Impact Artifact
This artifact should provide evidence of the impact of your learning in the Masters in Literacy Program on your teaching and your students' learning. You may need to consider multiple artifacts to show not only the impact of your learning on your teaching, but also on your students’ learning, such as a PD workshop you led, a video clip of your teaching, curriculum maps/units, students’ work samples, etc.
The artifact needs to be accompanied by an artifact tag which includes:
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Final Report of Program Remediation.docx
DAILY RECORD OF ACTIVITIES -Session 5.doc
Context:
In EDLIT 736 and EDLIT 737 my colleagues and I were each paired with a student who was experiencing difficulty with reading and/or writing. We worked with the student once a week, with the exception of holidays, over the course of 10 months. The first half of the school year was gathering assessment data in order to create a curriculum that reflects the needs of the student and included selecting and developing appropriate materials for remedial instruction. The following year was a continuation of the work we did in EDLIT 737. This time I carried out the curriculum that I generated in EDLIT 736. Through diagnostic assessments, observations and anecdotal notes students reading and writing difficulties were diagnosed. I had to gather data and analyze the students performance during our time spent at the Literacy Space in Hunter College and composed a summative diagnostic report and a student profile for school professionals and parents.
Explanation:
These two courses were eye opening for me as a literacy educator. Not only did the integration clinical activities help me step outside of my comfort zone, but I also had the opportunity of putting theories into practice. By working in a one-on-one setting I was able to focus my attention to one student who would benefit from individualized instruction rather than a whole class of 20 students. From the first day my student came into the Literacy Space to the last day of celebrating all he accomplished, his overall attitude toward reading and writing was changed. I found out that he really enjoyed reading a series, so we worked together to find a new reading series that was age and grade level appropriate. By showing an interest in his reading interests it created a supportive environment in the Literacy Space for us to work on reading and writing strategies of informative and narrative texts.
Reflection:
The big component I found to have changed my Literacy Space student’s attitude toward reading and writing was giving him ownership of his learning. He was old enough to make decisions on books that were just right for him. So instead of assigning a book for him I allowed him the opportunity to choose an expository text and a narrative text to work with. By giving him ownership of his learning he was motivated to read each page. There were times that he was so intrigued by story’s events that he probably would have tried to finish the entire book during a single tutoring session if we let him. As I reflect on this teaching experience I realize how important it is as a teacher to really get to know our students in order to develop meaningful and motivational instruction.