Kristine KimbrellCandidate Teaching
MAT Summit Presentation
http://studentweb2.reinhardt.edu/psoe/Yokley94037/
"Do not go where a path may lead, go instead where there is no path and
leave a trail”- Ralph Waldo Emerson
My Placement• 2nd Grade
• Collaborating teacher: Anna Adler
• All subjects including:– Guided Math– Guided Reading– Unit of Study– Writing
• Located in Acworth, GA• Title I school• Around 800 students• Principal: Dr. Jennifer Scrivner• Assistant Principal: Claire Dravis• A diverse range of socioeconomic
statuses represented in this community
Oak Grove Elementary
My Class
• 22 students• 10 boys and 12 girls• 4 African American, 1 Korean, 3 Hispanic, 14
Caucasian• 1 EIP• 2 ESOL• 2 tested for AIM • 2 RTI’s
My Daily Schedule
• 8:25-9:10 Morning Work/AR Reading• 9:10-9:20 Calendar Math• 9:20-10:40 Guided Math• 10:40-11:05 Unit of Study• 11:05-11:35 Lunch• 11:35-12:15 Recess• 12:15-12:20 Water/Restroom• 12:20-1:40 Guided Reading• 1:40-2:00 Unit of Study• 2:00-2:50 Specials• 2:50-3:30 Pack-up, dismissal, & AR reading
Thoughts, Feelings, Fears
• Nervous• Apprehensive• Anxious• Wondering what my collaborating teacher
would be like• How much work was it going to be?• Will I be able to make it without having any
income?• Eager to meet my class• Ready to get started• Excited
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 Plan?
• I used the following resources:
1. Ms. Adler2. The curriculum books/resources3. The Internet4. The 2nd grade team5. Knowledge from MAT classes
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?
Sentence Types Lesson• Had students practice labeling different
sentences written on sentence strips• Did a worksheet based on the sentence types as
a group.
Sentence Type Lesson
• At the student’s seats, they had a story where they were labeling the different types of sentences contained in it.
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?
Mental Math Lesson• The plan: For the students to learn strategies to start doing
addition and subtraction problems in their heads.
• The pre-assessment showed most students did not have this skill.
• Each group did a separate activity starting at the level they were working at.
Score Range
80% or above
70% to 80%
60% to 70%
50% to 60%
Below 50%
# of students
1 5 2 9 5
Mental Math Results• After teaching the lesson, the post-assessment results are as
follows:
• Next step was to go to back with the students in the lowest group who scored below a 70% and look at basic subtraction with re-grouping because these are the problems that they missed the most in the post-assessment.
Score Range
90% or above
80% to 90%
70% to 80%
60% to 70%
Below 60%
# of Students
6 7 5 2 2
Sentence Type Lesson• The plan: For the students to understand and be able to recognize
the sentence types: declarative, interrogative, imperative, and exclamatory or statement, question, command, and exclamation.
• The students had almost no knowledge of this. The pre-assessment results are shown below.
• The students were grouped to start the differentiated activities.
Range of scores
60% to 70%
50% to 60%
40% to 50%
30% to 40%
20% to 30%
Below 20%
# of students
1 0 3 7 5 4
Sentence Type Results• After teaching this lesson, the post-assessment results are shown
below.
• Next step is to move on to the next language arts skill, suffixes. I re-taught this concept to the student who scored the lowest.
Score 100% 93% 86% 36%
# of Students 12 5 1 1
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 Activities
• Faculty Meetings• Grade Level Meetings• Stem Night• Parent-teacher conference• ILT Meetings• IEP Meetings• Rainbows
Philosophy Change
Before
• Strictly behaviorist
•Skeptical of how to differentiate
•Teacher taught the class in a whole group setting- very traditional
Now
• Still believe in behaviorism with positive reinforcement aspects
•More humanistic
•Love guided reading and guided math way of teaching
•Believe in differentiation
•See how pre-assessments and ongoing assessments guide teaching