Title: Wisconsin Regions Lesson

Date: January 2015

Description:
This artifact is an activity I used with my students during my student
teaching. When learning about the five regions of Wisconsin in
Wisconsin History, I divided my students into five groups and gave
each group a region of Wisconsin to read about. After reading and
finding four specific pieces of information, the group then presented
what they found to the rest of the class. As a class, the students filled
out a worksheet about the five regions.
Wisconsin Teacher Standard Alignment:
I believe this experience best aligns with Standard Two: Development
The teacher understands how children with broad ranges of ability
learn and provides instruction that supports their intellectual, social,
and personal development.
This best aligns with Standard Two because during this lesson my
students were provided with instruction that allowed them to read,
write, listen, work with their peers, and talk in front of an audience.
This was all accomplished in this one activity. The students were
divided into groups of five and then given a specific article to read
about their assigned region. One student was assigned to read the
article out loud. This was done so that students with low reading skills
or with an aversion to reading out loud can listen. Once the group was
done reading, they pick out information that is pertinent to the
instructional goals that I had written out on the board. Then I asked
each group to give me the information they had found. I in turn, wrote
it on the smart board so all other groups received the same
information. The smart board writings were then saved so students
who were not able to keep up had a copy of the same information as
everyone else. Through this process, students worked intellectually by
reading and picking out information. They also worked on their social
skills by participating in the group activity and presenting their
information to me.
I am more competent now in this standard because I have learned that
students have a very broad range of abilities when it comes to
learning. Two out of my five classes are actually team taught with a
special education teacher. Through a conference with her I make sure
that all the students are receiving the information as best as they can.
This activity was a good example because it shows how students at all
levels of ability are able work through and understand information
being presented to them.

UW-Platteville Knowledge, Skill and Dispositional Statement

Alignment:
This experience best aligns with KSD2.c: Manages Classroom
Procedures - The candidate values and has the ability to manage selfmotivated students and instructional groups who are productively and
independently working at all times with classroom transitions and
routines occurring smoothly. The teacher, volunteers,
paraprofessionals and students share the responsibility for the
classroom environment.
This best aligns with KSD2.c because even though I gave the students
some structure, it was their responsibility to work productively with
their group and gather the information. Student had to be selfmotivated to complete the activity on a timely matter and to also come
up with relevant information that the rest of the class will be using to
study from for their test. This put some pressure on the activity
because if one group did poorly, the rest of the class would not receive
the information they needed. However, I did safe guard against this by
having the students present their information to me so I could either
explain it further, or prompt them to find more information. This
allowed me to make sure the students were receiving the correct
information. Also, because some of the classes are team-taught I also
share responsibility for the classroom with another teacher. We are
both responsible for making sure our students understand the
information as well as they can.
I am more competent after this experience because it has taught me
how to share my classroom with others. Before this experience I had
never had the opportunity to team teach alongside a special education
teacher. This gave me the opportunity to ask for advice, to modify
lessons, and to have the freedom to walk around and give more
individual attention to students since she was around to do the same.
This sharing of responsibility really improved my classroom procedures.
Secondary Alignment:
KS2.e Organizes Physical Space
KS3.c Engages Students in Learning
Reflection about teaching/learning:
This experience has taught me a lot about the development of
students. I created this activity to make sure the students were able to
receive the same amount of information while also allowing them to
grow and develop without strict outlines from me. This has allowed me
to take a deeper look into my lesson development to see how I can
better reach students who may not have the same ability as others. For

example in this experience I had accounted for those who cannot read
at a high level, those who have trouble speaking, and those who are
unable to write fast or well. I have discovered that making
modifications for the entire class will not only help those who are
struggling, but will also keep challenging those who are also advanced.
Reflection about myself as a prospective teacher:
What I learned about myself as a prospective teacher is that I am not
afraid to try new things. If there is a way that I may teach or instruct a
class that will better help my students then I will give it a try. Using
various instructional strategies allows my student to develop at the
level they are while also providing challenges to help them reach new
levels of development. I have learned the importance of allowing
students to be self-motivated and work through problems on their own.
This is a skill they will need later in life and as a prospective teacher I
want to help them in all aspects of their future.