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Standard 3 - Planning for Differentiated Instruction - The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
Needs and Wants Economy Lesson Plan Marissa Eckert Student Teaching.pdfDescription of Artifact: This is a social studies lesson on economic needs and wants. I taught this lesson during my student teaching experience. This lesson was part of a mini unit on the economy.
Connection to Standard: My lesson on economic needs and wants connects to Standard 3 Performance Indicator 3K) "incorporates experiences into instructional practices that relate to a student's current life experiences and to future life experiences." The guided practice activity that I created related to students' personal interests, as well as future experiences that they will have. I assigned each team of students a realistic job role, and they had to collaborate in order to develop lists of what their needs and wants would be in that job role. Then, students thought about how they would plan to obtain those needs and wants. This was a realistic activity that prepared students to make these important decisions in the future.
What I Learned from this Artifact: I learned to create realistic activities that challenge students to apply the concepts they are learning to real scenarios that they could potentially experience in the future. Additionally, I had learned about my students' interests earlier in the semester, and I assigned each team a job role that was relevant to their personal interests in order to make the guided practice activity as meaningful as possible.
Description of Artifact: Attached here is a picture of money manipulatives, which I used during my student teaching experience to teach my fourth-grade students about fraction decimals. Students worked in teams and shared the money manipulatives as they utilized these materials to explore concepts, work out problems, and practice real-world scenarios involving money.
Connection to Standard: The use of money manipulatives connects to Standard 3 Knowledge Indicator 3C) "understands cultural, linguistic, cognitive, physical, and social and emotional differences, and considers the needs of each student when planning instruction." Money manipulatives provide visual learners with a realistic visual representation of decimals that they can apply to their lives. Below level students can continuously refer to the money manipulatives to aid them in their comprehension. For students who may not understand what money is, I introduced the concept of money and explained the value of different pieces of money to the class before beginning to teach lessons on fraction decimals in order to ensure that all of the students had schema.
What I Learned from this Artifact: I learned that students benefit from utilizing money manipulatives in math. Many students had prior experiences with spending money, and I learned that students who did not have schema quickly comprehended the concept with additional explanations while working in teams. These materials were helpful to all of the students in the class. Additionally, I learned that assigning the students to share the money manipulatives with their teams and collaborate to solve real-world problems utilizing these materials was an effective approach.
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