Artifact 11

Context: I created a literature circle unit on the topic of endangered species for a 2^nd grade reading level using five different picture books. I then posted all of my work in a web-based format so that other teachers could pull from it as a resource for them to use on their own. Not only will teachers find the unit as a whole to be useful, but students can pull their individual assignments directly from the internet. (There are three other reading levels contained within the entire literature circle unit that were made by three other students in my group for this assignment, and they are all posted on the web as well.)

Impact: This artifact will not only benefit me as a future teacher, but it benefits many other teachers as well. Anyone is free to use any of the ideas and assignments contained within the unit, so it can potentially reach thousands of teachers. Most importantly, this unit meets several of the language arts competencies for North Carolina.

Alignment: This artifact shows that I can use technology to support learner-centered strategies that address the diverse needs of students (Tech-competency III-B), since there are multiple reading levels contained within the unit. For the same reason, this artifact also shows that I am able to apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities (Tech-competency VI-B). Literature circles engage students in interpreting ideas from a variety of perspectives, use interdisciplinary approaches to teaching and learning, and use methods of inquiry that are central to the language arts curriculum (INTASC Principle 1). Becuase literature circles are made to fit individual needs for students' appropriate reading level, it demonstrates that I understand how students differ in their approaches to learning and have therefore created instructional opporunities that are adapted to diverse learners (INTASC Principle 3). While participating in a literature circles unit, students will be instructed on their own reading level. Hence, they will not be forced to keep up with a whole class reading project that may be too difficult for them. Therefore, the learning environment that will be created within a literature circles unit will be one that encourages positive social interaction, active engagement in learning, and self-motivation (INTASC Principle 5). Students will be prompted to create questions for group discussion, prove opinions they have formed about characters or events in the book, and think about thier own inquiry processes in order to successfully engage themselves in a unit. In order for my students to effeciently complete a unit, they will need for me to model effective communication strategies in conveying ideas and information. I will also be providing support for learner expression in speaking and writing (INTASC Principle 6). Since much of a student's participation in a unit involves being able to reflect upon his or her strengths or weaknesses in order to contribute to group discussion, the learners will be involved in activities to help them become aware of their strengths and needs and will thus be encouraged to set personal goals for learning (INTASC Principle 8). Last, this artifact demonstrates that I am able to plan lessons and activities to address different learning styles and that I have adjusted my planning to respond to student needs (INTASC Principle 7).