Artifact : Artifact For Licensure Competency

of backgrounds and teaching staff are expected to show that they value this diversity and as a

Another challenge educator’s encounter is the cultural gap that is between students and teachers. It is important for educators to understand that some culturally diverse children may need things explained to them in a different way for them to gain an understanding.

Students from various racial and ethnic backgrounds bring different learning experiences, interactions skills, values, languages, culture etc into the classroom learning situation. For example, I am African and my learning experiences are very different from those that are here. Students from different ethnic backgrounds share their language or vernacular in the classroom

Cultural differences pose several barriers for students and may impair their opportunity to learn. These barriers are created by differences in language expression, communication style, preferred learning style, gender-role customs and behaviors, and limited parental involvement due to these cultural or socioeconomic barriers

When I was gaining my Bachelor’s Degree, the key statement throughout my journey through the education program was “I will continue to be a lifelong learner.” As I finalized this program I have reached this goal, and this will continue throughout my journey as a teacher as I become involved with more and more school and district based county activities through which I can use the theories, methods, and strategies I have learned throughout this program. In general, it is best, as Goldhammer (69) stresses, to avoid critical dissection of teaching. Too much criticism and

A differentiated unit that incorporates a range of pedagogical strategies to engage a range of diverse learners

My students will be facing a person who inspires and encourages them to strive for greatness, live to their fullest potential and see the best in themselves. Students learn through me, through my commitment to excellence and through my ability to make them realize their own personal growth. I will be there for my students willing to give them advice and guidance. I also gained relevant knowledge when working on this artifact; now I feel myself more skilled to help my students develop a love of learning and become lifelong learners as well as understand themselves and those around them. I have also realized that much of what students learn from us, the teachers, is not detailed on a syllabus; we are who help them grow as responsible people, acquire talents they bring with them to school, and develop new, necessary skills and abilities to be successful in school and in

3. Describe how your instruction linked students’ prior academic learning and personal, cultural, and community assets with new learning.

1.11 Create a learning environment in which the diversity of groups and the uniqueness of individuals are recognized and

Within the Inspiring Education document, the vision for core competencies in 21st century learning requires a “shift away from traditional dissemination of information and re-call of facts” (Alberta Education, 2010) and instead focuses on student centered learning models of inquiry and discovery. This shift in educational practice requires students to acquire new abilities and focus on “higher-order thinking skills, deeper learning outcomes, and complex thinking and communication skills” (Saavedra, 2012) and involves teachers creating appropriate instructional and assessment practices.

While I may not be majoring or minoring in Integrated Educational Studies at Chapman University, I consider the subject matter taught in IES courses to be both very interesting and incredibly important on both societal and personal levels. For these reasons, I am currently enrolled in IES-300: Valuing Difference in American Society during the 2016 Summer Semester. This is the second Integrated Educational Studies course I have taken at Chapman—I was enrolled in IES-102: Social Constructions of Difference during the 2015 Summer Session—and as Summer Session I approaches its halfway point, I can say that the subject matter taught in Valuing Difference in American Society manages to be just as informative and thought provoking for me.

This artifact addresses the standards of content/subject matter, diverse learners, instructional strategies, and methods of teaching in several different ways. The artifact deals with the content of 8th grade math, in this particular artifact it deals with slope, proportionality, and slope intercept form. With using these concepts, I used a variety of strategies including creative thinking and problem solving to make questions. I was also able to create opportunities for diverse learners in this lesson with the strategies and methods of the 8th grade math content. When creating this lesson it was not my goal to interconnect these four standards, it was after reflecting on the lesson that I observed I connected these four standards in my lesson

To teach, lead and create one must deconstruct their tapestry of values, perceptions, meanings that make up their perceptions. Studying each thread, appreciating the colors, thickness, and textures, they organize and reorganize the pieces; examining the

The purpose of the cultural artifact is to demonstrate good communication skills and work on ways to perfect it. After my speech is a way for me to reflect upon my progress of public communication by getting feedback from my audience or classmates on area that I may need to improve up on. However being that this is my seconded speech, there were some strong points as well as weak points about my speech that I need to work on to improving my speech.

The first artifact is an algebra unit test. The objective of the test was to demonstrate understanding of basic trigonometry concepts. For the exam, we had to memorize numerous formulas and apply them to various questions. By doing this, I developed stronger problem solving skills. I did well with understanding difficult questions, and the way to approach them. I need to improve on checking for mistakes more efficiently. In the future, I can apply these skills into my own life, because it taught me how to have more creative solutions to challenging tasks. Problem solving skills are important to have when going into higher education, and applying to future jobs.