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Artifact #10: Math Learning segment bulletin board

This last artifact is connected to the first one. It is a compilation of students work from the

math lesson (artifact 1) that is put on display outside the classroom to let students know their

work matters and allow other students within the school a chance to view what the class is

learning about. Theorists Jerome Brunner (1996) believed that students build upon their

knowledge year after year. This bulletin board reinforces that because the students used the

knowledge of polygons and non-polygons and built upon that to incorporate art and let them see

that polygons make up things within the real world if you pay close attention. They also built

upon their knowledge of symmetry and rotation.

Connections to Standards
INTASC Standards
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of

the discipline(s) he or she teaches and creates learning experiences that make these

aspects of the discipline accessible and meaningful for learners to assure mastery of the

content.
4(a): The teacher effectively uses multiple representations and explanations that

capture key ideas in the discipline, guide learners through learning progressions, and

promote each learner’s achievement of content standards.

NYS ETHICS
Principle 2: Educators Create, support and maintain challenging learning

environments for all.

Educators create, support, and maintain challenging learning environments for all.

Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences.

Educators develop and implement programs based upon a strong understanding of human
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development and learning theory. They support a challenging learning environment. They

advocate for necessary resources to teach to higher levels of learning. They establish and

maintain clear standards of behavior and civility. Educators are role models, displaying

the habits of mind and work necessary to develop and apply knowledge while

simultaneously displaying a curiosity and enthusiasm for learning. They invite students to

become active, inquisitive, and discerning individuals who reflect upon and monitor their

own learning.

The Ontario Ethical Teacher Standards

Care: The ethical standard of Care includes compassion, acceptance, interest and

insight for developing students' potential. Members express their commitment to students'

well-being and learning through positive influence, professional judgment and empathy

in practice.

P-12 NYS Common Core Learning Standards for ELA, Math and Social Studies
A. Standards

Category:
Grade: 6
Standard and Statement: 6. G. 1. Find the area of right triangles, other triangles,

special quadrilaterals, and polygons by composing into rectangles or decomposing

into triangles and other shapes; apply these techniques in the context of solving

real-world and mathematical problems.

New York Standards
Standard 3: Mathematics

Students will understand the concepts of and become proficient with the skills of

mathematics; communicate and reason mathematically; become problem solvers by using

appropriate tools and strategies; through the integrated study of number sense and

operations, algebra, geometry, measurement, and statistics and probability.

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Ontario Ministry of Education Curriculum Standards

A. Standards
Category: Geometry and Spatial Sense
Sub category: Geometric Properties
Grade: 6
Standard and Statement: sort and classify quadrilaterals by geometric properties

related to symmetry, angles, and sides, through investigation using a variety of tools (e.g.,

geoboard, dynamic geometry software) and strategies (e.g., using charts, using Venn

diagrams)

TEAC/CAEP CLAIMS 1-3

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices.

Claim 3: Medaille College graduates are caring educators.

Council for Exceptional Children (CEC)

1. Maintaining challenging expectations for individuals with exceptionalities to

develop the highest possible learning outcomes and quality of life potential in ways that

respect their dignity, culture, language and background.

3. Promoting meaningful and inclusive participation of individuals with

exceptionalities in their schools and communities.

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