Eileen Gilbert’s

MAT Candidate Teaching Summit Presentation

Spring 2014

Website E-Mail

"Always remember your are braver than you believe, stronger than you seem and smarter

than you think," A.A. Milne

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Eileen Gilbert

• Master of Arts in Teaching: Early Childhood Education

• Clark Creek STEM Academy• Dr. Margy McCown• Third Grade• All Academic Subjects

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Clark Creek Elementary School

• Opened in Fall 2013 • Located in Acworth, GA• 922 students, Grades K - 5• Title I Distinguished School• STEM Academy• 51% receive free or reduced

breakfast and lunch

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Class, Size, Diversity of Students

• 23 Students– 15 Boys– 8 Girls

• All students reading on or above grade level

• 8 AIM Students• 1 with a 504 Plan• 3 on RTI behavior plans

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Schedule

• 7:45-8:00  Morning Activities• 8:00-9:30  Reading• 9:35-9:55  Recess

• 10:00-10:45  Language Arts• 10:45-11:50  Math

• 11:51-12:21  Lunch• 12:25-1:10  STEM/Science/Social Studies

• 1:15-2:00 Specials• 2:23  Dismissal

*AIM on Wednesdays*STEM/Science Labs on Mondays  10:00-11:00

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My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began

Candidate Teaching

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• Am I ready for this?• I can do this!• Can I do this?• Will I be in the way?• What if we don’t get along?• I think I am good at classroom

management?• I can do this!

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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• Co-Teaching Models with Dr. McCown.

• Review of standards.

• Third grade team planning.

• Review of pre-assessment data.

• Consideration of individual student ability, multiple intelligences, and student differences.

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Planning

Lessons

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Lesson 1: Fables

Lesson 2: Fractions

Lesson 3: Magnets

Pre-Assessments

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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Fables LessonStrategies used to Differentiate

Instruction

Differentiation strategies used: 1) Think Tac Toe Board based on Student Learning Styles

(Student Choice); 2) Anchor Activities (Early Finishers); 3) Flexible Groups w/“TAPS” = Total Group, Alone, Pairs, Small Groups.

Differentiated element(s) used: _ content process (think tac toe bd;

anchor activities) _ product learning environment (TAPS)

Co-Teaching Model:One Teach – One Assist

Fraction LessonStrategies used to Differentiate

Instruction

• Differentiation strategies used: 1) Tiered Activities based on Student Readiness; 2) Anchor

Activities (Early Finishers); 3) Flexible Groups w/“TAPS” = Total Group, Alone, Pairs, Small Groups.

• Differentiated element(s) used:_ content process (tiered & anchor activities)_ product learning environment (TAPS)

• Co-Teaching Model:One Teach – One Assist

Let’s Investigate!• My favorite part of differentiation!

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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Assessment

• Formative Assessment DataoStudent observation formsoSmall group discussion

• Summative Assessment DataoStudent productsoRubricsoTests

Impact on Student Learning

• Fables Lesson

• Fraction Lesson

• Magnet Lesson

Fables Lesson Assessment

Fables Lesson Assessment

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? 20

List of Professional Development Activities

Professional Association

In-Services and Training

Parent/Teacher Conferences

Other School Events

Presentations

•Member of SPAGE

•CRCT Training•Global Classroom Training•OAS Training•TKES Training•PBL Learning Training•Monthly Faculty Meetings (Feb, March, & April)•Team Meetings

•Participated in 9 parent/teacher conferences.

•Helping at the school wide STEM Night.

•Attended the third grade music concert.

•Presented at the Impacting Student Learning 2014 Conference.

•Presented at the COAS.

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Teaching Philosophy

PAST• Students are the most

important.• Nurturing

environment.• Everybody learns

differently. • Praise diversity in

your classroom. • Assessment is

important.

PRESENT• After my experience in the

classroom I still stand by my original teaching philosophy, but now I know the proper terminology and how to drive instruction with assessment. I had the right idea when beginning this program, but now I know how to implement differentiation correctly.

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Continuing Plan to Develop as a Professional Educator

• ESOL Endorsement• Teach 21 Endorsement• Math or Science Endorsement• GACE for Special Education K-12• GACE Science or Math for Middle

Grades• Substitute Teaching in Multiple

Counties

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