1. Q. WHAT HAPPENS AFTER THE CASE ANALYSIS PROCESS?
A. CASE ARTIFACTS
EDUC W200 Week 8
2. WHAT ARE CASE ARTIFACTS?
• Have you heard the phrase “Put your money where
your mouth is?”
• It is one thing to say you would do something – it is
another thing to do it. And as a teacher, you have to
do both anyways (create an idea for something,
then make it “real”)
• You will be assigned (in your graded case analysis
document) what items you are required to produce
from what you proposed in your case analysis
EDUC W200 Week 8
3. WHAT ARE CASE ARTIFACTS?
• Examples Of Artifacts
o Teacher’s presentation
o Sample of student assignment
o Rubric for an activity
• These are NOT Acceptable (And Why)
o Simple worksheets (Too simple to create)
o Found things (things you suggest in your analysis that
already exist)
o And lesson plans
EDUC W200 Week 8
4. WHAT YOU NEED TO KNOW?
• Case artifacts can be created for teachers or students
• It’s putting your chosen options in action – not just
talked about.
o Created after analyzed needs and characteristics
o Consider what tools you have to create an artifact given the
characteristics of your classroom
o For W200, artifacts will be created through the use of
different technology
EDUC W200 Week 8
Editor's Notes
Ask your instructor for any other specifics about what counts ------ Lesson plans are highly organized outlines that specify the subject matter to be covered, the order in which the information will be presented, and the timeline for delivering each section or component of the subject matter. While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order: Title of the lesson Time required to complete the lesson List of required materials >> this is where artifacts come in List of objectives , which may be behavioral objectives (what the student can do at lesson completion) or knowledge objectives (what the student know s at lesson completion) The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or concepts —these include showing pictures or models , asking leading questions , or reviewing previous lessons An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and guided practice the students use to try new skills or work with new ideas Independent practice that allows students to extend skills or knowledge on their own A summary , where the teacher wraps up the discussion and answers questions An evaluation component, a test for mastery of the instructed skills or concepts—such as a set of questions to answer or a set of instructions to follow Analysis component the teacher uses to reflect on the lesson itself —such as what worked, what needs improving A continuity component reviews and reflects on content from the previous lesson [1]
