Content knowledge in area of emphasis
This artifact, developed in Health Education, demonstrates my content knowledge of the effects of technology on health and wellness. The lesson aligns with West Virginia Standard WE.8.7 and includes instruction on defining health, wellness, and technology, as well as examining the positive and negative impacts of technology on physical and mental health. Through direct instruction, discussion, and assessment activities, I demonstrate an understanding of key health education concepts and my ability to accurately teach content within my area of emphasis. This artifact originated from coursework completed in my MA program in Spring of 26.
marshall+lesson+plan+template (1) (2).pdf
Incorporating diverse viewpoints into instruction
This artifact demonstrates my ability to consider and evaluate different viewpoints related to
educational practice. In this assignment, I examined multiple perspectives regarding punitive
grading, standards-based grading, and no-zero policies. I discussed the advantages and
disadvantages of each approach and reflected on how these differing viewpoints could influence
instructional and classroom management decisions. By analyzing multiple perspectives and
supporting my conclusions with educational research, I demonstrated knowledge and skill in
incorporating different viewpoints into my professional practice. This artifact originated from
coursework completed in my MA program.
Engaging students in generating and demonstrating knowledge
This lesson plan demonstrates my knowledge and skill in engaging students in generating and demonstrating knowledge. Students participate in inquiry-based learning, conduct investigations, solve authentic problems, create a wellness plan, and complete a performance assessment through a presentation. These activities require students to actively construct and demonstrate knowledge. This was completed early on in my MA program and one of my first assignments.
Making content meaningful to students
This artifact demonstrates my ability to make content meaningful to students by connecting instruction to their everyday experiences. Students identify technologies they regularly use and describe the purpose of each. The contingency lesson requires students to evaluate their own technology habits and develop a Healthy Technology Use Plan based on personal goals and wellness needs. These activities help students apply course content to real-life situations, making learning relevant, engaging, and meaningful. By relating health concepts directly to students' daily technology use, the lesson promotes deeper understanding and practical application of content. This was completed during my MA program, Spring 2026.
technology_health_scaffold_and_contingency.docx