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.”