In my student teaching I completed NETS-TIIIa, b, c, and d by taking students to the computer lab, and my studnets interacted on the smart board  in our classroom. My artifact is a link (an attachment to a sample of something the students did such as a Power Points, newsletter, and internet activities.

My ASU student teaching supervisor has signed off on these last 4 competencies using the compliance form I received in CI3750. My supervisor will turn this form in to the student teaching office at ASU and it will then be sent to Raleigh and I am eligible to get my initial teaching license.

Rationale for Counting Quarter and Rounding Lesson

Context: I had to teach a lesson on counting quarters. I created a power point lesson so that the students could interact with the smart board during the lesson. In this lesson the students were able to draw coins on the smart board, and count coins on the smart board. The power point was very informational and very informing. I also created a rounding lesson with power point. This power point was also interactive like the counting quarters lesson. After both lesson we went on an internet web site www.rainforestmaths.com and played rounding and counting money games. After the lessons were over the students went to the computer lab and played the games that we played on the smart board.  At the beginning of the school year I sent out a letter to my studnets and parents that told about me and that I would be student teaching in their room.

Impact: This impacted my students. By being able to interact with the smart board they were more interested in the lesson. The students love interacting with the smart board. They all love to write, draw, and move objects on the smart board. I think the more interested the students are in the lesson the more that they will learn.  

Alignment: I have met NETS-TIIIa, b, c, and d by taking students to the computer lab, and my students interacted on the smart board  in our classroom. Integrated technology into my lessons, by sending a newsletter home to parents and studnets about me, and by sending out weekly email to parents about what their children would be learning each week.

I have met standard 9, indicator 1 by developing instruction problem solving so that all students can build new math knowledge, solve math problems, and reflect on problem solving by the two power points I created for the students and showed on the smart board. The lessons on counting quarters and rounding to the nearest ten helped the children to solve the problems.

I have met standard 9, indicator 2 by developing my power points to show the students in many ways what counting quarters is through pictures numbers and words.

I have met Standard 9, indicator 4 by the two power point this tag arts all learning styles. Therefore with picture, numbers, words, and being able to interactive with the power point the children can make a connection inside mathematical ideas, and outside of math.