Artifact #5: Smart Board File – Book Study
Introduction
This assignment was an opportunity for me to learn a new tool called Smart Board. I was
expected to integrate different tools in my assignment to show my capabilities of the platform.
This artifact includes interactive slides for students to read or listen to, as well activities for
social studies. Both Ontario and New York Standards were referenced while creating these
activities so they will align with needed curriculum standards in grade mentioned above. I
included this Author Study for a few different reasons. Firstly, I feel that this artifact
demonstrates my ability to create engaging and interactive presentations that promote a higher
order of thinking skills. Each of the activities I created are developmentally appropriate for the
primary age group. I like using this teaching method because it moves classroom instruction
from teacher centered to student centered and they become more involved in their own learning.
Curriculum & Professional Educational Standards
INTASC Standards.
Standard #3: Learning Environments The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction,
active engagement in learning, and self motivation.
Standard #6: Assessment The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and
learner’s decision making.
NYS Code of Ethics for Educators.
Principle 2: Educators create, support, and maintain challenging learning environments for all.
Ontario Teacher Ethical Standards.
The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
learning through positive influence, professional judgment and empathy in practice.
Respect
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour
human dignity, emotional wellness and cognitive development. In their professional practice,
they model respect for spiritual and cultural values, social justice, confidentiality, freedom,
democracy and the environment.
P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).
N/A
NYS Learning Standards.
1RF4: Read beginning reader texts, appropriate to individual student ability, with sufficient
accuracy and fluency to support comprehension.
1RF4b: Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Ontario Ministry of Education Curriculum Expectation.
Demonstrate Understanding - 1.4 demonstrate understanding of a text by retelling the story or
restating information
Comprehension Strategies - 1.3 identify a few reading comprehension strategies and use them
before, during, and after reading to understand texts, initially with support and direction
DOE Claims & CAEP Standards.
DOE
Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.
Claims
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices.
Claim 3: Medaille College graduates are caring educators.
International Society for Technology Education for Teachers and Students (ISTE).
Educators
Facilitator Educators facilitate learning with technology to support student achievement of the
2016 ISTE Standards for Students.
International Literacy Association (ILA) Professional Standards.
Foundational Knowledge - Candidates demonstrate knowledge of the theoretical, historical, and
evidence-based foundations of literacy and language and the ways in which they interrelate and
the role of literacy professionals in schools.
Council for Exceptional Children (CEC).
N/A
[Back to Table of Contents]
Artifact #6: Literacy Block – Grade 1
Introduction
Curriculum & Professional Educational Standards
INTASC Standards.
Standard #5: Application of Content The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues
NYS Code of Ethics for Educators.
Principle 2 - Educators create, support, and maintain challenging learning environments for all.
Ontario Teacher Ethical Standards.
Care
The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
learning through positive influence, professional judgment and empathy in practice.
Respect
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour
human dignity, emotional wellness and cognitive development. In their professional practice,
they model respect for spiritual and cultural values, social justice, confidentiality, freedom,
democracy and the environment.
P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).
N/A
NYS Learning Standards.
1L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases,
choosing flexibly from an array of strategies.
1L5: Demonstrate understanding of word relationships and nuances in word meanings.
Ontario Ministry of Education Curriculum Expectation.
Extending Understanding - 1.6 extend understanding of texts by connecting the ideas in them to
their own knowledge and experience, to other familiar texts, and to the world around them
Analyzing Texts - 1.7 identify the main idea and a few elements of texts, initially with support
and direction
DOE Claims & CAEP Standards.
DOE
Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.
Claims
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices.
Claim 3: Medaille College graduates are caring educators.
International Society for Technology Education for Teachers and Students (ISTE).
N/A
International Literacy Association (ILA) Professional Standards.
Curriculum and Instruction
Candidates use foundational knowledge to critique and implement literacy curricula to meet the
needs of all learners and to design, implement, and evaluate evidence-based literacy instruction
for all learners.
Learners and the Literacy Environment
Candidates meet the developmental needs of all learners and collaborate with school personnel to
use a variety of print and digital materials to engage and motivate all learners; integrate digital
technologies in appropriate, safe, and effective ways; foster a positive climate that supports a
literacy-rich learning environment.
Council for Exceptional Children (CEC).
N/A
[Back to Table of Contents]
Artifact #7: Science Field Trip Proposal
Introduction
Curriculum & Professional Educational Standards
INTASC Standards.
Standard #3: Learning Environments The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction,
active engagement in learning, and self motivation.
Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and creates learning experiences that make
these aspects of the discipline accessible and meaningful for learners to assure mastery of the
content.
Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals, and community members to ensure learner growth, and to
advance the profession.
NYS Code of Ethics for Educators.
Principle 5 - Educators collaborate with parents and community, building trust and respecting
confidentiality.
Ontario Teacher Ethical Standards.
N/A
P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).
N/A
NYS Learning Standards.
P-LS1-1. P-LS1-2. Observe familiar plants and animals (including humans) and describe what
they need to survive.
P-LS3-1. Plan and conduct an investigation to determine how familiar plants and/or animals use
their external parts to help them survive in the environment.
Ontario Ministry of Education Curriculum Expectation.
N/A
DOE Claims & CAEP Standards.
DOE
Standard 1: Content and Pedagogical Knowledge – The provider ensures that candidates develop
a deep understanding of the critical concepts and principles of their discipline and, by
completion, are able to use discipline-specific practices flexibly to advance the learning of all
students toward attainment of college- and career-readiness standards.
Claims
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices.
Claim 3: Medaille College graduates are caring educators.
International Society for Technology Education for Teachers and Students (ISTE).
N/A
International Literacy Association (ILA) Professional Standards.
Council for Exceptional Children (CEC).
Science Field Trip Requirements
Krystle Pereira
6/27/2020
Grade: K-2
Where are you going?
Kusterman’s Berry Farm – 23188 Springwell Road Mount Brydges,
Ontario.
How will you get there?
The children will need to take a School Bus to the location, as it is in a
different city.
https://www.kustermans.ca/schools.html
How will you pay for the fieldtrip?
Each year, due to the school’s high enrollment of low-income families,
we are allowed to apply for a trip grant. This will only be a specific
amount of money, if granted. We will also have Cinnabon coupons that
can be purchased, with a portion going towards the trip. Between these
two ideas we will need to subtract the cost of the trip by the amount
raised and ask families to pay the difference. If children are unable to
pay, I will go to the Home and School committee to receive the rest of
the funds. It will cost $9.50 per child plus the cost for the 4 busses,
for approximately 220 children.
Objective/Purpose of the field trip:
Why did you choose this field trip?
Based on the encouraged inquiry-based model for our K-3
curriculum, children sparked an interest in learning about plants and
trees. This lesson stemmed into seasonal plants, we had a vote and
berries were a top “favourite plant.” We are currently learning about
the life cycle of a plant. There are many educational opportunities to
learn about plants. Kusterman’s creates educational activities that
actively engage the children. We are also able to pick berries, as
they are currently in season. We plan to take these berries to the
school and continue the learning and create a recipe together!
There are also many other stimulating activities for children to
participate that promote gross motor skills, sparks further interest,
and allows them to play freely. We will also have an opportunity to
feed and visit with many animals at the farm.
Does this go along with a unit you are studying?
We are learning about the life cycle of a plant. We are also in the
process of growing our own plants. Some children are noticing their
plants not growing and plan to ask the staff on the trip.
Ontario curriculum being covered (Grade 1):
1.2 describe changes or problems that could result from the loss of some kinds of
living things that are part of everyday life.
2.3 investigate and compare the physical characteristics of a variety of plants and
animals, including humans
2.4 investigate the physical characteristics of plants
3.5 describe how showing care and respect for all living things helps to maintain a
healthy environment
Do you have things for kids to look for or questions they need to
answer?
- We have a question that sparked up during our weekly planting
observations, some children want to know why their plant is
growing slower compared to the plants of their peers.
- I will ask the children prior to think of questions that we can ask
during the trip.
What do you envision?
The idea of this trip is to build on their knowledge of plants, I hope
that they are able to take the in-class lessons and see them come to
life at the farm. This opportunity will help the children to solidify
their learning. Since this topic was based off of interests, I want
the children to have fun! We will spend the entire day at the farm
and children will be expected to pack a “brown bagged lunch.” We
will break up the day, where we get to rotate through all of the
activities the farm has to offer.
Any other pertinent information would be great!
Kusterman’s has a lot of different activities for the children to
participate in. These activities include:
- A racetrack (with Go-Karts)
- A Maze
- Hill with slide
- Corn pit (for jumping)
- Playground
- Adventure barn and hay jump
- Jumping pillows
- Ziplines
- Sand Piles
- Wagon rides
[Back to Table of Contents]
Artifact #8: Civil Rights Movement: History in the classroom
Introduction
The last artefact that I have included was an assignment about teaching history in the classroom.
I believe that the civil rights movement has a big impact on diversity in society today. I believe it
is important to teach children diversity in every grade. I think that this artifact is relevant to the
problems that our countries are going through right now. I want my future employer to feel
comfort in my ability to teach children the different rights of different people. I also want them to
know that all people have value and contribute to our society.
Curriculum & Professional Educational Standards
INTASC Standards.
Standard #5: Application of Content The teacher understands how to connect concepts and use
differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.
NYS Code of Ethics for Educators.
Principle 1 - Educators nurture the intellectual, physical, emotional, social, and civic potential of
each student.
Ontario Teacher Ethical Standards.
Respect
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour
human dignity, emotional wellness and cognitive development. In their professional practice,
they model respect for spiritual and cultural values, social justice, confidentiality, freedom,
democracy and the environment.
Trust
The ethical standard of Trust embodies fairness, openness and honesty. Members' professional
relationships with students, colleagues, parents, guardians and the public are based on trust.
P-12 NYS Common Core Learning Standards (ELA, Math and Social Studies).
N/A
NYS Learning Standards.
Civic Participation
1. Demonstrate respect for the rights of others in discussion and classroom debates, regardless of
whether one agrees with the other viewpoint. Consider alternate views in discussion.
2. Participate in activities that focus on a local issue or problem in a country in the Eastern
Hemisphere.
3. Identify and explore different types of political systems and ideologies used at various times and
in various locations in the Eastern Hemisphere and identify the role of individuals and key groups
in those political and social systems.
Ontario Ministry of Education Curriculum Expectation.
Diversity, Inclusiveness and Canadian identities
1. explain the importance of international cooperation in addressing global issues, and evaluate
the effectiveness of selected actions by Canada and Canadian citizens in the international arena
B2. use the social studies inquiry process to investigate some global issues of political, social,
economic, and/or environmental importance, their impact on the global community, and
responses to the issues
DOE Claims & CAEP Standards.
DOE
1.3 Providers ensure that candidates apply content and pedagogical knowledge as reflected in
outcome assessments in response to standards of Specialized Professional Associations (SPA),
the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting
bodies (ed., National Association of Schools of Music – NASM).
Claims
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices.
Claim 3: Medaille College graduates are caring educators.
CAEP
1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the
appropriate progression level(s) in the following categories: the learner and learning;
content; instructional practice; and professional responsibility.
International Society for Technology Education for Teachers and Students (ISTE).
Educator
5. Designer Educators design authentic, learner-driven activities and environments that recognize
and accommodate learner variability.
Student
7. Global Collaborator Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and globally.
International Literacy Association (ILA) Professional Standards.
Diversity and Equity - Candidates demonstrate knowledge of research, relevant theories,
pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for
understanding all forms of diversity as central to students' identities; create classrooms and
schools that are inclusive and affirming; advocate for equity at school, district, and community
levels.
Learners and the Literacy Environment - Candidates meet the developmental needs of all
learners and collaborate with school personnel to use a variety of print and digital materials to
engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective
ways; foster a positive climate that supports a literacy-rich learning environment.
Council for Exceptional Children (CEC).
Initial Preparation Standard 2: Learning Environments 2.0 Beginning special education
professionals create safe, inclusive, culturally responsive learning environments so that
individuals with exceptionalities become active and effective learners and develop emotional
well-being, positive social interactions, and self-determination.
[Back to Table of Contents]
Conclusion
There are many documents that I have created or participated in that make me a well-rounded
individual and perfect teacher candidate. The artifacts that you have Viewed displayed my ability
to create and implement a variety of activities for different types of learners. Some show that I
am devoted to continue learning in order to strengthen my role as an educator. This collection of
my Artifacts are also aligned two the professional and curriculum standards of both Canadian
and American expectations. These artefacts also show that I am capable of taking the time to
plan assess and support children in the way that they need in order to meet the expectations of
the curriculum. All of these artefacts have been developed using my extensive experience as an
educator, with some of these artefacts I have been able to implement new ideas and theories that
I learned at Medaille college. These artifacts also help to reflect my philosophy and the way that
I want to teach in the future. In the next section I will have the opportunity to reflect on my
journey of completing the portfolio and why I think I have what it takes in order to become a
teacher.
