Artifact #5: Alphabet App and Books

This artifact is my favorite and shows the reader my passion and interest in the field of

education. I created two books that help students learn to print the alphabet letters. I titled them

Handwriting: Manuscript Lowercase Letters: Colour Dots: The Alphabet Learning Method and

Handwriting: Manuscript Uppercase Letters: Colour Dots: The Alphabet Learning Method. I

created two books that help students learn how to write cursive letters. I titled the books,

Handwriting: Cursive Uppercase Letters: Colour Dots: The Alphabet Learning Method and

Handwriting: Cursive Lowercase Letters: Colour Dots: The Alphabet Learning Method. These

four books were developed taking into consideration that all students are different and learn at

their own pace. In the book, there are dots of different colors. The child draws a line from the

big dot to the small dot of the same color. Once the child is instructed in the method to create the

letter, the child can apply this method to crate all the letters. After minimal instruction, it

becomes a self-learning method.

There is an App currently on the Google Play store that complements the book,

Handwriting: Manuscript Lowercase Letters: Colour Dots: The Alphabet Learning Method. The

app is designed for students to use the alphabet learning method on a phone, tablet or computer.

This encourages students to use technology for learning literacy. This app gives students the

freedom to play the alphabet game anywhere and be able to learn at their own pace. Maria

Montessori stated that active learning was important to children. She also stated that

independence and individuality are key to learning. She realized that each student is different at

learns at their own pace. I agree with this immensely and have created the books and App so

children can learn at their own pace.

This artifact aligns with curriculum and professional standards:

InTASC Standards

Learner and Learning

Standard #1: Learner Development : The teacher understands how learners grow and develop,

recognizing that patterns of learning and development vary individually within and across the

cognitive, linguistic, social, emotional, and physical areas, and designs and implement

developmentally appropriate and challenging learning experiences.

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.

Content

Standard #4: Content Knowledge: The teacher understands the central concepts, tools of inquiry,

and structures of the discipline(s) he or she teaches and creates learning experiences that make

the discipline accessible and meaningful for learners to assure mastery of the content.

Instructional Practice

Standard #7: Planning and Instruction: The teacher plans instruction that supports every student

in meeting rigorous learning goals by drawing upon knowledge of the content area, curriculum,

cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community

context.

NYS Code of Ethics Standards for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of

each student. Educators promote growth in all students through the integration of intellectual,

physical, emotional, social and civic learning. They respect the inherent dignity and worth of

each individual. Educators help students to value their own identity, learn more about their
cultural heritage, and practice social and civic responsibilities. They help students to reflect on

their own learning and connect it to their life experience. They engage students in activities that

encourage diverse approaches and solutions to issues, while providing a range of ways for

students to demonstrate their abilities and learning. They foster the development of students who

can analyze, synthesize, evaluate and communicate information effectively.

Principle 2: Educators create, support, and maintain challenging learning environments for all.

Educators apply their professional knowledge to promote student learning. They know the

curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

Principle 3: Educators commit to their own learning in order to develop their practice. Educators

recognize that professional knowledge and development are the foundations of their practice.

They know their subject matter, and they understand how students learn. Educators respect the

reciprocal nature of learning between educators and students. They engage in a variety of

individual and collaborative learning experiences essential to develop professionally and to

promote student learning. They draw on and contribute to various forms of educational research

to improve their own practice.

NYS Learning Standards

Standard 1: Language for Information and Understanding Students will listen, speak, read, and

write for information and understanding. As listeners and readers, students will collect data,

facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge

generated from oral, written, and electronically produced texts. As speakers and writers, they

will use oral and written language that follows the accepted conventions of the English language

to acquire, interpret, apply, and transmit information.

DOE Claims and CAEP Standards

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through effective

pedagogy and best teaching practices.\

Claim 3: Medaille College graduates are caring educators

International Literacy Association Professional Standards

Standard 2: Curriculum and Instruction: Candidates use foundational knowledge to critique and

implement literacy curricula to meet the needs of all learners and to design, implement, and

evaluate evidence-based literacy instruction for all learners.

ISTE Standards for Educators

Learner 1c) Stay current with research that supports improved student learning outcomes,

including findings from the learning sciences.

Leader 2b) Advocate for equitable access to educational technology, digital content and learning

opportunities to meet the diverse needs of all students

Designer 5a) Use technology to create, adapt and personalize learning experiences that foster

independent learning and accommodate learner and needs.

Ethical Standards for Ontario Teachers

Care: The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

Respect: Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members

honor human dignity, emotional wellness and cognitive development. In their professional

practice, they model respect for spiritual and cultural values, social justice, confidentiality,

freedom, democracy and the environment.

Trust: The ethical standard of Trust embodies fairness, openness and honesty. Members'

professional relationships with students, colleagues, parents, guardians and the public are based

on trust.
The pictures below are of the four books I have written.

1) Handwriting: Manuscript Lowercase Letters: Colour Dots: The Alphabet Learning

Method

2) Handwriting: Manuscript Uppercase Letters: Colour Dots: The Alphabet Learning

Method.
3) Handwriting: Cursive Lowercase Letters: Colour Dots: The Alphabet Learning Method

4) Handwriting: Cursive Uppercase Letters: Colour Dots: The Alphabet Learning Method.
This a screen shot of an App that I created. The name of this App is ABC Dots. It can be found

of the Google Play Store.

[Back to Table of Contents]

Artifact #6: DASA Certificate

I have included my DASA Certification in my portfolio to show I am a firm believer in

equality for all students. In the DASA workshop I learned DASA means, Dignity for All

Students Act. I learned the culture of the school is crucial in preventing bulling incidents. A

code of conduct that states the behavior expectations for all individuals at the school is needed

and should be enforced. The schools should have a school community that is inclusive and aware

of the needs of certain groups that may be prone to bullying. In the text, Home-School

Connections in a Multicultural Society by Dantas and Manyak the textbook states there needs to

be a connection and communication between home and school. The textbook states that the

student’s network of support has valuable insights to offer. I agree that if teachers and parents

are in communication with each other it would benefit students and help create a caring

environment. The law requires that school personnel take six hour training in prevention and

intervention in bullying, harassment and discrimination. One designated individual at each

school needs to be a Dignity Act Coordinator. The whole school community needs to be

involved to make the Dignity Act successful. This includes students, staff, parents and

community members. Schools are encouraged to use practices such as conflict resolution,

restorative practices, counseling and peer-mediation to address bullying situations. Schools

should ensure safe use of internet by staff and students. The DASA Certificate shows that I have

training and am capable of creating a school that is inclusive and has a positive climate and

culture.

This artifact aligns with curriculum and professional standards:

InTASC Standards

Learner and Learning

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.

Professional Responsibility

Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing

professional learning and uses evidence to continually evaluate his/her practice, particularly the

effects of his/her choices and actions on others ( Learners, families, other professionals, and the

community), and adapts practice to meet the needs of each learner.

NYS Code of Ethics Standards for Educators

Principle 3: Educators commit to their own learning in order to develop their practice. Educators

recognize that professional knowledge and development are the foundations of their practice.

They know their subject matter, and they understand how students learn. Educators respect the

reciprocal nature of learning between educators and students. They engage in a variety of

individual and collaborative learning experiences essential to develop professionally and to

promote student learning. They draw on and contribute to various forms of educational research

to improve their own practice.

Principle 4: Educators collaborate with colleagues and other professionals in the interest of

student learning. Educators encourage and support their colleagues to build and maintain high

standards. They participate in decisions regarding curriculum, instruction and assessment

designs, and they share responsibility for the governance of schools. They cooperate with

community agencies in using resources and building comprehensive services in support of

students. Educators respect fellow professionals and believe that all have the right to teach and
learn in a professional and supportive environment. They participate in the preparation and

induction of new educators and in professional development for all staff.

NYS Learning Standards

Health

Standard 2: A Safe and Healthy Environment

Students will acquire the knowledge and ability necessary to create and maintain a safe and

healthy environment.

DOE Claims and CAEP Standards

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 3: Medaille College graduates are caring educators

ISTE Standards for Educators

Learner 1c) Stay current with research that supports improved student learning outcomes,

including findings from the learning sciences.

Ethical Standards for Ontario Teachers

Care: The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

Respect: Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members

honor human dignity, emotional wellness and cognitive development. In their professional

practice, they model respect for spiritual and cultural values, social justice, confidentiality,

freedom, democracy and the environment.

Trust: The ethical standard of Trust embodies fairness, openness and honesty. Members'

professional relationships with students, colleagues, parents, guardians and the public are based

on trust.

[Back to Table of Contents]

Artifact #7: Weebly Website

I have included the Weebly website that I created for my grade one classroom. It

showcases my ability to create a website and use technology. The website is a great idea for a

classroom teacher. It keeps the teacher in touch with the parents and keeps them up to date on

activities of the class. In the text, Home-School Connections in a Multicultural Society by

Dantas and Manyak the textbook states the importance of a connection and communication

between home and school for the students. This website provides a home school connection.

The website can provide parents with links to sites that help their child with math, literacy, health

and much more. The website can be used collaborate with the whole class about field trips,

special school activities and parent night. The students can use the website to interact with their

classmates and play online educational games.

This artifact aligns with curriculum and professional standards:

InTASC Standards

Learner and Learning

Standard #3: The teacher works with others to create environments that support individual and

collaborate learning, and that encourage positive social interaction, active engagement in

learning, and self-motivation.

Professional Responsibility

Standard #10: The teacher seeks appropriate leadership roles and opportunities to take

responsibility for student learning, to collaborate with learners, families, colleagues, other school

professionals, and community members to ensure learner growth, and to advance the profession.

NYS Code of Ethics Standards for Educators

Principle 2: Educators create, support, and maintain challenging learning environments for all.

Educators apply their professional knowledge to promote student learning. They know the

curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

NYS Learning Standards

Standard 1: Language for Information and Understanding Students will listen, speak, read, and

write for information and understanding. As listeners and readers, students will collect data,

facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge

generated from oral, written, and electronically produced texts. As speakers and writers, they

will use oral and written language that follows the accepted conventions of the English language

to acquire, interpret, apply, and transmit information.

DOE Claims and CAEP Standards

Claim 1: Medaille College graduates know the subject matter in their certification area(s)

Claim 3: Medaille College graduates are caring educators

ISTE Standards for Educators

Learner 1c) Stay current with research that supports improved student learning outcomes,

including findings from the learning sciences.

Ethical Standards for Ontario Teachers

Care: The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

Respect: Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members

honor human dignity, emotional wellness and cognitive development. In their professional

practice, they model respect for spiritual and cultural values, social justice, confidentiality,

freedom, democracy and the environment.

Trust: The ethical standard of Trust embodies fairness, openness and honesty. Members'

professional relationships with students, colleagues, parents, guardians and the public are based

on trust.
[Back to Table of Contents]
Artifact #8: Annotated Bibliography

The Annotated Bibliography was completed on the article Learning a New Language is

"Like Swiss Cheese": Learning to Learn English, by Larrotta, Moon and Huang. This piece in

my portfolio shows my research skills to locate, retrieve, critically review and compare to

research in the field, find research shortcomings and report on the article findings in order to

learn and further my professional knowledge. Researching and reviewing studies in education

by esteemed professionals helps to learn about new findings. The findings assist me to reflect

and evaluate my own work. The findings provide me with new information to help the students

learn.

In the article, the authors look at the importance of understanding how to learn and look

at the viewpoint of instructors who teach English to English Language Learners. An online

Survey was used called Survey Monkey to obtain information from the educators. The authors

of the study asked three main questions: how English language students learn, what are the

instructor’s ideas of learning to learn and the benefits of Learning to Learn (L2L) for English

learners.

The study found the students learn through four main ways. The first is through daily

living, which includes shopping and reading. The second is through communicating with others,

this encompasses speaking to any individual who speaks English. The third is learning through

media, this includes TV, newspapers and listening to music. The fourth is self-learning, this is

when the student reads books and visits different websites. This study was completed on adults

but I feel it also applies to all students that are English Language Learners. The article focuses

on Learner Accommodations for English Language Learners and how students can learn in

different ways. Technology is used to help the ELLs learn English. The article takes into
consideration Culturally Responsive Teaching /Diversity. The article looks at the best ways to t

teach students who’s native language is not English.

The views of the English Language instructors fit into three categories. The first learning

strategies involves the student understands the meaning of the words. The second language

learning process, this means students will learn only learn some of the information. Just like

cheese there will be holes in their learning. The third, teaching strategies is when there is a

organized and planned lecture. This could include a book review by the student or attempts to

guess the meaning of a word.

The English language instructors believe there are four benefits of L2L. The benefits are

learning in the classroom, students being aware of exactly what to learn, being confident as a

learner and being a lifelong learner. I feel these are all important points to consider and I think

these apply to all students.

This artifact aligns with curriculum and professional standards:

InTASC Standards

Professional Responsibility

Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing

professional learning and uses evidence to continually evaluate his/her practice, particularly the

effects of his/her choices and actions on others ( Learners, families, other professionals, and the

community), and adapts practice to meet the needs of each learner.

NYS Code of Ethics Standards for Educators

Principle 3: Educators commit to their own learning in order to develop their practice. Educators

recognize that professional knowledge and development are the foundations of their practice.

They know their subject matter, and they understand how students learn. Educators respect the
reciprocal nature of learning between educators and students. They engage in a variety of

individual and collaborative learning experiences essential to develop professionally and to

promote student learning. They draw on and contribute to various forms of educational research

to improve their own practice.

Ethical Standards for Ontario Teachers

Trust: The ethical standard of Trust embodies fairness, openness and honesty. Members'

professional relationships with students, colleagues, parents, guardians and the public are based

on trust.

DOE Claims and CAEP Standards

Claim 1: Medaille College graduates know the subject matter in their certification area(s).

ISTE Standards for Educators

Learner 1c) Stay current with research that supports improved student learning outcomes,

including findings from the learning sciences.

International Literacy Association Professional Standards

Standard 6: Professional Learning and Leadership. Candidates recognize the importance of,

participate in, and facilitate ongoing professional learning as part of career-long leadership roles

and responsibilities.

Article Reference:

Larrotta, C., Moon, J. C., & Huang, J. (2016). Learning a New Language is "Like Swiss

Cheese": Learning to Learn English. Adult Learning, 27(4), 168-174.

doi:10.1080/09658416.2016.1179745

Objective/Purpose:
 The objective of this journal article was to comprehend the perspective of the instructors

who teach English to adults. This article examines the instructors in their own classrooms, and

looks at the importance of understanding how to learn.

Target Population /Participant Number:

The initial pilot survey was completed by five volunteer instructors. After the survey was

redesigned taking into account the comments of the five volunteer instructors. The main study

included twenty-four instructors. All the instructors have experience teaching English to adults

in the U.S. Five of the instructors have experience teaching English overseas. The years of

experience of the instructors ranged from one to twenty-nine. The instructors education was

varied. Most of the instructors had training in adult education or TESOL. A few had obtained

degrees in other fields. Some were TESOL certified. The instructors taught in program in the

U.S. The adult English learners age ranges from eighteen to eighty. The age, class, religion, and

gender of the instructors or the students was not described.

Research Method:

A qualitative online survey through Survey Monkey, consisting of twenty questions was

given to twenty-four volunteer instructors. They answered questions about the experience they

had teaching adults English. The three main questions the article asks are, how English language

students learn, what instructors idea is of learning to learn (L2L) (Larrotta, Moon, and Huang,

2016) and benefits of L2L for English learners.

Article Summary:

In this article, learning is considered to be a life long journey that gives the learner

independence. The learning is described as incorporating reason, resilience and being

resourceful. In this study, first a group of five ESL instructors took the survey. The online
survey was qualitative in design and was made using Survey Monkey. Once the pilot group took

the survey and gave their comments on the survey, it was redesigned. The new survey was given

to twenty-four volunteer instructors who taught English to adults.

The instructors in this survey found that adult English learners learn through four main

ways. The first is through their daily living. This includes learning through shopping, reading

signage and speaking English at their place of employment. The second is through being social

and communicating with others. This includes conversing with individuals who speak English.

It could be their children, relatives and any other individual that speaks English. The third,

learning through media. This includes movies, TV, newspapers, magazines and music.

Instructors report that listening to music and remembering the words helps learn English. Finally

fourth is self-learning by the student. The English language learner could read books, visit

websites and listen to tapes.

This article puts the English language instructors’ views on L2L into three categories.

The categories are learning strategies, language learning process and teaching strategies. The

first, learning strategies, an example of this is making sure an individual understands the

meaning of the words. Second, the language learning process, one instructor compared learning

a new language to Swiss cheese. Stating that students will learn some things and not others,

leaving holes in their learning, just like the cheese. The instructors wanted the English language

learners to know it takes time to learn. Thirdly, teaching strategies are also important. This is

when there is an organized and planned lecture. One instructor gives lessons on how to learn the

English language. One example of this is when a student verbally articulates what they think

about a book. Another is when a student looks at a word that is new and attempts to speculate

the meaning of the word.

 According to the article, instructors believe there are four benefits of L2L for adults who

are learning English. The first is learning when not in the classroom. Second, when the student

knows exactly what to learn. Third, becoming confident as an English learner. Fourth,

becoming a lifelong learner. One instructor felt that learning is different for each individual.

That L2L puts the responsibility of learning with the learner. The adult English language learner

is able to learn when the teacher is not present because the strategies for learning are given.

Results/Outcomes:

I feel the article is fantastic. The article discusses how adult English language learners

learn, through the lens of the instructor. The instructors feel that the students learn through daily

living, being social, media and self-learning. The instructors also discuss the strategies adult

English language learners can learn through. Which are learning when not in the classroom,

knowing exactly what to learn, becoming confident as an English learner, and becoming a

lifelong learner. I feel the instructors have invaluable information about how the adult English

language learner learns. If the students were given all this information they could become

incredible lifelong self learns.

The strength of this article is that it provides a very insightful perspective of how adult

English language learners learn. This information can help guide a student to succeed in learning

a new language. I feel a limitation of this article is that the exact age of the English language

learner is not known. I was wondering if most are over fifty? I am wondering if different ages

learn differently. Also, very little information is given about the volunteer instructors. Are the

instructors biased in any way?

I feel a study could be completed with more instructors and with English language

learners that range in age from six years to eighty. I feel a bigger picture could be obtained.
Classroom Application:

This article is important to education because it gives advice on strategies students can

use to become better learners. This article states that instructors should empower students by

making them aware of their own individual learning style. Also, what the student can do to

become a better learner. Students should be made aware that they have their own learning needs.

The article states that L2L strategies could help the students fill the holes in their knowledge.

Conclusion

This section shows in detail my eight artifacts that include: my ELA Lesson Plan, Early

Childhood Education Diploma, Educational Survey, Math Lesson Plan, Alphabet App and

Books, DASA Certificate, Weebly Website and an Annotated Bibliography. I discuss how

different theorists and theories have taught me about child development. I show how the

artifacts are aligned with curriculum standards and professional standards. The standards

include: InTASC Standards, NYS Code of Ethics Standards for Educators, NYS P-12 Common

Core Learning Standards, NYS Learning Standards, DOE Claims and CAEP Standards, ISTE

Standards for Educators or Students, International Literacy Association Professional Standards,

CEC Standards, Ontario Curriculum Standards and Ethical Standards for Ontario Teachers.

This section of my portfolio provides summarizes of my work as an educator.