offer this time due to necessary room
clears because of out-of-control behaviors by 2 of the students. I found the
experience to be extremely rewarding to my students.
Proposition 4: Teachers Think Systematically about Their Practice and Learn
from Experience.
• I learned a lot from this experience. I discovered the importance of having
everything out and ready to eliminate down/wait time of students. I have the
personality that thrives on structure and routine. Creativity is something that I
struggle with. This project has taught me to look for creative opportunity and to
ask colleagues for ideas. It has made me a better teacher and has brought a hint of
creativity in. I am still working on finding a balance of allowing students to work
creatively in groups while maintaining a level structure, which keeps students on
task. This is a challenge due to the nature of my students’ disabilities.
References
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