The document summarizes a PowerPoint presentation given by the author to 5th and 6th grade students on how to build model rockets. The presentation aimed to teach students about the physics and chemistry of rockets. It aligned with Wisconsin teaching standards around effective communication using verbal, nonverbal, and technological methods. The author learned the importance of supplementing PowerPoints with hands-on engagement through questions and discussion. The experience also aligned with the author's university's standards around clear communication tailored to students' understanding and engaging instructional methods.
The document summarizes a PowerPoint presentation given by the author to 5th and 6th grade students on how to build model rockets. The presentation aimed to teach students about the physics and chemistry of rockets. It aligned with Wisconsin teaching standards around effective communication using verbal, nonverbal, and technological methods. The author learned the importance of supplementing PowerPoints with hands-on engagement through questions and discussion. The experience also aligned with the author's university's standards around clear communication tailored to students' understanding and engaging instructional methods.
The document summarizes a PowerPoint presentation given by the author to 5th and 6th grade students on how to build model rockets. The presentation aimed to teach students about the physics and chemistry of rockets. It aligned with Wisconsin teaching standards around effective communication using verbal, nonverbal, and technological methods. The author learned the importance of supplementing PowerPoints with hands-on engagement through questions and discussion. The experience also aligned with the author's university's standards around clear communication tailored to students' understanding and engaging instructional methods.
The document summarizes a PowerPoint presentation given by the author to 5th and 6th grade students on how to build model rockets. The presentation aimed to teach students about the physics and chemistry of rockets. It aligned with Wisconsin teaching standards around effective communication using verbal, nonverbal, and technological methods. The author learned the importance of supplementing PowerPoints with hands-on engagement through questions and discussion. The experience also aligned with the author's university's standards around clear communication tailored to students' understanding and engaging instructional methods.
Title: Power Point Presentation on Model Rocket Building at a Physics Phunshop
Date: Fall Semester, 2011
Artifact Description
In the Engineering Building at UW-Platteville, I taught local area 5th and 6th grade students how to build model rockets. The Society of Physics Students (SPS) and I instructed students on how to build rockets to teach the students about the physics of rockets and chemical reactions. There were between 25-30 students and six-eight fellow college students who assisted the grade school students on how to build the rockets.
Alignment Reflection
My experience aligns with Wisconsin Standards Teacher Development and Licensure number six. Number six is Communication and it states Teachers communicate well: The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
My experience aligns with this standard because at the Phunshop, I used a Power Point presentation (non-verbal) and walking around talking (verbal) to teach students how to build rockets We also reviewed the physics and chemistry behind our rocket launch. I am more competent in this standard because I learned that Power Points alone can be uninteresting for younger children. Power Points should be supplemented with other ways of engaging the students like asking questions or walking around talking to them to keep them focused on the project.
My experience aligns with UW-Platteville Knowledge, Skill, and Disposition Alignment
KSD3.a. That standard states Communicates clearly and accurately: the candidate's spoken and written language are correct, expressive and clear, with well-chosen vocabulary that enriches teaching and communicates thoughtfully, responsively, and effectively for a wide range of student understanding and encourages appropriate student language development.
My experience aligns with this because I wrote the Power Point in clear language for the students, and if I did use technical terms, I would explain them in a way that the students could understand in the Power Point or verbally to them. As a result, I now know that I have to write things in terms that students will understand or explain technical terms.
KSD3.c. : The candidate has the ability to engage students in the learning process by linking appropriate content, based upon suitable instructional materials and resources, to students knowledge and experience, being certain that all students are cognitively engaged in the activities/assignments and that the students actively contribute to the content design. Instruction is highly coherent and appropriately paced for all students and allows for reflection and closure as appropriate.
KSD3.b. : The candidates questioning techniques and instructional strategies are of uniformly high quality with special attention given to available time for student response, varied levels of questions, and adequate student involvement in the discussion/instructional process.
Personal Reflection
What I learned about teaching/learning from this experience
From my experience, I learned that teachers need to effectively use verbal and nonverbal communications to reach students more effectively. By using communication effectively, you can more easily convey your point, foster inquiry and a more in depth interaction in the classroom. It can also be used to reach students with a wider range of learning styles.
What I learned about myself as a prospective educator as a result of this experience/artifact:
I learned from my experience that I need to effectively use verbal and non-verbal communication to more effectively reach students. I plan on using instructional media, teaching the lesson verbally and having non-verbal packets or handouts to effectively reach all learning styles.
