mat candidate teaching by karen garland emailemail websitewebsite "once children learn how to...
TRANSCRIPT
MAT CANDIDATE TEACHING
By Karen GarlandEmail Website
"Once children learn how to learn, nothing is going to narrow their mind. The essence of teaching is to make learning contagious, to have one idea spark another."
~ Marva Collins
SUMMIT PRESENTATION
PART I. INTRODUCTION
KAREN GARLAND• Master of Arts in
Teaching: Early Childhood Education
• Liberty Elementary School
• 3rd Grade Reading and Social Studies
• Collaborating Teacher: Ms. Doree Bradbury
LIBERTY ELEMENTARY SCHOOL
Located in Canton, Georgia in a rural fringe territory, less than 5 miles from an urban area
– Middle class subdivisions and rural homes– Some apartment homes and low-income homes– Parent involvement is very high
Students
Caucasian- 73%
Hispanic- 10%
Black- 10%
Two+ races- 4%
Asian- 3%
DEMOGRAPHICS• Approximately 1,400 students • 283 students are eligible for free or reduced-price lunch
MY CLASSESPeriod # of
students# of boys & girls
# by race Comments
Homeroom 25 13 boys12 girls
3 African American1 Asian American2 Hispanic American19 Caucasian
First 26 14 boys12 girls
3 African American2 Hispanic American21 Caucasian
8 gifted
Second 23 12 boys11 girls
3 Hispanic American1 Asian American19 Caucasian
Third 17 8 boys9 girls
1 African American2 Hispanic American14 Caucasian
2 inclusion, 5 RTIs, 1 ELL
Fourth Rotates once a week
Third period rotation includes 7 additional inclusion students
SCHEDULETime Period Subject # of Students Comments
7:30 – 8:10 Homeroom Morning work 24
8:10 – 9:10 1 Reading 26 Gifted students pulled out on Wednesday
9:10 – 10:10 2 Reading 23
10:10 – 11:10 3 Reading 17 8 have IEPs or RTIs
11:14 – 11:44 Lunch
11:50 – 12:20 Recess/Read-A-Loud Time
12:25 – 1:10 Specials Planning Period
1:15 – 2:00 4 Social Studies # of students change weekly
First, second, and third period classes rotate weekly—Third period includes 5 inclusion students
THOUGHTS… FEELINGS… WEAKNESSES… STRENGTHS…
AS I BEGAN CANDIDATE TEACHING
Excited and thrilled to finally apply what we
have been learning!
Nervous and apprehensive about providing authentic
learning experiences that
meet the need of all the students.
My weaknesses are my classroom management and time management
skills.
My strengths include an
excitement for learning and
teaching!
PART II. CANDIDATE PROFICIENCY EVIDENCE
DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION &
ASSESSMENT
• 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?
STUDENT INTEREST INVENTORY
Benchmark and Dibble Scores
PRE-ASSESSMENTS
What is the main idea?
What do you know about the New Deal?
What do you know about questioning?
LESSON PLANS
* Lesson planning determined by standards to be covered prior to CRCT, basal reader, and the recommendations of my collaborating teacher.
Lesson 1: How to Eat Fried Worms--Questioning
Lesson 2: Georgia State Capitol—Main Idea
Lesson 3: Franklin D. Roosevelt—The New Deal
Essential Question(s):How did Franklin D. Roosevelt
help people?
DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION &
ASSESSMENT • 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?
STUDENT LEARNING STYLES
Using Technology
• Videos• Interactive
Flipcharts• Interactive
PowerPoints• Jeopardy Reviews
BLOOM’S TAXONOMYThick Questions
Thin Questions
STUDENT PRODUCTSChoice, choice, choice…
ArtRiddlesSongsInterview skitsPosters
Interactive Activities
FLEXIBLE GROUPING, CENTERS, AND SCAFFOLDING
• Think-Share-Pair• Carouseling• Jigsawing
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?
IMPACT ON STUDENT LEARNING
Lesson 1 Impact: How to Eat Fried Worms--Questioning
Lesson 2 Impact: Georgia State Capitol—Main Idea
Lesson 3 Impact: Franklin D. Roosevelt—The New Deal
AUTHENTIC ASSESSMENTS
• Formative• Observational
Checklist• Use of
Bloom’s during discussion
• Summative– Product– Rubric
From pre-assessment to applied practice and formative assessments • 6 of the 12
students improving (beginning to late developing stage).
IMPACT
INSTRUCTIONAL ADJUSTMENTS
• Whole group instruction during the reading of the text as a group
• Carouseling activity based on 2 questions
• Main idea matching game
Reteach how to locate the main idea
and supporting details with all but one
of the students who participates in
the period 3 reading class, which is
four students (Trevor, Sarah, Brianna,
and Gregory).
Provide additional scaffolding for a
secondary activity about the New
Deal for those students who scored
lower than a 12 on their applied
practice project, which was 12 of the
12 students.
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 your teaching philosophy changed during Candidate Teaching?
MY PHILOSOPHY… NOW AND THENInitial Philosophy Current Philosophy
• Progressivist and Humanistic philosophy, which not only has an academic focus, but also the emotional, social, and physical well-being of the student.
• Students will more frequently forget information if it is drilled into their brains. However, if students were to discover the reasoning behind concepts on their own, they may become more interested in the subject matter as well as continue their joy in learning.
• Since this time I have observed that learning happens when children are excited, motivated, and interested in the materials being presented. Subjects should be taught in a way that nourishes curiosity, creativity, compassion, and other virtues. This can be accomplished through the use of hands-on, inquiry-based learning and real-world experiences that build problem-solving and critical thinking skills. However, I also now realize that it is equally up to the student to WANT to learn.
PROFESSIONAL DEVELOPMENTProfessional
AssociationsIn-Services and Training
Parent/Teacher Conferences
Other School Events
• Student Professional Association of Georgia Educators
• Georgia Science Teachers Association
• National Science Teachers Association
• Environmental Education Alliance of Georgia
• Alpha Chi National Honor Society
• Kappa Delta Pi International Honor Society in Education
• Common Core Faculty Meeting—January 25, 2012
• GCRCT Team Building and Test Prep Meeting
• GCRCT –February 29, 2012
• Administrative Faculty Meeting—April 11, 2012
• PAGE Code of Ethics Webinar—March 31, 2012
• 6 grade-level meetings
• 3 parent/teacher conferences
• 1 RTI Tier 3 Conference
• Volunteered at the school wide Math and Science Night
• Attended the school art show
PART III. CONCLUSION
THE NEXT STEPS… Continue Education
• Reading Endorsement• Gifted Endorsement• GACE Middle and High
School Science• Teach 21• Doctorate
Teaching Certificate• Full-time employment in
a public or private school• Substitute teaching• EE consulting
Keep Learning!
ADVICE FOR FUTURE EDUCATORS
• Be flexible;• Stay organized;• Remember to reflect;• Get to know your
students;• Keep a sense of
humor;• Embrace the
challenges;• Be creative and try
new ideas; and• Have fun!
“My greatest goal for teaching is to empower students to believe in their own
value, stimulating their interest to question, and providing the tools to
discover answers. I also want to inspire them to love learning and establish the
skills to achieve health, respect, prosperity, and happiness.”