Words of Wisdom

"A hundred years from now, it will not matter what kind of car I drove, what kind of house I lived in, how much money I had in the bank...but the world may be a better place because I made a difference in the life of a child." -- Forest Witcraft

Candidate TeachingCapstone

Presentation

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.-William Ashe Ward

http://studentweb2.reinhardt.edu/psoe/Corr85833

Corr85833@students.reinhardt.edu 

             

Tena Corr

Tena Rawls Corr

Early Childhood Education

Introduction

Conducted Candidate Teaching atIndian Knoll Elementary in

Canton, Georgia.

Collaborating Teacher Mrs. Jamie Nelson

First Grade

Subjects Taught:

• Reading,• Language Arts

• Science, • Social Studies

• Science• Math

• Computer

Indian Knoll Elementary School

Opened in 2011

900 students between kindergarten and fifth grade

Principal –Dr. Ann Gazell

Assistant Principal –Susan Bruno

Assistant Principal-Dr. Richie Carnes

Mascot: Firebirds

Mascot: FirebirdsColors: Gold, Blue and Green

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

I was super excited to begin Candidate

Teaching but quickly became extremely OVERWHELMED!

My strengths are being well

organized and having a passion

for teaching!

My greatest fear was not being

able to complete all the lesson

plans.

My Class

9 Males 13 Females

15 Caucasians6 Hispanics

1 African American5 Gifted Students

2 RTI Students6 ESOL Students

Consists of 22 Students

My Students

Class Schedule

Subject Number of Stude

nts

Number of Gifted and/or

Disabilities

Notes

7:45-8:00 MorningAnnouncement

22

8:00-9:30 Reader’s Workshop

17 5 Gifted Gifted pull out Monday

9:30-1020 Math 20 2 EIP 2 EIP pullout Mon-Fri

10:20-11:35 Science and Social Studies

17 5 ESOL 5 ESOL pullout Mon-Fri

11:39-12:09 Lunch 22

12:09-12:30 Minute Drills 22

12:30-1:15 Specials 22

1:15-1:40 Writer’s Workshop

22

1:40-2:00 Recess and Dismissal

22

Planning Process

Before planning for differentiated instruction, Mrs. Nelson and I would meet once a week to discuss concepts that I would need to cover the following week. I was free to use any resources and techniques I felt were necessary to ensure success for all students. Before planning each lesson, I always implemented some type of pre-assessment to gain knowledge of what each individual student already knew about the concepts.

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 you use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content?

How did I differentiate?

Pre-Assessments

Student Interest Inventory

Planning for Differentiated Instruction & Assessment

Lessons

Lifecycle of a Butterfly

It’s About Time

A Bad Case of Stripes

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 you utilize a variety of strategies to differentiate instruction and assessment?

Technology

• Direct Instruction Flipcharts

• Student Applied Practice

Menu Board

V OCABULARY & SPELLINGWrite the vocabularywords in ABC order.

VOCABULARY & SPELLINGComplete the vocabulary

worksheet..

V OCABULARY & SPELLINGUse the dictionary and write the

definitions of the vocabulary words.

GRAMMARWrite the correct punctuation mark in

each sentence.1. What is Camilla’s favorite food _2. Camilla likes lima beans_3. Do you like lima beans_4. I love the taste of lima beans_5. Camilla’s skin turned into a rainbow of stripes__6. Can I have some beans_7. Do you like school__

GRAMMARWrite the plural forms of the

following words: penny dish brother plate bean bunny pencil dog shoe doll girl mother boy pencil shoes stripe

GRAMMARWrite a letter to Camilla. Tell

her about you first day at Indian Knoll.

COMPREHENSIONComplete the Comprehension

Test.

COMPREHENSIONComplete the Comprehension

Test.

COMPREHENSIONComplete the Comprehension

Test.

A Bad Case of Stripes

Student Work

Integrate Music and Movement

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 you use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction?

Authentic Assessments

Differentiation• Student Choice• Higher Order

Thinking• Multiple

Intelligences

Impact on Student Learning

Community Helpers

Rubric

1Weak

Little or noevidence of

learning basedon the outcome

2Basic

Beginning of or some evidence of learning based on the outcome

3Proficient

Detailed and consistentevidence of learning based

of the outcome

4Strong

Highly creative,inventive, mature

presence of outcome

Accuracy andComprehension of community helpers as a whole

Did notunderstand thecommunity helpers at all.Forgot to list thetools and equipment.

Very vague descriptionand understanding ofthe communityhelpers. Forgot toincorporate importantroles and duties. Didn'tmention tools.

The student showed an understanding of the community helpers and usevery descriptive words.Relayed some but not all roles and duties. Mentionedtools but didn't giveexamples of how used they are used when needed.

The student gave a detailed description ofthe community helpers listing occupation, role insociety, and duties.Gave examples. Talked about tools equipment, place, of work, and morewhen needed.

Use of Non-Verbal ability through Illustrations

Includes vaguepictures andartwork andinformationassociated withthe communityhelper.

Includes pictures andartwork andinformation associatedwith the communityhelper.

Neatly includes detailed pictures and artwork and information associated withthe community helper.

Neatly and creativelyincludes detailedpictures and artwork andinformation associated with the communityhelper.

Communicationwith studentsduring pair share/partner work

Rarely listens to,shares with, andsupports theefforts of others.Often is not agood team player.

Often listens to, shareswith, and supports theefforts of others, butsometimes is not agood team member.

Usually listens to, shares, with, and supports the effortsof others. Does not cause trouble in the group.

Almost always listens to, shares with, and supports the efforts ofothers. Tries to keep people working welltogether.

Creativity ofProducts

The student didnot make orcustomize any ofthe products withcreativity.

Products were madeor customized by thestudent, but the ideaswere typical ratherthan creative.

The products reflect student creativity in their creation and/or display.

All of the productsproduced reflect an exceptional degree ofstudent creativity in their creation and/or display.

Student Inventory

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 you 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?

Professional Development Activities

Faculty MeetingGrade Level Meetings

6+1 Traits of Writing

Professional Organization Memberships

Teaching Philosophy

Before NowVery naïve, long and

theoreticalMature, realistic, short

and concrete

Humanist Humanist

Differentiated Instruction

Differentiated Instruction

Future Education Plan

Continuing Education Certification Employment

• Gifted Endorsement

• Teach 21

• Obtain Master’s Degree at Reinhardt University

Special Education

• Search for full-time position in a public or private school

• Continue with paraprofessional job at Canton Elementary

Special Thanks

I thank God for allowing me this opportunity to help fulfill my passion for teaching.

I thank all the faculty and staff at Reinhardt who helped me pave my road to success.

My husband and daughter whom were my greatest cheerleaders.

Faculty and staff at Indian Knoll whom provided me with never ending support.