Artefact 1

Artefact 1 – I noted personal details about students which helped me to make conversations and build rapport with students as the positive relationship between teachers and students has a significant effect on student engagement, motivation, and overall well-being which leads to optimal educational outcomes (Ruzek et al., 2016).  Information through observations and activities was gathered to identify considerations for planning, teaching, and differentiation.

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Artefact 2

Artefact 2 – PowerPoint slides were used to explicitly teach multiplication vocabulary including visuals of equal groups with examples and non-examples and opportunities for students to demonstrate their understanding through the gradual release of responsibility (Pearson & Gallagher, 1983).  The use of visuals allowed all students to access and make connections to the concept being taught.

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Artefact 3

Artefact 3 – The concept of multiplication being equal groups of items and then calculated through repeated addition was modelled using manipulatives and also with visuals and symbols on the PowerPoint to connect the concept of multiplication with the process to solve questions through repeated addition, using concrete manipulatives, or drawings, and explained as an effective way to calculate large numbers through multiplication.

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References:

Pearson, P., & Gallagher, M. (1983). The instruction of reading comprehension. Contemporary Educational Psychology.

Ruzek, E., Hafen, C., Allen, J., Gregory, A., Mikami, A., & Pianta, C. (2016). How teacher-student relationships matter for kids. The Education Digest, 81(2), 17-21.