Ashley Roman

Professor Suk

EDUC 230-01 Education Field Experience

Spring 2017

Rationale-Standard Statement #8

Standard #8 Instructional Strategies:

The teacher understands and uses a variety of instructional strategies to encourage

learners to develop deep understanding of content areas and their connections, and to

build skills to apply knowledge in meaningful ways (Professional Development in New

Jersey, 2014, p. 10).

Artifact: Demo

Date of Completion: April 6, 2017

Course Completed in: EDUC 230-01 Education Field Experience

Rationale Statement:

This artifact was a demo in which I carried out an eighth grade mathematics lesson plan

regarding Pythagorean Theorem to my classmates. Specifically, this artifact correlates to

standard 8.i.1 The teacher uses appropriate strategies and resources to adapt instruction to the

needs of individuals and groups of learners (Professional Development in New jersey, 2014, p.

11). Throughout conducting my lesson plan, multiple sources including human and technological

were used to promote optimal learning for students. For instance, a song regarding Pythagorean

Theorem was played in order to enhance learning for auditory learners, while guided notes with
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pictures were used for visual learners. As a teacher, I also ensured to check-in with each

individual student to check his or her progress and offer help as fit.

Any new experience can be one to rattle the nerves of a person. The demo was

intimidating prior to actually going through it. In going through my lesson plan, I learned that

teachers must always have a back-up plan should they intend to teach a class. A back-up plan

came into play for me, as one person did not wish to work in partners. I adjusted to the plan to

then allow students to work with others as fit to them. For me, speaking in front of the class was

also daunting; however, in taking on a teacher role, I felt more comfortable to speak.

For the future, I will refer back to my artifact of my demo to reflect upon improvements

and feedback. Throughout my demo, my peers and professor wrote down information that they

thought I did will on and what could be improved. For the future, such feedback will be essential

as I create lesson plans and teacher. For me, the demo has made me into a better teacher for the

future. In addition, I will refer back to my demo to remind myself of where I once was versus

where I am in the future.

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Reference:

Professional Development in New Jersey. (2014, August 4). Retrieved from New Jersey State

Department of Education:

http://www.state.nj.us/education/profdev/profstand/teacherstandardscrosswalk.pdf