Transcript Candidate Teaching Summit Presentation

Sara Denison
MAT Candidate Teaching
Summit Presentation
Spring 2013
Website
Email
"Education's purpose is to replace an empty mind with an open one."
~ Malcolm Forbes
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
“For the strength of
the Pack is the Wolf
and the strength of
the Wolf is the Pack”
Principal: Natalie Richmond
Asst. Principal: Shavanda Toomer
CST: Barbara Bell
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
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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
10:50- 11:20
Specials*
Lunch
Specials
Lunch
Specials
Lunch
Specials*
Lunch
Specials
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
* Grade Level Planning
Snack / Pack Up /
Read Aloud
Snack / Pack Up /
Read Aloud
Snack / Pack Up /
Read Aloud
Snack / Pack Up /
Read Aloud
As I Began Candidate Teaching…
Fears
Thoughts
Feelings
YIKES!!
Apprehension,
Uncertainty,
Excitement
Impressions of
Staff and
Administration
Strengths
Enthusiasm,
Lesson Plans,
Addressing
Modalities
Weaknesses
Classroom
and Time
Management
Domain I - Planning
Observation Plans
LP 2: Soil
LP 1: Calendar
LP 4: Plot
LP 3: Rhyming Words
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
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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 2: Soil
LP 1: Calendar
LP 4: Plot
LP 3: Rhyming Words
Assessments
Grouping Prior to and After Initial Lesson
Name
Kate
Dean
Khadija
Stephen
Annika
Lauren
Quinn
Ashley
Aidan
Peter
Roger
Katie
Cooper
Hannah
Kyson
Tessa
Maggie
Dylan
Group During Lesson
Above
Supported
Supported
Supported
Supported
On-Level
Supported
On-Level
On-Level
Above
Above
Above
Above
Supported
On-Level
On-Level
Above
Supported
Group After Lesson
Above
Supported
Supported
Supported
On-Level
Above
Supported
On-Level
On-Level
On-Level
Above
Above
Above
Supported
Above
On-Level
Above
Supported
Direction of Change
Moved Up
Moved Up
Moved Down
Moved Up
Assessments
Number
1
2
3
4
5
6
7
Word Pair
Fox / Socks
Cat / Hat
Cat / Cake
Boy / Bat
Fish / Dish
Foot / Book
Sam / Ham
Incorrect (%)
11%
5%
0%
5%
0%
27%
0%
Pre-Assessment
Number
1
2
3
4
5
6
7
8
9
10
Word Pair
Cat / Hat
Hop / Pop
On / Go
Get / Pet
Am / At
He / Be
Red / Said
Can / Me
Not / Hot
For / Run
Post-Assessment
Incorrect (%)
0%
0%
0%
12%
0%
0%
6%
0%
6%
0%
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
•
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•
•
THEN
Traditional
Skeptical About
Application of
Differentiation
Curious
Unaware of Need
to Address Many
Modalities**
NOW
• More Open to
Differentiation
• Have Seen Value
and Impact of
Differentiation
• Adamant That
Many Modalities
Be Addressed**
Professional Development
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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
Text Complexity
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: WU
StepH8r 2: TT2T
StepH8r 1: Y
StepH8r 2: WDHLM
StepH8r 1: WTMI
StepH8r 2: WE
…Suddenly, a fairy BFF appeared with a wand and said
IAG. I’m UR DGA!
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
It’s
A
Wrap
Reinhardt University