Artifact and Reflection Form

Name: Tiffany Embry

Artifact number: 1

Title of artifact: Role Play Game ***see attached artifact 1***

Course number and name: MAT 735 Meeting the Needs of Diverse Students

Type of artifact: Code Switching Game

Write a brief description of the artifact

I created role-playing scenarios where the student will be required to code switch. The student will be required to do
this verbally as well as in written form, thus gearing toward the multiple intelligences. I have created scenario cards
that are either written in Ebonics form or grammatically correct English. The student will work with me or a peer to
code switch to read the card in the opposite form. This will not only provide the student the opportunity to practice
academic speak, it will also provide teacher the opportunity to assess if the student knows the proper
grammar/vocabulary for the situation.

Professional and/or Learner Outcomes Represented by this Artifact

Relate this artifact to your listed professional and/or learner outcomes.

Professional Outcomes
a. Teacher will become familiar with vernacular used in student’s current cultural setting.
b. Teacher will use social skills instruction to teach how to adapt language for different
audiences.

Learner Outcomes
a. Student will be able to distinguish between “home” language and academic or “school”
language.
b. Student will be able to produce a writing sample that demonstrates the ability to use proper
grammar in academic writings.

Report of Outcomes Attainment

This unit will be implemented in fall 2009. Once implemented, I will revisit to reflect on actual
findings and successes of the unit.

Reflection on the process

1. What does this artifact demonstrate as far as your learning?
 This artifact will show that I am able to learn and present language spoken
by the student. It will allow me to connect with the student and in theory make the
student want to learn academic English as I learned his/her home language.
2. What does it represent in relation to the changes you have made in your classroom?
I will be implementing this plan in fall 2009.
3. Describe why you chose this artifact.
  I chose this artifact because I feel it shows my hands on teaching style.
This artifact is one that must be closely monitored. It is one that shows my creativity
as well as my desire to have students want to be active participants in their own
learning.

4. Link the action research process, these results, the research you used to back your
decisions and the program and/or course outcomes.
 Dedicating themselves to life-long learning and professional development;
 Providing leadership in shaping change within learning communities;
Connection:
For this project I tuned into the language of the student’s home life. It allows me to get
closer to the student and his parents, thus bridging the bond between student, parent,
teacher, and school. This project also allows the student to see the importance of being
able to code switch based on a situation. This will allow them to see the potential not
only academically, but also in life.

5. What does this artifact demonstrate about you as a teacher? Link what you found to the
NBPTS Core Propositions?
 Proposition 1: Teachers are Committed to Students and Their Learning
 This game requires the teacher to be an active participant in the learning of
the student. It provides for a fun and hilarious learning environment
where the students can see Mrs. Embry in a different light.
 Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.
 This project will probably be difficult for my students. They are going to
have to really stop and think before reading the card. If the students are
able to correctly translate the card then I know they will be able to do it on
paper, which is my ultimate goal.

I
 References

Berne, J., & Clark, K. (2008, September 1). Focusing Literature Discussion Groups on
Comprehension Strategies. Reading Teacher, 62(1), 74-79.

Coppus, S. (2008, June). Ebonics: African American Vernacular English. Ebonics: African
American Vernacular English -- Research Starters Education, Retrieved June 19, 2009,
from Research Starters - Education database.

Gabl, K., Kaiser, K., Long, J., & Roemer, J. (2007, May 1). Improving Reading Comprehension
and Fluency through the Use of Guided Reading. (ERIC Document Reproduction Service
No. ED496377) Retrieved June 18, 2009, from ERIC database.

Hall, L., & Piazza, S. (2008, September 1). Critically Reading Texts: What Students Do and
How Teachers Can Help. Reading Teacher, 62(1), 32-41.

Hamilton, K. (2005, April 21). The Dialect Dilemma. Black Issues in Higher Education, 22(5),
34-36. Retrieved June 19, 2009, from Research Starters - Education database.

Kobus, T., Maxwell, L., & Provo, J. (2007, January 1). Increasing Motivation of Elementary and
Middle School Students through Positive Reinforcement, Student Self-Assessment, and
Creative Engagement.

Picower, B. (2004, September). Teaching Outside One's Race. Radical Teacher, Retrieved June
21, 2009, from Research Starters - Education database.

Salisbury, C., & Others, A. (1997, January 1). Using Action Research To Solve Instructional
Challenges in Inclusive Elementary School Settings. Education and Treatment of
Children, 20(1), 21-39.

Schoen, S., & Schoen, A. (2003, January 1). Action Research in the Classroom: Assisting a
Linguistically Different Learner with Special Needs. TEACHING Exceptional Children, \
35(3), 16-21.

Topping, K., Nixon, J., Sutherland, J., & Yarrow, F. (2000, January 1). Paired Writing: A
Framework for Effective Collaboration. Reading, 34(2), 79-89.