Artifact Reflection

Title: Best Practice Reflection

Date: February 2014
Artifact Description:
The following artifact is a paper I wrote for my K-4 Methods course at UW-Platteville. It was a
reflection on how the cooperating teacher in my pre-student teaching placement used Best
Practice structures as defined in the second chapter of Best practice: Bringing standards to life
in Americas classrooms, fourth edition. (Zemelman, Daniels & Hyde 2012). The paper begins
with an introduction of the Best Practice structures I observed and goes on to explain how
Integrative Units and Collaborative Activities were implemented in the classroom. Following my
reference list, I have also included a snapshot of the grade the paper received since there is
only an electronic trail of my professors evaluation.
ALIGNMENT
Wisconsin Teacher Standard Alignment:
This experience best aligns with standard four of the Wisconsin Teacher Development and
Licensure Standards which states: The teacher understands and uses a variety of instructional
strategies to encourage students development of critical thinking, problem solving, and
performance skills. This experience aligns with standard four because the paper allowed me to
observe a professional educator using a variety of instructional strategies as well as understand
how such practices enhance a students learning. Through my observation, I was able to see
students engage in active learning opportunities with many materials, including technological
resources. This is important because it promotes students development of critical thinking,
problem solving and performance capabilities. The paper allowed me to reflect on my
observation and see the importance of flexibility and reciprocity in education. The grade I
received and the feedback from my professor demonstrates that I have an appropriate
understanding of instructional strategies and their function in the classroom. This is important
because, in order to lead an effective classroom, a teacher must demonstrate mastery in the
strategies they are using.
UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment
This experience best aligns with KSD3.c of the UW-P School of Education Knowledge, Skill and
Disposition statements which says: The candidate has the ability to engage students in the
learning process by linking appropriate content, based upon suitable instructional materials and
resources, to students knowledge and experience, being certain that all students are cognitively
engaged in the activities/assignments and that the students actively contribute to the content
design. Instruction is highly coherent and appropriately paced for all students and allows for
reflection and closure as appropriate. This experience aligns with this standard because I was
able to participate in a classroom where students were actively engaging in learning in a variety
of ways. I could also identify specific practices that were beneficial to creating the best overall
learning environment for all students. This is important because educators need to be able to
evaluate their efforts and options and continually make instructional choices that engage their
students the most.
Secondary Alignment:
KSD3.e Demonstrates Flexibility and Responsiveness
KSD2.e Organizes Physical Space
KSD1.e Designs Coherent Instruction

REFLECTION
What I learned about teaching/learning:
This reflection paper allowed me to compare my observation with Best Practice structures I had
studied in a teaching course at UW-Platteville. I was able to see how the structures are able to
function within an active classroom and why their design is so effective. It reaffirmed the
importance of a teachers understanding of principles and techniques, along with advantages
and limitations associated with different instructional strategies. By seeing a variety of
instructional approaches implemented successfully, I was able to understand just how a teacher
can enhance learning through a wide variety of materials and methods. Such differentiation and
diversity within a classroom creates a multitude of opportunities for success that would be
limited by only utilizing one instructional strategy. Teachers must be flexible and adjust their
instruction to meet their students where they are in their education and ensure the optimal
learning environment is sought after.
What I learned about myself as a prospective educator:
This paper was a great way for me to evaluate Best Practice structures and determine what I
consider the most beneficial approach to educating students. By organizing my thoughts
through writing about two of the seven Best Practice structures we discussed in class, I have
come to the realization that there is no one strategy that is better than the other; a teacher must
continually adjust his/her instruction to meet the needs of his/her students. For me, this reaffirms
the notion that I must always be on my toes while teaching. This is a challenge I must accept
with open arms because if I were to only choose one way to teach all students, it would greatly
deter their overall education. By using multiple teaching and learning strategies, I will be able to
engage students in active learning opportunities that will promote their development of critical
thinking, problem solving and performance capabilities. Through this reflection, I understand
that my role as an educator is active and ever-changing to help propel my students further in
their educational endeavors. The instructional strategies I choose to implement in my classroom
will have a substantial impact on my students, which is why it is important I put much thought
into my instructional management decisions.

Carrie Scherer
TCHG 3130-02
Professor Hollingsworth
February 21, 2014
Best Practice Reflection
During the six days I have been working in Susan Kelms first grade classroom at
Mineral Point Elementary, I have observed many best practices as defined by Zemelman,
Daniels, and Hyde (2012). In this reflection, I will discuss my teachers incorporation of
Integrative Units, and Collaborative Activities.
Integrative Units
Mineral Point has recently transitioned into a new literature series called Journeys. From
my exposure to the content, I have found this to be a prime example of an Integrative Unit.
According to the authors, the importance of content directly relates to a schools function, and as
a result should relate to students in a way that can make sense to them all throughout the day
(Zemelman, Daniels, & Hyde, 2012). Journeys is designed to expose students to a new theme
each week with a large group story and related books at different levels for perusal in literacy
groups managed by the teacher. Incorporated into the story are the spelling and sight words for
the week, along with new letter concepts such as double or silent e. Because of the cohesive
content across subjects, students become excited and engaged as they make connections between
stories as well as relating the content to what they already know. From my experience, I know
the students at Mineral Point look forward to the new unit each week and become very involved
with questioning and response during classroom discussion. Such active study is beneficial to
students and contributes to their long-term memory. Considering that the memories most adults
carry from their childhood schooling experience trace back to the deep and extended

investigations that Integrative Units offer, the authors believe this to be a testament of their
success since students typically enjoy them so much (Zemelman, Daniels, & Hyde, 2012).
Collaborative Activities
According to Joseph Durlak, schools that explicitly teach social skills have about a 13%
rise in academic achievement including course grades and standardized testing (as cited in
Zemelman, Daniels, & Hyde, 2012). I am uncertain of their overall scores, but at Mineral Point I
have seen many Collaborative Activities. From Durlaks research, I can then estimate their
achievement to be high.
According to the authors, social relationships come first; therefore social skills should be
implemented and practiced in the classroom (Zemelman, Daniels, & Hyde, 2012). Mrs. Kelm has
her students participate in an abundance of group work throughout the day with the goal of her
students gaining independence. For about seventy-five minutes each morning, students
participate in Daily 5 Activities based on principles of the Daily 5 Structure (Boushey & Moser,
2006). The Collaborative Activities I have seen include read to a partner, read with a group or
work one-on-one with a volunteer adult that visits the classroom each day to help students with
their reading. Because Mrs. Kelm is always working with one reading group during each of the
three rotations, students are given the daily opportunity to work without constant adult
supervision. If they have a question, students have been trained to ask a friend first and then
stand on the edge of the carpet to wait patiently for Mrs. Kelms help after she reaches a stopping
point with her reading group. Since students are asking their peers for help first, Mrs. Kelm
rarely gets asked questions during Daily 5 time because students are learning to figure things out
for themselves through peer-to-peer collaboration. By asking questions, reading to a partner, or
reading to a group, students are using and improving their social skills that Zemelman, Daniels &

Hyde speak so highly of. Therefore, these practices suggest academic success to be a reflection
of the activities Mrs. Kelms class has engaged in.
References
Boushey, G., & Moser, J. (2006). The daily 5: Fostering literacy independence in the elementary
grades. Portland, ME: Stenhouse.
Zemelman, S., Daniels, H., & Hyde, A. (2012). Best practice: Bringing standards to life in
Americas classrooms. Portsmouth, NH: Heinemann.