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Cynthia WynnCandidate TeachingSummit PresentationApril 25, 2012
E m a i l : mai l to :wynn81634@students . re inhardt .edu Webs i te : h t tp : / /s tudentweb2 . re inhardt .edu /psoe /wynn81634
Quote : Educat ion i s l i ke a seed , i t w i l l he lp knowledge b loom
Education is the beacon to let knowledge shine
Part One: Introduction
Description
of Self and
Placement
Roles
Wife, Mother, Daughter and Sister
Background Career
Corporate/Business
Hilton Hotel Corporation Walt Disney World
Self Employed
Experience Working With Children
Parent and Youth Minister
Education BackgroundHigh School
East Lyme High School East Lyme, Connecticut
CollegeAssociate Degree
in Liberal Arts Mohegan Community College,
ConnecticutNow know as Three Rivers Community
College
Also studied Early Childhood Education and Nursing at
Mohegan
Education Major at Reinhardt
Early Childhood Education Major at Reinhardt University
for Grades K-5
Who is Cynthia Wynn ?
Cartersville Elementary
School
Old Alabama RoadCartersville, GA 3012
School DistrictCartersville City School
System
*School Placement
Picture credit: bestplaces.net
Located in Bartow County, Northwest section of the state
Cartersville has a population of approximately 19,700 residents.
According to the school system website, Cartersville in ranked 44th according to its population size.
Data collected from Cartersville Schools website
School DATA From Cartersville City School Board
Website
School System Profile
Four Schools: High School, Middle, Elementary and Primary
Title One School
Charter School System
Approximately 4,184 students in the school system
Diversity Profile: 55.8% Caucasian, 22.7% African American, 15.4 % Hispanic 5.9 % All other ethnic groups.
All data quoted from the Cartersville School System Website.
http://www.cartersville.k12.ga.us/system_profile.html , retrieved on April 9, 2012
Cartersville Elementary School
Third – Fifth Grade
2011-12 Student Population:
Under 1,000 students-984 Students
Title One School
The Classroom
and Collaboration
TeacherMrs. Hayley
GurleyFifth Grade
Reading Writing Language Arts
Morning Class Afternoon Class
*27 Students
* The Students
*28 Students
Student Diversity
Girls 26 Boys 29
Caucasian: 29 53%African American: 15 27%Hispanic: 11 20%
Academic DiversityESOL 4Gifted: 5RTI: 11SST: 3
Individual diversity: 55
Class, Size, Diversity of Students
Daily Schedule
7:45: Welcome Students
8:00-9:00: Writers Workshop
9:00-10:00: Readers Workshop
10:00-11:00: Special Area Instruction for Students
11:00-11:30: English Language Arts Skills
11:30-12:30: Readers Workshop
12:35-1:05: Lunch
1:05-1:25: Bathroom, Recess
1:30-2:00-English Language Arts Skills
2:00-3:00-Writers Workshop
3:00: Ready for Dismissal
Candidate Teaching
Thoughts and Feelings, Fears, Strengths and
Weaknesses Prior to this wonderful experience
Thoughts and Feelings: Excitement
Fears: Will I be able to learn how to be the best teacher possible for all the students
Strengths: I had the desire to do my best and make a difference for the students
Weakness: Lack of experience working in the classroom every day.
Wall Chart
Canes Cash
* Classroom Management
Checks & Infractions
*Small Groups
*Individual Desks such as in rows
*Individual work areas
Teaching locations
Differentiated
DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT
Lesson One: Independent and Dependent Clauses
Pre-Assessment: Independent and Dependent Clauses
Lesson Two: Reading-Plot and Plot Structure
Pre-Assessment: Reading Plot and Structure Lesson Three: Types of Sentences Pre-Assessment: Types of Sentences Lesson Four: What is a Vertebrate? -
Information Reading Lesson. Pre-Assessment: Vertebrates
DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT
In each lesson various differentiated instruction was provided such as grouping, visuals, kinesthetic movement, auditory and assessments. Here are some of the examples.
Brain Pop
Small Groups/Kinesthetic
Activities
Whole Group/interactiv
e Computer technology
Videos
Various assessments levels offered to the
students
DIFFERENTIATION • Created a skit for Number
of the Stars Novel
• Students created artwork to communicate a story and plot
• Used manipulative such as games and index cards
• Hand gestures and movements
• Created Multiple Choice Assessments, for a student, to match other assessments provided.
• Assisted student to type written responses.Power Points
Videos-Brain Pop
Pictures, charts, graphs
Models-Train, game board and other objects
Books
Instruction Style1) Individual
2) Pairs
3) Small Groups
4) Whole Groups
Verbal directions
Written directions
Modeled directions=provided visual examples for reference
Repeat directions
Used CD players: audio tapes and recordings
Discussions in various styles and sizes of groups
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: I used several tools to help me achieve this: Notes, record keeping, student work examples were some of the tools used. However, I also used charts and graphs to demonstrate student knowledge growth levels.100-Class
Percentage90-Class Percentage
76% 24%
Post AssessmentResults
100%: A- 19 students
90%: A- 6 students
Number of
Students
Skills demonstr
ated successful
ly througho
ut the lesson
Knowledge
Growth
27 11 16
1. First Lesson Plan
2. Pre-Assessment
3. Presentation Power Point
4. Small Group Activity One
5. Post Assessment
6. Impact on Learning Report
First Lesson- Language Arts- Clauses-Independent & Dependent
Name____________________________________________
Directions: Circle below ONLY the DEPENDENT CLAUSES 1. Until school ends
2. On the weekend I can sleep late in the morning
3. Although it was cold
4. The birds flew in the air with grace and ease
5. The party was fun
6. While I was at the park
7. After the show
8. Before I go to the game
9. Since Jack turned in his project
10. Jack’s school project was completed by the due date
Manipulative: Toy Train
Technology Tools
Small Group Activity&
Ongoing Assessment
Post Assessment
Pre Assessment
Rubric A 10-9 questions correct
B 8 questions correct
C 7 questions correct
D 5 questions correct
F 4 or less questions correct
Impact on Learning Results and Tools Used
Pre-AssessmentErrors
0 out of 3: 1O out of 4: 91 out of 3: 11 out of 4: 13 out of 4: 14 out of 4: 9
Post AssessmentResults
100%: A- 19 students
90%: A- 6 students
Impact on Learning Report100-Class Percentage
90-Class Percentage
76% 24%
Before the lessonPlanned and taught important terms
and skills necessary for the upcoming lesson
Continue building on new knowledgeSentence Structures
Second Lesson- Plot-Reading
1. Second Lesson Plan2. Pre-Assessment3. Presentation Power P
oint4. Small Group-Activity L
esson One5. Activity Lesson Two6. Post Assessment7. Impact on Learning
Report
Assessment
Individual and Pair Activity
Technology Teaching Tools
IMPACT ON LEARNING AND THE TOOLS USED
Pre-AssessmentError Results0=91=23=44=35=27=1
100% correct response
27 students
Class Percentage
100%
Number of Students Skills demonstrated successfully throughout
the lesson
Knowledge Growth
27 11 16
Post Assessment ResultsError Results
100% zero errors
Impact on Learning Report
Impact on Learning Results and how they were used in other lessons
Third Lesson-Third Kinds of Sentences-Writing
1. Third Lesson Plan
2. Pre-Assessment
3. Presentation Power Point
4. Small Group Activity
5. Post Assessment Level A
6. Post Assessment Level B
7. Impact on Learning Report
Name: ______________________________________________
Word Bank: Declarative, Imperative, Interrogative, Exclamatory
Directions: Use the word bank and determine what kind each sentence is. You will need to write the appropriate punctuation ending at the end of the sentence. Then write the type of sentence on the line which is tilted “type”
Stop, don’t cross the street _____________ Type: _____________________
Please pick up a pizza on your way home_________ Type: _______________
Do you like pepperoni on your pizza ______________ Type: ________________
I like to read____________________ Type__________________________________
Individual and Pair Activity
Technology Tools
Assessments BPre & A
Ongoing
Pre-AssessmentPost Assessments
A
Pre-Written Sentences Student Created
IMPACT ON LEARNING AND THE TOOLS USED
Ongoing Assessment Tool
Pre-Assessme
ntError
Results0=101=42=53=14=15=16=17=18=09=0
10=111=012=013=014=015=0
Sentences: Declarative
Interrogative
Imperative Exclamatory
Number of Students
Who made an error with the following types of sentences
15 9 7 5
Sentences: Declarative Interrogative Imperative Exclamatory
Number of Students
0 0 0 0 B
Post Assessment A
Post Assessment B
Overall Performance: 92% of the students made an 80% or higher on their post assessment scores. The student with the score of 6/15 although had errors, the student demonstrate growth from the pre-assessment. I also met with one student and on an individual one-on-one was able to review results and student verbalized their
understanding for this topic
Impact on Learning Report
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.
Professional Organizations
PAGE-Profession Association of Georgia Educators
GAE- Georgia Association of Educators
Training and Professional Development Opportunities
America’s Choice Training for English Language Arts
Pearson- Georgia Common Core Standards
ELA-Training at Cartersville Elementary SchoolWriters Workshop
CRCT TrainingLDS Training
After School Literacy Tutoring Program
Work Books
Meeting Opportunities
IEP
RTI
Parent Meetings
Staff Meetings
Future Plans As An Educator
1. Masters Degree in Education
2. Certification: all subject areas for Middle
School Grades
3. Certification: Special Education
4. Certification: Reading Endorsement
5. Certification: ESOL
6. Certification: Technology
Before
My thoughts were limited regarding how a classroom should look like and be managed .
I was limited to how I thought was a perfect method of teaching.
I had many classroom rules
Creativity was based on activities, it didn’t refer to my teaching style
Teaching Philosophy
After
Be flexible
Be Creative with my teaching style.
Differentiation is not just important its essential
Learning can take place at all times, never miss an opportunity to help students learn and reach the greatest potential
Have fewer classroom rules, and use acronyms to help students learn them.
A Special Thank You
I would like to thank all my teachers who have made my dream of becoming a teacher
possible.
Cynthia Wynn
Resources
Cartersville City School System Website, http://www.cartersvillecityschools.org
Ed helper
Photo Credits
Microsoft office Clipart
Bestplaces.net