Kristine KimbrellCandidate Teaching

MAT Summit Presentation

http://studentweb2.reinhardt.edu/psoe/Yokley94037/

E-Mail

"Do not go where a path may lead, go instead where there is no path and

leave a trail”- Ralph Waldo Emerson

PART I. INTRODUCTION:

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

PART II. CANDIDATE PROFICIENCY EVIDENCE:

Documentation of Competency

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

Lesson Plans

• Mental Math

• Money

• Sentence Types

Pre-Assessments-Mental Math

Pre-Assessments-Money

Pre-Assessments-Sentence Types

Group #1 Group #2

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?

Mental Math Lesson

Low Group Average Groups High Group

Money Lesson

• Used a coins flipchart whole group

Money Lesson

Low Group

High Group

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 Types Lesson

• Dump, Lump, Clump on the carpet

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

Professional Organization Memberships

• SPAGE• Alpha Chi National Honor Society• NAEYC

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

PART III. CONCLUSION:

Mat Candidate Teaching Experience

What’s Next?

• Back to work on May 14th to the Goddard School in Hickory Flat

• Will work in the Toddler classroom!• Continue to search for a teaching

position for next year!