Artifact: GRASPS Project (Stage 2) Source: EDU223 Instructor (if applicable): Dr. Theresa Overall Introduction to the Standard Standard: (5) The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues. Indicator: 5 (f) Engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work. Interpretation: An educator should be able to engage students while using different perspectives and different types of evaluations. There should be multiple forms of assessment within the class and they should not all be the same. So students will have a chance to find an area in which they excel at. Introduction to the Artifact: In my EDU223 class I had to create a GRASPS project in order to present at the ACTEM conference we attended. Rationale: The GRASPS (goal, role, audience, situation, product, standard) project that I created for the ACTEM project uses different forms of assessment as a final project for my unit plan. Students will have to create a new country in order to understand how political policies/systems work and understand the deeper meaning of Animal Farm. The end result that students will need to have include the creation of a new country and policies/system, a set of laws written down, a paper stating the type of government they have chosen and why, they will need to explain who is in what position and why. Leaders will also have either an online version of their new civilization, a drawn version, or another version that can be seen. I tried to base my assessments on the seven different types of learning styles. I have spatial, linguistic, mathematical, and interpersonal learning styles connected to my GRASPS project. I also tried to include multiple forms of assessment for my final assignment as a whole. Artifact: