• Indicator 1: Effectively develop curriculum and plan instruction utilizing state and national standards that critically examine the discipline's central concepts, tools of inquiry, and structures to make learning meaningful for students.

Artifact 6 was created during my CIME 670 course. It includes a lesson plan designed to integrate mathematics into another subject area. For the lesson plan, I provided the state standards, student-orientated objectives, rationale for the lesson, goals, and more. The lesson ties into a science lesson on polar bears and climate change, an issue that is meaningful to many students.

Although artifact 7, linked below, was not developed for an assignment, I created it as a unit plan for my direct high school science class while enrolled in Marshall's MA program using combined elements from various courses I have taken. The class is a mixture of special education students in grades 9-12. We study different topics, from Earth and Space Science to environmental, biology, and forensic science. We are currently working on ecosystems and food chains. This unit plan was developed using the knowledge I gained while working on my master’s degree at Marshall. I planned instruction based on West Virginia state high school environmental science standards. The unit plan is developed to explain central concepts using various teaching methods, such as direct instruction, guided notes, hands-on activities, and games such as bingo. The unit moves slower, building on prior knowledge to help students fully comprehend the material before moving forward.

Artifact 6 -Lesson Plan Format for Integrating Mathematics with Other Content Area(s)

Artifact 7 -Ecosystems Unit Plan

• Indicator 2: Implementing instruction that appraises differences in learning, creates instructional opportunities adapted to diverse learners, and equips students with 21st-century skills.

The artifact linked below, Gardner's Multiple Intelligences Activity, was completed for my CIME 670 course. In it, I have developed assignments/activities suited for different types of intelligences. For verbal/linguistic learners, this includes solving word problems with missing variables, while journal entries for intrapersonal learners have been planned around various state standards and highlight techniques best suited for each type of intelligence.

Artifact 8 -Gardner's Multiple Intelligences Activity 

• Indicator 3: Examines and implements a variety of formative and summative assessments of learners and supports continuous intellectual, social, emotional, and physical development.

My Formative Assessments Assignment written for my CIME 670 course, linked below, examines various formative assessments that can be used to gauge student comprehension and development. I have also listed examples for each type of assessment.

In my Ecosystems Unit Plan listed above, I included various assessment plans in my overall unit. Students will complete worksheets and online assignments to gauge their understanding of the material as we learn new terms and concepts. I also designed verbal vocabulary reviews to ensure they fully understand and can recall the meaning of key terms. Hands-on activities like creating a food web and building a food chain allow students to demonstrate what they have learned. At the end of the unit, students will complete a summative assessment to evaluate the effectiveness of the unit plan and the student’s growth.

Artifact 6, also linked above, includes both summative and formative assessments. For example, classroom discussion can be an excellent formal assessment to show students' understanding of the material and their social/emotional growth and development. Speaking in front of others can be difficult for many students. Informal classroom discussion can prompt them to talk in front of others without fear of being incorrect.

Artifact 9 - Formative Assessments Assignment