Artifact #4: Bulletin Board Presentation EDU 500 Core of Education

Overview
This artifact was initially created separately and was independent of the Unit Plan above,
however it could be used to augment certain lesson plans. Artifact number three grew up around
this Bulletin Board. The overall goal was to create an interactive showpiece that could serve
either as a review of basic mathematical operations at the end of the unit or as an introduction to
the addition and subtraction operations before students attempt to examine the mega mural that
wrapped around the room described in artifact #3. The Bulletin Board Presentation gives an idea
to the theme that would run throughout the art mural. Because the transition of teacher lead
classroom instruction of mathematical operations to self-directed examination of the mural to
create mathematical questions based on the operations learned could potentially be difficult for
students to manage, this could be used as a bridge between the two.
That being said it covers many components with regard to teacher competencies. It
addresses a potential hole in instructional flow which shows a commitment to and analyzation of
the knowledge of learners and a forethought to the difficulties that they could encounter. The
style of it is compelling and can recapture students attention that has a potential to become lost
in transition. The manipulatives on the board help to keep the students engaged and enhance
instructor effectiveness. By creating this learning aid it shows adequate thought was paid to
possible ENL learners who may need more visuals and manipulatives, especially with ideas that
are more constructionist in nature. And lastly the adherence toward the curriculum standards
followed by both Ontario and NYS show that I am able to take important concepts and create
interactive and engaging lessons around them.

This board is pure Brunner here. The interactive nature of the board lets learners
discover facts about the picture and the mathematical relationships in it. Students must ask
questions and explore the board to expand their understanding of what is happening. This
reflects the concept of discovery based learning. The classroom instruction provides the basics
in operational understanding which provides prior knowledge to be used and built upon. It is
designed to support student learning from the very beginning and once again draw the learners in
and engage them. Students are able to first look at the board to examine how to take from it to
build upon it.
Connections to Standards
INTASC STANDARDS
This artifact has many ITASC Standards apply to it. ITASC numbers one through three
apply to the learner and the learning done. Learner development is addressed by the board
interactive nature. It draws students in and gets them to interact with the board by looking at and
playing with the information found on the board. Learner differences are addressed because it
incorporates visual stimulation to not only be seen, but also as important data for the
mathematical questions. Manipulations on the board are important for ENL learners and learners
with special needs. The board is a show piece that brightens and adds character to the
educational atmosphere of the room.
ITASC standards numbers four through six address the content standards of this
artifact. Content knowledge is demonstrated here by the use of relating the figures from the
diagram to the numerical questions. The application of content is done here by having students
interact with the questions and be involved in the building of the questions from the ground up.

It ties the words to the numbers. Assessment is also shown here by quick feedback as students
move through each question and flip over the tab that provides the answers.
NYS Code of Ethics for Educators:
This board attracts the students attentions immediately and keeps them linked in by
allowing them to manipulate the board. It was designed in a way that they could jump into the
piece of art. It is a challenging concept that is yet entertaining at the same time.
P-12 NYS Common Core Learning Standards:
The common core standards that apply to this piece of work focus on the grade 1 strand
of Mathematics. Specifically it addresses the topics of: 1. Working with addition and
subtraction, 2. Adding and subtracting within 20, 3. Represent and solve problems involving
addition and subtraction, 4. Understanding and apply properties of operations and the
relationship between addition and subtraction.
Ontario Ministry of Education Expectation:
The Ontario Ministry of Education expectations for grade 1 Mathematics focus on the
topics of Number Sense and Numeration and Operational Sense.
TEAC/CAEP Claims:
The TEAC claims numbers 1 and 2 apply to this artifact because it shows that the
knowledge of the subject matter can be used to create interesting materials integrated with best
teaching practices.
Council for Exceptional Children (CEC):
Principle #3 applies to this artifact. It states that teachers should promote meaningful and
inclusive participation of individuals with exceptionalities in their schools and communities. In
creating materials that are easy to manipulate and colorful drawing that are interactive it allows

all students to be involved in the lesson. Students on the autism spectrum need these
manipulatives to better follow along with the class.

Bulletin Board Presentation

Peter Kolodziej
Medaille College
EDU 500 Core of Education
Dr. Belete Mabratu
March 3rd 2015

Topic
The topic of this Bulletin Board Presentation will be Mathematics. Specifically addition
and subtraction of numbers up to 21. These questions will show the horizontal and vertical
alignment methods and also have a question designed to show the associative properties of
mathematics.
Grade
The level for this Bulletin Board Presentation will be grade 1.
How will it be used?
The board will be used as a visual for student to expand and practise addition and
subtraction problems already learned in class. This presentation will serve as a review or
expansion of ideas covered in a preliminary instruction period. Students will be able to look at
the board either alone, in groups or with the presence of the instructor/helper. Participants will
read questions (alone or with assistance) and use the visuals on the board to put the required
information together and generate a solution. After doing so, students can check there answer by
flipping up the tab and looking at the complete answer given.
What did you learn when developing the board?
At first it was daunting to create a visual aid that was so large, but once an idea was
generated that tried to encompass the questions with the visuals and tie them together the board
seemed to get smaller. Since it was for younger students (grade 1) it was a priority to keep the
language to appropriate grade level and even so it may be necessary for teacher assistance to be
given. It was also important to keep the visuals fresh and interesting to hold the students
attention when doing the addition and subtraction requires. I tried to keep the fun and have
something new that could be found even when looking at the board for a prolonged period. My

inspiration was the Wheres Waldo books. Originally I thought I would have to fill the board,
but it would have been an overload of information and would have taken away from the main
focus of the math. Simple is better and keep the focus on the mathematical process.
Why do we teach it?
Mathematics can be challenging for many students. The board is used to try to make it
fun and incorporate a visual when dealing with written math problems and numerical math
problems. Often students get tired or frustrated when faced with a sheet of math questions and
then shut down or quit without trying to get through it. If there is a visual that draws them in and
is busy (not too busy) it keeps them focused and attentive to what they discover on the board.
What are the expectations from it?
I expect the students will be able to review the lessons they learned previously with
addition and subtraction. It is the expectation that students will be focused on applying the
lessons they learned previous with the board and forget that they will be doing the work
associated with math. The hope is it would be much simpler to attract and hold the attention and
review the ideas behind the addition and subtraction and transfer them into an actual
mathematical question using numerals. It begins to relate the abstract idea of numbers into the
physical question. Think going from fingers to real questions.
Objectives
The objectives of the board is to help a character find his friends. To do so four math
questions are investigated by the students either in a group together or individually. The math
questions have to be looked at since the character only understands math and he just woke up.
The students have to do the thinking for him.

Pictures of Bulletin Board