Juliana Reents

Professor Suk
EDUC 230 01 Education Field Experience
Spring 2016
Rationale Statement Standard 2
Standard 2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.
Artifact: Ice Breaker
Date of Completion: March 1, 2016
Course Completed in: EDUC 230 01 Education Field Experience
Rationale Statement:
My artifact consists of an Ice Breaker activity called History Would You Rather for a 7th Grade
History Class. I created this Ice Breaker using my creativity and the New Jersey Core Curriculum
Content Standards for Social Studies. I wanted to create an activity that engaged every student in getting
to know someone in the class, introduced concepts I would teach them that year and also put them in the
place of the people we would be learning about. I decided to turn a fun teen party game into a history
game. It instructed them to choose between being someone or doing something in the time period we
would be studying. The directions state they get together with a partner, introduce themselves and then
work together to complete the game. They write down one thing they are excited to learn about and one
thing they are proud they knew. This directly correlates to Critical Dispositions 2.3 and Performance 2.3
(Professional Development Standards of New Jersey) P. 2.3 refers to teachers being able to build on
students prior knowledge allowing them to accelerate as they demonstrate understanding. By creating a
content based Ice Breaker I encouraged the students to think back to what they already know about the
time period. I created some questions that were at a lower level and some at a higher level to keep it fair.
CD. 2.3 states that teachers make learners feel valued and value each other. This is important to me
which is why I had students work with a partner to figure out key concepts together that they may not
know. I also wanted each of them to feel valued collectively so I asked them to record what they are
excited to learn about. I think this shows my interest in each of them.
I learned how fun and hard it is to be creative while still being academic. Coming up with a wide
variety of questions that incorporated what I found the students would have to learn in a 7th Grade
History Class was challenging. I learned that I needed to make students feel comfortable with their prior
knowledge but also give students who have a little more prerequisite knowledge something to possibly

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stump them. All the while encouraging all of them to enjoy the activity and look forward to learning
about history. In talking to numerous educators Ive learned that the way I phrase instructions is very
important. I don't want to insult their intelligence but I also have to make everything as clear as possible.
That was definitely a challenge seeing as it was the first assignment I would be giving my class. I
definitely learned how to phrase my instructions.
I hope to use an ice breaker like this in my classes one day. I love the idea of combining content
with a getting to know one another activity. If I do not get to use this particular game I can use it as a
basis for creating ice breakers. Many games can be manipulated to serve an academic purpose. My
history teachers in middle school and high school history classes did not do ice breakers but I think that
they are important and can be valuable.

Work Cited
New Jersey Core Curriculum Content Standards for Social Studies. (July 9, 2014). Retrieved from New
Jersey State Department of Education:: http://www.state.nj.us/education/aps/cccs/ss/
Professional Development in New Jersey. (2014, August 4). Retrieved from New Jersey State
Department of Education: http://www.state.nj.us/education/code/current/title6a/chap9c.pdf