Standard 6 - Communication

Title: University of Wisconsin La Crosse Student Development Conference Presentation Outline and Picture Date: March 23, 2013 Artifact Description: The following artifact is an outline and copy of a picture of a presentation I gave (with four other students) at the University of Wisconsin-La Crosses Recruiting and Retaining Underrepresented Future Teachers student development conference. The outline includes the instructional opening, activity, closing, and concluding remarks of the presentation. The presentation, entitled The Perfect Roomate was aided visually through the use of a dry erase board squares and a Microsoft PowerPoint presentation. Through PowerPoint, I was able to use technology during the presentation. The presentation was given to a group of fifteen future educators. It was given in coordination with four other fellow students who worked hard to apply and present at the conference. We were the only group presenting that consisted entirely of preservice teachers. The presentations purpose was to inform teachers on how diversity training and reflection is proven to help students become more open-minded in regards to prejudices and biases. ALIGNMENT- Wisconsin Teacher Standard Alignment: This experience best aligns with standard six of the Wisconsin Teacher Development and Licensure Standards which states: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. This experience aligns with standard six because I (along with my peers) were able to convey our messages with the assistance of visual aids and with verbal as well as nonverbal communication. During this presentation, I was able to clearly and effectively communicate the importance of demonstrating open-mindedness on diversity issues to students. The presentation was extremely relevant to the audience. Through this relevance, I recognized the power of language and learning. I used instructional dry erase board squares to describe the many characteristics people of diverse backgrounds can embody. I provided clear and expressive vocal delivery, effective eye contact, and gestures. Discussions were held throughout the presentation on the changing identities of todays students. This verifies my ability to stimulate discussion in different ways. The presentation proves I understand communication theory. UW- Platteville School of Education Knowledge, Skill, Disposition Statement Alignment: This artifact best aligns with KSD3.a. of the UW-Platteville School of Education Knowledge, Skill, and Disposition statement which states: The candidates spoken and written language are correct, expressive and clear, with well-chosen vocabulary that enriches teaching and communicates thoughtfully, responsively, and effectively, for a wide range of student understanding and encourages appropriate student language development. This experience aligns best with this standard because I created thoughtful discussion on the topic of diversity in education. Throughout the presentation I employed effective and expressive language to help get my point across. With the topics relevancy and through visual aids and gestures, I was able to cultivate an improved understanding of the topic for my fellow pre-service teachers.

Secondary Alignment: KSD3.a: Communicating Clearly and Accurately KSD3.c: Engaging Students in Learning REFLECTION- What I learned about teaching/learning: I learned that it is important for teachers to recognize the power of language and learning. I also learned the importance of visual aids and nonverbal as well as verbal communication. As a teacher, I know students will scrutinize my actions. The way in which an educator speaks and communicates with his/her students can have a large impact on how the students gain understanding on a particular topic. and proves my understanding of communication theory. What I learned about myself as a prospective educator: I learned I need to practice my nonverbal and verbal communication skills. My eye contact, gestures, visual aids, vocal delivery and how I present myself in front of students plays an integral role in their learning process. I must make myself clear in communication if I wish for my students to ascertain knowledge. Terminology, language, and vocabulary are always significant tools a student can continue to develop. Employing appropriate powerful language will create the proper understanding a specific learning concept requires. I also learned it is important to stimulate discussion amongst students. If a student is allowed to be part of a lesson, he/she is more likely to spark an interest in the concept. The discussion will also ignite healthy debate amongst fellow students and the teacher. This makes a students learning experience more interactive.