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MELANIE HAWKINS
MAT CANDIDATE TEACHING
SUMMIT PRESENTATIONSPRING 2013
Website E-Mail
The influence of a good teacher can never be ERASED. ~ Author Unknown
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Melanie Hawkins
• Master of Arts in Teaching: Early Childhood Education
• Indian Knoll Elementary School
• 1st Grade• All Subjects• Collaborating
Teacher: Ms. Lisa Morris
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Indian Knoll Elementary School
• Size: 960 Studetns• Location: Canton, GA• Grades: K-6• Description of Community: Canton is located in Cherokee County
which is one of the fastest growing counties in the state. The school was built to house approximately 1250 students.
DEMOGRAPHIC DATA
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Demographic Data
Students 2012/2013School-wide 960White 74%Black 5%Asian 2%Hispanic 16%Indian <1%Multi Racial 2%ESOL 6%Free/Reduced 31%
MY CLASS, SIZE, DIVERSITY OF STUDENTS
• Composed of 24 Students• Diversity: 13 Boys & 11 Girls• By Race: 15 Caucasian, 1 African American,
6 Hispanic, 2 Asian • 3 IEP Students• 5 EIP Students• 6 ESOL StudentsRTI: Tier 1: 3 Students Tier 2: 7 StudentsTier 3: 1 Student
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CLASS SCHEDULE
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TIME SUBJECT COMMENTS
7:25-7:45 ARRIVAL/UNPACK/MORNING WORK
7:45-7:55 ANNOUNCEMENTS/LUNCH COUNT/ASP
7:55-8:40 SCIENCE/SOCIAL STUDIES• 6 ESOL Students Leave• EIP Students leave 3 Days a week• 3 Special Education Students Stay
8:40-9:20 SPECIALS/PLANNING PERIOD
9:40-9:50 TRANSITIONS TO CLASS/ SNACK
9:50-11:20
READING/ENGLISH & LANGUAGE ARTS
• 3 Special Education Students Leave• Volunteers come on Thursday to
pull students struggling with Reading
11:30-11:50
RECESS
12:00-12:30
LUNCH
12:35-1:05
SCIENCE/SOCIAL STUDIES
1:05-2:05 MATH • 3 Special Education Students Leave
2:02-2:10 PACK UP
2:10 DISSMISSAL
DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT
PSOE Proficiency 1.0: The teacher candidate uses knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content.
Reflective Analysis: How did I use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content?
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LESSON PLANS
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Lesson 1: What other animals live in the Artic.- Research Project.
Lesson 2: What is a Compound Word?
Lesson 3: What is the difference between a Good and a Service?
Butter + Fly = Butterfly
*Lesson Plans determined by Georgia Performance Standards, Georgia Common Core and National Standards.
PRE-ASSESSMENTS
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Compound
Words
Goods and Services
Thumbs Up or a Thumbs Down
Arctic Animals Research Project
DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT
PSOE Proficiency 2.0: The teacher candidate utilizes a variety of strategies to differentiate instruction and assessment.
Reflective Analysis: How did I utilize a variety of strategies to differentiate instruction and assessment?
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Other Methods of Differentiation Used:
• Choice Boards• Anchor Activities• Blooms Taxonomy • Interactive/Hands-on Lessons and Activities
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Integration of Technology
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Forms of Technology used:• PowerPoint• Interactive Flipcharts• Brainpop• Discovery Streaming• Interactive Computer games• Ipads• WebQuests
WEBQUEST
POST ASSESSMENTSTUDENT PRODUCTS
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Compound WordsOption 1
Option 2
Traits vs. BehaviorOption 1
Option 2
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DIFFERENTIATED ASSESSMENT RUBRICS
5th Grade Lesson Plan:Inherited Traits vs. Learned Behavior
1st Grade Lesson Plan:Compound Words
DOMAIN III: IMPACTING STUDENT LEARNING
Proficiency 3.0: The teacher candidate uses systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction.
Reflective Analysis: How did I use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction?
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IMPACT ON STUDENT LEARNING
Math Lesson Plan
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Lesson Plan: How Many Hands?
BookBy: David Adler
Social Studies Lesson Plan
Lesson Plan: Goods vs. Services
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INSTRUCTIONAL ADJUSTMENTS
Math Measurement Lesson Plan• Reviewed results of applied practice activity and decided that I needed
to reteach the content using a different approach.
• Retaught the students how to measure using non-standard units of
measurements.
• After re-teaching the content ,I gave the students another
measurement activity to insure that they understood the concept.
• Provided additional scaffolding for students that I thought were still
struggling with the content.
• I then gave the students a Post-Assessment activity to insure
that they had retained the content of how to measure items using
non-standard tools.
AUTHENTIC ASSESSMENT
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FORMATIVE• Observational
Checklist• Use of Bloom’s
questioning during discussion and throughout applied practice activity
DOMAIN IV: PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION & ASSESSMENT
• Proficiency 4.0: The teacher candidate displays a professional commitment to the teaching philosophy of differentiated instruction to support students’ diverse learning needs and to maximize learning.
• Reflective Analysis: How did I display a professional commitment to the teaching philosophy of differentiated instruction to support student’ diverse learning needs and to maximize learning? How has my teaching philosophy changed during Candidate Teaching?
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PROFESSIONAL DEVELOPMENT
PROFESSIONAL ASSOCIATIONS
IN-SERVICES AND TRAINING
PARENT/TEACHER CONFERENCES
• Kappa Delta Pi International Honor Society in Education
• RTI- 1st Grade Teacher computer training
• Bi- Weekly 1st Grade Team member meetings
• Member of SPAGE • Edmodo Computer Training
• 8 Parent/Teacher Conferences
• 2 Parent/Teacher Conferences for Behavior Intervention
• 1 RTI Tier 3 Conference with Counselors
MY PHILOSOPHY….THEN AND NOW
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INITIAL PHILOSOPHY CURRENT PHILOSOPHY
• Traditional Classroom • Constructivist Classroom
• Learning is based on repetition.• Learning is interactive, building on what the
student already knows.
• Whole Group Teaching • Grouping-based on student readiness.
• Students are recipients of knowledge.
• Students construct their own knowledge.
• Teacher’s role is directive, rooted in authority.
• Teacher’s role is interactive, rooted in negotiation.
• Assessment is through testing, correct answers.
• Assessment drives instruction.
• Knowledge is seen as inert.• Knowledge is seen as dynamic, ever changing
with our experiences.
• Students work primarily alone. • Students work primarily in groups.
• Learner differences aren’t important.
• Learner differences is very important.
• All students receive the same instruction.
• Content- Process- Product- Learning Environment
• What is differentiation?• Differentiated instruction can help meet the
needs of all learners.
• What is responsive Teaching?• Cultural experiences of students impacts how
they respond to classroom experiences.
THE NEXT STEPS
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Reading Endorsement
Gifted Endorsement
Specialist in School Counseling
Teach 21
Continue to develop and learn more about Differentiated Instruction
The older I get, the more I realize that there is always more to learn!
Full/Part-Time employment in a Public or Private school
Volunteer Work!
FURTURE CHALLENGES AS A TEACHER
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Time management
Parent/Teacher Conferences
Coming up with meaningful and engaging Lesson Plans
Ability to wear many hats within the classroom
Juggling
Being confident in my ability to be a GREAT teacher and positively impact student learning
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ADVICE FOR FUTURE EDUCATORS
Be confident
Be flexible
Be organized
Be open to change your point of view Be creative and try new things
Believe in yourself
Have fun!