Artifacts 4-8

MSED ELEMENTARY PORTFOLIO PROJECT 62
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Artifact #4: Pecha Kucha Presentation
My fourth artifact is my Pecha Kucha presentation. This artifact is a presentation in
which twenty slides are shown for 20 seconds each. A story about students with physical
disabilities, concentrating on epilepsy, is told while the images advance automatically. An
important aspect of this Pecha Kucha presentation is its simplicity. I really enjoyed making this
presentation and I believe Pecha Kucha is a great way to maximize the exchange of idea while
keeping the audience’s attention.
I included this artifact in my presentation because I believe it is a good example of the
type of presentation that I will include in my future classroom. It showcases my ability to
simplify my presentations to my students. Instead of using long, text-filled presentations, I can
use the Pecha Kucha format which can help my presentations stay short and to the point. This
presentation shows that I have the ability and creativity to use images, photos, or graphics in
place of text to emphasize the point of my presentation.
This artifact shows that I am prepared for a career in education because it shows an
example of a type of presentation format that I can use as an assignment for my students. My
students could make this type of presentation for a certain topic. This type of presentation is
great for students because the time constraint of twenty seconds is long enough for them to make
their point but short enough to keep them from dragging the presentation on. The Pecha Kucha
time and slide constraints prevents the student from stating everything they could find on the
topic. This inspires the presenter to know the topic well enough to concentrate on what is
important in only twenty slides.
The curriculum and professional standards that were used were:

 New York State Code of Ethics 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.
 InTASC Standards – Standard 3e: The candidate uses a variety of methods to engage
learners in evaluating the learning environment and collaborates with learners to make
appropriate adjustments. Standard 4g: The candidate uses supplementary resources and
and technologies effectively to ensure accessibility and relevance for all learners.
Standard 5c: The candidate facilitates learners’ use of current tools and resources to
maximize content learning in varied contexts. Standard 8d: The candidate varies his/her
role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to
the content and purposes of instruction and the needs of learners.
 ISTE Standards for Educators – 2b: Advocate for equitable access to educational
technology, digital content and learning opportunities to meet the diverse needs of all
students. 5a: Use technology to create, adapt and personalize learning experiences that
foster independent learning and accommodate learner differences and needs. 6d: Model
and nurture creativity and creative expression to communicate ideas, knowledge or
connections.
 ISTE Standards for Students – 1c: Students use technology to seek feedback that informs
and improves their practice and to demonstrate their learning in a variety of ways.

Artifact #5: Science Experiment Lesson Plan
My fifth artifact is a science experiment lesson plan that was a part of a collaborative
science unit that my colleagues and I created together. The central focus of this unit plan was to
identify the properties and changes of properties in matter. In this lesson students learn about
polymers and chemical change as they create slime. The slime was created in teams of 4-5
students. The students followed the scientific method, and recorded their hypothesis,
observations and conclusions in their science experiment books. To conclude the lesson we had
the teams share their observations and conclusions with the class.
I included this artifact in my portfolio because it showcases my ability to plan interactive
and hands-on lesson plans. I believe that students respond best in active learning environments.
Classroom experiments keep learners active in a number of ways. According to Dewey and
Piaget’s roles in constructivist teaching, “children learn best when they are allowed to construct a
personal understanding based on experiencing things and reflecting on those experiences”.
(“Constructivist teaching methods” 2018) This experiment kept learners engaged and active in
learning by: students working together in groups to understand class concepts, students making
observations, and students comparing experimental results to classroom theories.
This artifact shows evidence that I am prepared for a career in education because I
believe that this science experiment lesson showcases that I have the ability to promote the
development of scientific thinking in my students. I am a strong believer in hands-on lessons and
activities because I believe that these types of activities help students to think and understand
things in a different way then lecture and memorization. I also believe that science experiments
encourage scientific interest, allowing children to attain new ways of asking questions and
understanding the world.

The curriculum and professional standards that were used are:
 Common Core Science - 2-PS1-1. Plan and conduct an investigation to describe and
classify different kinds of materials by their observable properties.
 New York State Code of Ethics 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.
 InTASC Standards – Standard 1i: The candidate is committed to using learners’ strengths
as a basis for growth, and their misconceptions as opportunities for learning. Standard 2e:
The candidate incorporates tools of language development into planning and instruction,
including strategies for making content accessible to English language learners and for
evaluating and supporting their development of English proficiency. Standard 3j: The
candidate knows how to help learners work productively and cooperatively with each
other to achieve learning goals. Standard 4c: The candidate engages learners in applying
methods of inquiry and standards of evidence used in the discipline. Standard 6e: the
candidate engages learners in multiple ways of demonstrating knowledge and skill as part
of the assessment process. Standard 7q: The candidate believes that plans must always be
open to adjustment and revision based on learner needs and changing circumstances.

Artifact #6: Annotated Bibliography
My sixth artifact is an annotated bibliography that I did on daily behavior report cards
(DRBCs). From the article that I chose, I had to examine many different areas including: the
target population/participant number, objective, research method, summarize the article,
interprets the results of the study, and relate those findings to classroom applications. In this
article, researchers investigated teacher reliability in implementing DBRCs and the effect of
DBRCs on increasing positive classroom behaviors of young students with intellectual and
developmental disabilities (IDD) receiving extended school year (ESY) services.
I included this artifact in my portfolio because I believe it showcases my ability to
research, analyze, and connect to classroom applications. I believe that research is important in
teaching and can help an educator improve their teaching process. I also believe it is important
for teachers to research different topics and issues they may be having in their classroom in order
to see the results of different theories and practices that have been used, and how effectively they
work. I believe the more teachers research the more they grow as an educator.
This artifact shows evidence that I am prepared for a career in education because it
showcases to potential employers that I have the ability to research a specific issue or topic and
summarize, analyze, and conclude information from my research. This annotated bibliography is
not only useful to me, but may also be used later on in my career when I obtain a teaching
position at a school and may need to reference the evidence that was provided in the article.
 New York State Code of Ethics 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.
 InTASC Standards – Standard 9b: The candidate engages in meaningful and appropriate
professional learning experiences aligned with his/her own needs and the needs of the
learners, school, and system. Standard 9n: The candidate sees him/herself as a learner,
continuously seeking opportunities to draw upon current education policy and research as
sources of analysis and reflection to improve practice. Standard 10h: The candidate uses
and generates meaningful research on education issues and policies.
 ISTE Standards – 1c: Stay current with research that supports improved student learning
outcomes, including findings from the learning sciences.


Artifact #7: Cultural Awareness Proposal
My seventh artifact is my cultural awareness proposal. In this assignment, myself and
four other colleagues developed a cultural learning experience that demonstrates how to apply
the principals of DASA and culturally responsive teaching strategies for planning instruction.
Culturally responsive teaching is important because schools are becoming more and more
diverse. It is important for teachers to recognize the importance of including students’ cultural
references in all aspects of learning.
I included this artifact in my portfolio because I believe it showcases that I have the
ability to provide culturally responsive teaching. In this assignment we had to adapt the content
to students’ particular needs. Adapting the curriculum so that it reflects the needs of my students
is an integral teaching practice.
This artifact shows evidence that I am prepared for a career in education because as a
teacher candidate, I believe it is important to be mindful of the significance of Culturally
Responsive Teaching (CRT). I believe this artifact shows the strategies and adaptations I would
make to ensure that my lessons are culturally relevant. I believe this artifact showcases that I
have the ability to consider the diversity and specific needs of a classroom and help make the
curriculum relevant for my students, which, in turn, makes both my teaching and their learning
more effective.
 Common Core Social Studies – 2.1 The study of world history requires an
understanding of world cultures and civilizations, including an analysis of
important ideas, social and cultural values, beliefs, and traditions. This study also
examines the human condition and the connections and interactions of people
across time and space and the ways different people view the same event or issue
from a variety of perspectives. Study about different world cultures and
civilizations focusing on their accomplishments, contributions, values, beliefs,
and traditions.
 New York State Code of Ethics for Educators - Principle 5: Educators collaborate
with parents and community, building trust and respecting confidentiality.
Educators partner with parents and other members of the community to enhance
school programs and to promote student learning. They also recognize how
cultural and linguistic heritage, gender, family and community shape experience
and learning. Educators respect the private nature of the special knowledge they
have about students and their families and use that knowledge only in the
students’ best interests. They advocate for fair opportunity for all children.
Principle 6: Educators advance the intellectual and ethical foundation of the
learning community. Educators recognize the obligations of the trust placed in
them. They share the responsibility for understanding what is known, pursuing
further knowledge, contributing to the generation of knowledge, and translating
knowledge into comprehensible forms. They help students understand that
knowledge is often complex and sometimes paradoxical. Educators are
confidantes, mentors and advocates for their students’ growth and development.
As models for youth and the public, they embody intellectual honesty, diplomacy,
tact and fairness.

 InTASC Standards: Standard 1g: The candidate understands the role of the
language and culture in learning and knows how to modify instruction to make
language comprehensible and instruction relevant, accessible, and challenging.
Standard 2j: The candidate 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. Standard 3g: The candidate promotes responsible learner use of interactive
technologies to extend the possibilities for learning locally and globally. Standard
4m: The candidate knows how to integrate culturally relevant content to build on
learners’ background knowledge. Standard 5l: The candidate understands how to
use digital and interactive technologies for efficiently and effectively achieving
specific learning goals. Standard 6g: The candidate effectively uses multiple and
appropriate types of assessment data to identify each student’s learning needs and
to develop differentiated learning experiences.
 ISTE Standards for Students – 3a: Students plan and employ effective research
strategies to locate information and other resources for their intellectual or
creative pursuits. 3c: Students curate information from digital resources using a
variety of tools and methods to create collections of artifacts that demonstrate
meaningful connections or conclusions.


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MSED ELEMENTARY PORTFOLIO PROJECT 62

[Back to Table of Contents]

Artifact #4: Pecha Kucha Presentation

My fourth artifact is my Pecha Kucha presentation. This artifact is a presentation in

disabilities, concentrating on epilepsy, is told while the images advance automatically. An

keeping the audience’s attention.

I included this artifact in my presentation because I believe it is a good example of the

type of presentation that I will include in my future classroom. It showcases my ability to

simplify my presentations to my students. Instead of using long, text-filled presentations, I can

place of text to emphasize the point of my presentation.

important in only twenty slides.

The curriculum and professional standards that were used were:

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

the content and purposes of instruction and the needs of learners.

and nurture creativity and creative expression to communicate ideas, knowledge or

[Back to Table of Contents]

Artifact #5: Science Experiment Lesson Plan

I included this artifact in my portfolio because it showcases my ability to plan interactive

personal understanding based on experiencing things and reflecting on those experiences”.

observations, and students comparing experimental results to classroom theories.

development of scientific thinking in my students. I am a strong believer in hands-on lessons and

understanding the world.

The curriculum and professional standards that were used are:

classify different kinds of materials by their observable properties.

development of students who can analyze, synthesize, evaluate and communicate

information effectively. Principle 2: Educators create, support, and maintain challenging

assessments to address differences. Educators develop and implement programs based

challenging learning environment. They advocate for necessary resources to teach to

develop and apply knowledge while simultaneously displaying a curiosity and

[Back to Table of Contents]

Artifact #6: Annotated Bibliography

target population/participant number, objective, research method, summarize the article,

developmental disabilities (IDD) receiving extended school year (ESY) services.

I included this artifact in my portfolio because I believe it showcases my ability to

The curriculum and professional standards that were used are:

and collaborative learning experiences essential to develop professionally and to promote

improve their own practice.

and generates meaningful research on education issues and policies.

outcomes, including findings from the learning sciences.

[Back to Table of Contents]

Artifact #7: Cultural Awareness Proposal

My seventh artifact is my cultural awareness proposal. In this assignment, myself and

references in all aspects of learning.

is an integral teaching practice.

teacher candidate, I believe it is important to be mindful of the significance of Culturally

The curriculum and professional standards that were used are:

understanding of world cultures and civilizations, including an analysis of

from a variety of perspectives. Study about different world cultures and

civilizations focusing on their accomplishments, contributions, values, beliefs,

with parents and community, building trust and respecting confidentiality.

Principle 6: Educators advance the intellectual and ethical foundation of the

learning community. Educators recognize the obligations of the trust placed in

further knowledge, contributing to the generation of knowledge, and translating

knowledge into comprehensible forms. They help students understand that

knowledge is often complex and sometimes paradoxical. Educators are

tact and fairness.

language comprehensible and instruction relevant, accessible, and challenging.

learners’ background knowledge. Standard 5l: The candidate understands how to

to develop differentiated learning experiences.

strategies to locate information and other resources for their intellectual or

variety of tools and methods to create collections of artifacts that demonstrate

meaningful connections or conclusions.

[Back to Table of Contents]