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Rebecca DeLeon
Professor Suk
EDUC 230-01 Education Field Experience
Fall 2017
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
(Professional Development in New Jersey, 2014, p. 2).

Artifact: Ice Breaker

Date of Completion: Fall Semester 2017

Course Completed in: EDUC 230-01 Education Field Experience

Rationale Statement:
This artifact represents an ice breaker activity to be used at the beginning of the school

year in an elementary school setting. This activity specifically correlates with standard 2.ii.5,

The teacher understands that learners bring assets for learning based on their individual

experiences, abilities, talents, prior learning, and peer and social group interactions, as well as

language, culture, family, and community values (Professional Development in New Jersey,

2014, p.3). The Find A Classmate Who activity encourages students to get to know one

another and bond over similar interests and similarities. While creating this ice breaker activity,

I wanted to make sure that all students would be involved in the conversation. Peer interaction

at the start of the school year is key for the students to develop relationships. When those

relationships are built it eliminates the possibilities of students not feeling comfortable in the

classroom due to lack of knowing the other students. By going around the classroom to find
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students who like ice cream, play football, etc., you get to learn a little bit about your

classmates and break down those first day jitters of not knowing your new classmates.

I intend to use this ice breaker in my future classroom and can modify it to

accommodate different levels and ages. For example, if my students are not able to read the

prompts in the boxes, I can add images of the prompts so that students can still answer the

questions without having the teacher read each box over and over again. I look forward to

testing this ice breaker activity out in my future classroom and will encourage student feedback

and adjust accordingly.

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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