1. 2 Master of Arts in Teaching: Early Childhood Education Indian Knoll Elementary School 1 st Grade All Subjects Collaborating Teacher: Ms. Lisa Morris.

MELANIE HAWKINS

MAT CANDIDATE TEACHING

SUMMIT PRESENTATIONSPRING 2013

Website E-Mail

The influence of a good teacher can never be ERASED. ~ Author Unknown

1

PART I.

INTRODUCTION:

2

Melanie Hawkins

• Master of Arts in Teaching: Early Childhood Education

• Indian Knoll Elementary School

• 1st Grade• All Subjects• Collaborating

Teacher: Ms. Lisa Morris

3

4

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

5

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

6

CLASS SCHEDULE

7

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

Thoughts….Feelings….Fears….Strengths….Weaknesses as I Began Candidate Teaching

8

My Thoughts

CANDIDATE PROFICIENCY EVIDENCE:

9

PART II.

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?

10

LESSON PLANS

11

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 

12

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?

13

14

FLEXIBLE GROUPING, TIERED ACTIVITIES, CENTERS, AND SCAFFOLDING

Other Methods of Differentiation Used:

• Choice Boards• Anchor Activities• Blooms Taxonomy • Interactive/Hands-on Lessons and Activities

15

Integration of Technology

16

Forms of Technology used:• PowerPoint• Interactive Flipcharts• Brainpop• Discovery Streaming• Interactive Computer games• Ipads• WebQuests

WEBQUEST

17

ASSESSMENT ACTIVITIESFOR APPLIED PRACTICE

STUDENT SELF-ASSESSMENT

18

POST ASSESSMENTSTUDENT PRODUCTS

19

Compound WordsOption 1

Option 2

Traits vs. BehaviorOption 1

Option 2

20

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?

21

IMPACT ON STUDENT LEARNING

Math Lesson Plan

22

Lesson Plan: How Many Hands?

BookBy: David Adler

Social Studies Lesson Plan

Lesson Plan: Goods vs. Services

APPLIED PRACTICE ASSESSMENT

FOR MEASUREMENT

23

24

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.

25

POST ASSESSMENT FOR MEASUREMENT LESSON

AUTHENTIC ASSESSMENT

26

FORMATIVE• Observational

Checklist• Use of Bloom’s

questioning during discussion and throughout applied practice activity

27

SUMMATIVE ASSESSMENTPRODUCT/RUBRICS

25/25 Points 16/25 Points

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?

28

29

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

30

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.

CONCLUSION: 

31

PART III.

THE NEXT STEPS

32

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

33

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

34

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!

35

FARWELL CARDS FROM MY STUDENTS