Title of Experience/Artifact: Fitness Room Task Cards (found in lesson plan) Nonverbal Yoga Diagram (found in lesson plan)

) Visual
Body Composition and Weight Control Power Point - Technology

Date Experience Completed: 1. Student Teaching Experience 3rd Quarter Spring 2014 2. Student Teaching Experience 3rd Quarter Spring 2014 3. Student Teaching Experience 4th Quarter Spring 2014 Artifact Description: All artifacts were created and used during my student teaching experience. The fitness task cards and yoga chart were produced and used throughout a 7th grade fitness unit at Onalaska Middle School, Onalaska WI. The Body Composition and Weight Control power point was established and taught at Logan High School, LaCrosse WI. All artifacts demonstrate different techniques I have used when communicating with my students. All three artifacts allowed me, as an instructor, to keep my students organized and on task. I believe it is important for students to learn information in a variety of ways; Therefore, I have provided three different techniques I have utilized that allowed me to deliver information to my students other than verbally speaking out loud. Wisconsin Teacher Standard Alignment: I believe these artifacts align best with Standard Six: Communication; Teachers communicate well. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. These artifacts align with this standard because they demonstrate my ability to use various communication techniques, in multiple lessons and forms, within the classroom. Although I am constantly giving verbal cues within the yoga lesson plan, I have also provided my students with a yoga diagram. This diagram allows my students to visually see the yoga poses in order, as well as pictures demonstrating proper form and technique. Implementing the fitness room task cards created a self-learning and discovery opportunity for my students. Not only did these task cards list proper steps and correct form for different exercises within the weight room, but it kept students on task and driven throughout the entire allotted time period. The power point I created on Body Composition and Weight Control demonstrated my ability to use technology when communicating to my students. Additional links are included within the power point, providing my students with a surplus of information. These artifacts demonstrate competency in this standard because it clearly demonstrates numerous communication techniques I have implemented in my classroom, allowing students to have a positive and significant learning experience. UW-Platteville School of Education Knowledge, Skills, Dispositions Alignment: I believe these artifacts align with KSD3.a. Communicates Clearly and Accurately; 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. The Body Composition and Weight Control power point

demonstrates my ability to communicate to my students within the classroom setting. All three artifacts clearly show particular vocabulary, related to specific units and topics, giving my students proper knowledge that furthers their learning experience and prepares them for their next related learning experience. Secondary KSD alignment include: KSD3.c. Engages Students in Learning What I learned about teaching/learning from this experience: From these experiences, I learned that incorporating different forms of communication within a lesson plan can enhance that lesson in a variety of ways. Using different forms of communication keeps students engaged. Students do not expect the same form of instruction day in and day out. Incorporating different techniques also allows students to learn in a variety of ways. This may be by the use of technology, by peers, or by selfdirected learning. Incorporating different forms of communication targets a variety of learners with in the classroom. For example; The fitness task cards were not only a nonverbal form of communication that allowed students to discover the weight room, but they were also a visual form of communication because they contained images demonstrating how the exercises should be performed. Communicating, in all forms, is a key component of all lesson plans, as well as for the growth of knowledge to take place within students. What I learned about myself as a prospective educator as a result of this experience/artifact: As a prospective educator, this experience has taught me that I am able to teach in a clear and concise manner, with the use of many different communication techniques. I have also learned that providing multiple forms of communication for an activity, such as a visual chart and verbal cues, makes the instruction of a lesson during a class period run more efficiently and effectively. Not only are students receiving instruction in multiple forms, but since students learn better in different forms, all students are being targeted. Communication links all standards together; you can have a developmentally appropriate lesson/unit plan with various assessment strategies, but without positive and engaging communication techniques, learning will not take place within students.