Title: Pre-Student Teaching at Platteville Middle School Date: Fall 2013 Description: During the fall of 2013, I did

pre-student teaching at the Platteville Middle School in Platteville, WI. At the Platteville Middle School I had the privilege of observing a teacher while he taught Project Lead The Way Technology Education. I also had a few chances to create my own instructional plan. The specific grade levels I taught and observed were 6th, 7th, and 8th grade. At the Platteville Middle School I developed a few different instructional plans in which I taught. Attached is my instructional plan for one particular lesson I taught on buoyancy. Alignment Wisconsin Teacher Standard Alignment: This artifact best aligns with Standard Seven: Instructional Planning, of the Wisconsin Teacher Licensure Standards. Standard Seven states that the instructor organized and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. My experience pre-student teaching at the Platteville Middle School best aligns with Standard Seven of the Wisconsin Teacher Standards because this pre-student teaching experience provided me with opportunities to create my own instructional plans based upon my knowledge of technology education, pupils, and the curriculum goals. One example in particular was when I created my own lesson plan on buoyancy. I was able to brainstorm what I had previously learned about buoyancy and apply it to what I was expected to teach based on the grade level (middle school students). Based on the grade level, I was expected to teach at a very basic level of buoyancy. For example, what buoyancy is, and how we can use. In class, I had the students brainstorm ideas on how to design a boat (with limited materials) that would float, balance, and hold weight, practicing the concept of buoyancy. After brainstorming different ideas, the students designed and built the boats in which were tested with how much weight (using pennies) the boats could hold before submerging. After testing the boats, as a group we discussed what designs worked well, and what designs didnt work so well and why. This instructional plan I pursued addressed the goal within Mr. Smets classroom. Particularly for the unit, what is, and how can we use, buoyancy. The systematic instructional plan I established was pursued in which resulted in the students of the classroom using creativity and constructional thinking to design a boat that would utilize bu oyancy in order to float. This experience also began to prepare me for what to expect when teaching new instructional plans. For example, prior to the class I was to teach, I constructed a lesson plan. I constructed the lesson plan in a Prezi. I figured the instruction to last approximately 30 minutes and the lab to last approximately 20 minutes. However, the instruction only lasted about 15 minutes, and the lab was spread out over two class periods. I realized afterwards that though I thought I had everything planned out and synchronized, the class time was reorganized in a different way. However, I reorganized the time because as I was teaching I realized that I was able to explain the material in 15 minutes which would ultimately leave the students with more time to work

on their design. This is one example of what I learned about instructional planning during my pre-student teaching experience. UW-Platteville School of Education Knowledge, Skill, and Disposition Statement Alignment: This experience best aligns with KSD3.e of the UWP School of Education Knowledge, Skill, and Disposition statements which states: This candidate has the ability to make appropriate adjustments to his/her instruction and accommodates students questions and int erests while being aware of student differences and difficulties, and can use a wide range of resources and strategies to meet all students needs in the classroom. My experience pre-student teaching aligned well with KSD3.e of the UWP School of Education Knowledge, Skill, and Disposition. The KSD aligned well with my pre-student teaching experience because during my involvement in class, I made appropriate adjustments to my instruction as mentioned above. I made adjustments on the time taken for instruction, and on the time taken on lab work. I ultimately made the decision that I had spent enough time on lecturing, and the students were going to need more time in lab to do a good job on their design. This adjustment I made accommodated the students by giving students more time to complete their work without rushing through it. A few of the students needed more explaining than what was given in the 15 minute lecture. While a majority of the students were working on their design, I took the time to help and further explain the material to the students who had more questions. I also found that the using the white board to explain details of the designing lab, such as how to dimension, worked well for the students who had difficulty understanding what was being explained. Secondary KSDs: KSD1.b. Demonstrating Knowledge of Students Personal Reflection: What I learned about teaching/learning from this experience. Through my pre-student teaching experience I learned that planning can help a classroom to go a lot smoother. An instruction plan guides a path for the class period and also keeps the classroom on track and in rhythm. However, I also learned through this experience that not everything always goes according to plan. Plans change all the time, but these changes or adjustments are usually good adjustments made to accommodate the students. What I learned about myself as a prospective educator as a result of this experience. Through this experience I learned that some of the best teachers are the teachers who are willing to change and alter their plans to fit the needs of their students. I also learned that staying focused on the objective, holding my students interest by keeping it interesting, and remembering to accommodate my students is incredibly important and certainly a goal for every educator. Ultimately, as a prospective educator, I will do the best I can when preparing my instructional plans, but when appropriate; make the changes to accommodate my students. At the end of the day, the plan really doesnt matter anymore; its getting all the students to the learning objective that matters.