Sara Denison MAT Candidate Teaching Summit Presentation Spring 2013 "Education's purpose is to replace an empty mind with an open one." ~ Malcolm Forbes.

Sara DenisonMAT Candidate Teaching

Summit PresentationSpring 2013

"Education's purpose is to replace an empty mind with an open one."~ Malcolm Forbes

Website

Email

Introduction

Sara W. Denison

• Master of Arts in Teaching: Early Childhood Education • Sweet Apple

Elementary School• Located in Roswell,

Fulton County• Kindergarten All Subjects• Collaborating Teacher:

Ms. Amanda Whiteside

Fulton County

• 58 Elementary Schools, grades K-5 (prekindergarten available in some schools)

• System-wide Enrollment: 93,818• 2011-12 Racial Composition:

Black White Hispanic Asian Multi-Racial Native American 42% 33% 13% 9% 3% less than 1%

• 2011-12 System-wide Free/Reduced Meals: 44% Eligible

Sweet Apple Elementary

Principal: Natalie RichmondAsst. Principal: Shavanda ToomerCST: Barbara Bell

“For the strength of the Pack is the Wolf and the strength of

the Wolf is the Pack”

Sweet Apple Elementary

Sweet Apple Elementary

Young Audiences Smart Start program – 8 week artist in residency program to reinforce the Language Arts standard of retelling a story. TOTAL: $3,500.00

Class, Size, Diversity of Students

• Kindergarten, Full Inclusion• 20 Students• 9 Girls and 11 Boys• 19 Caucasian• 1 Mixed Race• 1 SST• 1 IEP• 1 Recommended for IEP / 2 for SST• 6 Tested for TAG (3 Accepted)

My Friends

Schedule

From-To: Monday Tuesday Wednesday Thursday Friday

7:15 - 7:50 Wake Up Work Wake Up Work Wake Up Work Wake Up Work Wake Up Work

7:50 - 8:10 Announcements and Calendar Time

Announcements and Calendar Time

Announcements and Calendar Time

Announcements and Calendar Time

Announcements and Calendar Time

8:10 - 9:00 Math Workshop Math Workshop Math Workshop Math Workshop Math Workshop

9:15 - 9:45 Writer's Workshop Writer's Workshop Writer's Workshop Writer's Workshop Writer's Workshop

9:50 - 10:30 Specials* Specials Specials Specials* Specials10:50- 11:20 Lunch Lunch Lunch Lunch Lunch

11:20 - 11:45 Read Aloud /Bathroom Break

Read Aloud / Bathroom Break

Read Aloud / Bathroom Break

Read Aloud / Bathroom Break

Read Aloud / Bathroom Break

11:45 - 12:00 Recess Recess Recess Recess Recess

12:00 - 12:30 Rest and Reflection Rest and Reflection Rest and Reflection Rest and Reflection Rest and Reflection

12:30 - 12:50 Share Time Share Time Share Time Share Time Share Time

12:50 - 2:00 Reader's Workshops Reader's Workshops Reader's Workshops Reader's Workshops Fun Friday

2:00 - 2:15 Science / Social Studies Science / Social Studies Science / Social Studies Science / Social Studies Fun Friday

2:15 - 2:25 Snack / Pack Up / Read Aloud

Snack / Pack Up / Read Aloud

Snack / Pack Up / Read Aloud

Snack / Pack Up / Read Aloud

Snack / Pack Up / Read Aloud

* Grade Level Planning

As I Began Candidate Teaching…

YIKES!!

Thoughts

Apprehension, Uncertainty, Excitement

Feelings

Classroom and Time

Management

WeaknessesEnthusiasm, Lesson Plans, Addressing Modalities

Strengths

Impressions of Staff and

Administration

Fears

Domain I - Planning

Observation Plans

LP 1: CalendarLP 2: Soil

LP 3: Rhyming Words

LP 4: Plot

Sample Plan

LP 3: Rhyming Words

My Planning

• ALWAYS Start With the Standards– ELACCKRF2: Demonstrate understanding of spoken

words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words.

• Pre-Assess

My Planning

• Group Based on Results (Scores, Readiness)• Address as Many Modalities as Possible for

Various Student Needs• Determine Applied Practice Activities Based on

Pre-Assessment and Multiple Intelligences• After Seeing Process of Pre-Assessment and

Student Scores Post-Assessment Must Be Reworked to Be Independent Activity

Instructional Strategies

• Flexible Grouping• Partner Work – Assigned and Student Chosen• Whole Group• Small Group• One-On-One Instruction• Multiple Modalities Addressed• Bloom’s Questioning• Choice-Based Activities• Multiple Product Choices Available• Centers

Domain II - Instruction

New Knowledge

Teacher will say words that rhyme with student names. When they hear their rhyme they can sit. Once seated, teacher will explain that rhymes/word families are groups of words that all end with the same sound.

Teacher will use post-it notes to show how you can switch out the first sound, leaving the ending sound and make a different, rhyming word (_at, _ap, _an). Further explain that rhymes are like names; people in your family may all have the same last name but they each have a different first name, just like the word family words.

Students will move through three rotations in 15 minute increments. When rotations are complete, students will work through Dr. Seuss flipchat on Activboard.

Applied Practice

Assignment 1: Dice Coloring Sheet. Activity will be differentiated by reading level and early finisher activities.

Assignment 2: Don’t Hop On Pop. Activity will be differentiated by number of rhymes that students must provide when landing on various words.

Assignment 3: Word Family Books. Activity will be differentiated by ending sound provided. Supported learners will work with _at books, on-level will work with _an books, and above level will work with _ap books.

Hands-On Activities

Making Connections

Technology

Books, Books, and More Books

Brain Breaks

Domain III - Impact

Student Impact

LP 1: CalendarLP 2: Soil

LP 3: Rhyming Words

LP 4: Plot

Assessments

Name Group During Lesson Group After Lesson Direction of ChangeKate Above Above Dean Supported Supported

Khadija Supported Supported Stephen Supported Supported Annika Supported On-Level Moved UpLauren On-Level Above Moved UpQuinn Supported Supported Ashley On-Level On-Level Aidan On-Level On-Level Peter Above On-Level Moved DownRoger Above Above Katie Above Above

Cooper Above Above Hannah Supported Supported Kyson On-Level Above Moved UpTessa On-Level On-Level

Maggie Above Above Dylan Supported Supported

Grouping Prior to and After Initial Lesson

Assessments

Number Word Pair Incorrect (%)1 Fox / Socks 11%2 Cat / Hat 5%3 Cat / Cake 0%4 Boy / Bat 5%5 Fish / Dish 0%6 Foot / Book 27%7 Sam / Ham 0%

Number Word Pair Incorrect (%)1 Cat / Hat 0%2 Hop / Pop 0%3 On / Go 0%4 Get / Pet 12%5 Am / At 0%6 He / Be 0%7 Red / Said 6%8 Can / Me 0%9 Not / Hot 6%

10 For / Run 0%

Pre-Assessment

Post-Assessment

Adjustments Based On Impacts

• Flexible Planning– Ability To Adjust Based On Student Needs

• Adjusted Assessments– Using Data From Lesson To Change Assessments

• Re-Teaching– Collecting Data and Addressing Weaknesses With

Additional Instruction

• Re-Framing of Student Expectations– Learning What the Students Are Actually Capable Of

Versus What I Think They Can Accomplish

Domain IV - Responsibilities

My Philosophy

My Philosophy

THEN NOW• Traditional• Skeptical About

Application of Differentiation• Curious• Unaware of Need

to Address Many Modalities**

• More Open to Differentiation• Have Seen Value

and Impact of Differentiation• Adamant That

Many Modalities Be Addressed**

Professional Development

• Weekly Staff Meetings• Collab Teams• Key Teams• Grade Level Meetings – Monday and Thursday

Every Week• 2 SST Meetings• Attended School Luau• Supervised During Two Field Trips• 2 Extended Planning Sessions• Kindergarten Musical Rehearsals

Professional Development

Professional Development

BITD a girl BKA Sin Di had 2 N/C stepH8rs who made her do all of the work while they text each other:

StepH8r 1: WUStepH8r 2: TT2TStepH8r 1: YStepH8r 2: WDHLMStepH8r 1: WTMIStepH8r 2: WE

…Suddenly, a fairy BFF appeared with a wand and said IAG. I’m UR DGA!

Text Complexity

Professional Development

Conclusion

Next Steps

• Future Education: – Additional Endorsements– Specialist in Education (EdS)– Possible Doctorate

• Future Plan: – Get a Job!– Get a Job!– Get a Job!

• Possibilities: – If Future Plans Don’t Work Out - Sub, Tutor, Mentor,

Look at Daycare Centers

And…Scene

MAT

Reinhardt

University

It’s A Wrap