Year 1: 2025 – 2026

Artifact 1:

I used the Final Mind Map from the Learners and Communities II class because I think that it encompasses the learning I did through the quarter. I felt proud of how I could see my learning change throughout the quarter through this document. We were able to display our maps for each other and I felt like they were all really good ways of seeing what we each took individually as the most exciting and important part of the quarter. I felt like by comparing my mind map to its final stage, I was able to see clearly how the depth of knowledge changed or shifted through the readings and classwork I did.  This artifact follows Strand 3 by developing my ideologies about how to strengthen and support the learning environment for my future students. This idea of thinking about what diverse students’ learning looks like will help me support the multitude of students I’ll encounter in my future classroom.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development Applied Developmental Science, 24(2), 97–140. 

Artifact 2:

I chose the Lesson Plan that I wrote for my Teaching for Social Justice class. I felt really nervous going into this assignment because I am really inexperienced in the actual act of writing lesson plans. I think that despite my nervousness I was able to write out something that I think feels like something that I could actually implement in my future classroom. Throughout the quarter, we had a lot of conversations about backwards planning and how that design carries through the whole school year. I spent time focusing on how to use the Interactive Presentation model to best teach certain topics that require more direct instruction. In “Understanding By Design”, we looked at how the backwards-planning instruction allows for a more engaging and cohesive unit plan so we used elements of UBD to make our lesson plans more engaging, like using the IP model. This is a clear example of Strand 4 by diving into the lessons that I plan and how I envisioned planning out my content to be relevant to my students.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development.

Year 2: 2026 – 2027

Artifact 1:

Artifact 2: