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Candidate TeachingCapstone Presentation
By:
Crystal Nunley
Spring 2011
Introduction
Conducted Candidate Teaching at Ellijay Elementary School in Ellijay, GA.
Collaborating Teacher was Mrs. Angie Booker
Taught all subjects including:Reading, Language Arts,
Science, Social Studies, and Science
Ellijay Elementary School
• Serves 592 students in grades 3rd-5th
• A 2010 Title I Distinguished School
• Current Principal is Sandy Layman
• Current Assistant Principal is April Smith
My Class* Consists of 21 students - 10 Males, 11 Females - 15 Caucasians, 6 Hispanics - 2 Special Education Students - 1 RtI Student
Our Daily Schedule:7:45-8:00
Homeroom/Journal8:00-8:45 Language Arts
8:45-10:45 Reading10:50-11:35 Specials (Art,
Music or P.E)11:38-12:08 Lunch12:08-12:38 Recess
12:38-1:16 Read Aloud1:16-1:40 Social Studies/Science 1:40-3:00 Math
3:00-3:15 Dismissal
My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began
Candidate Teaching
• I was very excited to begin Candidate Teaching but quickly became extremely OVERWHELMED!!
• My biggest fear was that I would teach a new concept to the students and they would look at me like I was crazy!
• My greatest strength going into student teaching was that I felt like I had the necessary tools to provide differentiation and truly make a difference.
Math Mini-Office Folders
Writing Portfolios
Planning ProcessBefore planning for differentiated instruction, Mrs. Booker 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?REQUIRED ARTIFACTS: Artifact Possibilities R At least three lesson plans or a unit plan
(At least one must be a READING lesson.)
Science Lesson Plan: MagnetsLanguage Arts Lesson Plan: Dictionary Use
Reading Lesson: Making an Inference
Magnets: Pre-Assessment
Other Artifacts Candidates Might Include:
Pre-Assessment Activities
Student Inventories ___ Student Interviews
Language Arts: Dictionary Use
Pre-Assessment
Student Interest Inventory
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?
• At least three of the following artifact possibilities • _R _ Various Assessment Activities • ____Performance-Based Tasks• ____Rubrics• ____Activities that integrate technology• ____Webquest• Videos and Photographs• Room Diagram• Links to websites utilized
• Student work• Classroom Management System
Required Artifacts:
Various Assessment Activities
Social Studies Lesson: Important People in United States History
Posters:
Timelines:
Movie Maker Video
Think Tac Toe
Student Work
Classroom Management
Bobcat Bucks:* School wideReceive a buck for: P: Positive Attitude A: Appreciative W: Work Ethic S: Safety*Every 3 weeks students trade Bobcat Bucks for enrichment time.
Technology
I used a Document Camera for the following:Word Walls
Poems/ChartsMorning Message
Questions of the DayEnvironmental PrintMath ManipulativeInteractive Writing
CRCT Review
Other Uses of Technology
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 on-going diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction?
REQUIRED ARTIFACTS: Artifact Possibilities
R _An example of one lesson, reflection, or use of assessment results to adjust instruction
R_ Completed Assessment Tools (Anecdotal Records, Rubrics, Checklists, Observation Reports, Analyses of Student Learning, etc.)
____Impact on Student Learning Reflections, evidence of use of assessment results, adjusted lesson plan(s)
Example of Lesson with Reflection
No Lesson Adjustment Necessary
Language Arts Lesson Plan: Dictionary Use
Analysis of Student Learning
Math Lesson Plan: Elapsed TimeAdjusted Plan
Completed Checklist
Completed Rubric
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. REQUIRED ARTIFACTS: Artifact Possibilities
_R List of Professional Development Activities (In-Services, Conferences: provide documentation)_R Professional Organization Memberships _R Teaching Philosophy at the conclusion of candidate teaching as contrasted with an earlier philosophy___ Evaluations from College Supervisors, Collaborating Teachers ___ Communication and Letters to and from Parents___ Lists of school meetings attended (PTA, SST, Parent Conferences, etc.)___ Self-Assessments___ Candidate may choose to describe an ethical dilemma he/she encountered in Candidate Teaching and the decision-making process that he/she or another went through in order to resolve this dilemma.___ Candidate may also choose to describe how participation in meetings, in- services, and professional development activities affected his/her teaching philosophy.
Professional Development Activities
Faculty MeetingsCRCT Training
Math Workshop
Professional Organization Memberships
National Educators AssociationNational Association of Educators of Young ChildrenGeorgia Association of Educators
Teaching Philosophy
My teaching philosophy has NOT changed very much after this experience. However, I did come to a realization about my philosophy. I whole heartedly believe in creating a sense of community in the classroom with morning meetings. After student teaching for the last several months, I have come the realization that this will be harder to achieve than I initially thought due to time issues. There is very little time in the day to spend doing anything other than instruction.
My Philosophy
Continuing Education Plan:• Taken and passed the Special Education General Curriculum GACE
•Plan to begin Specialist degree as soon as possible
•Hope to obtain Gifted Endorsement