Candidate Teaching SummitPresentation

Matt HartwellMiddle Grades Education (math/reading focus)

R.M. Moore Elementary SchoolFifth Grade Math – Jennifer Bell

R.M. Moore

Waleska, Georgia.

Student body: 617.

Small school; one team of four teachers per grade.

Community is a small town. Many students have known each other their whole lives. Houses in the area are located on more acreage than an average neighborhood, though Lake Arrowhead is also in district.

My Classes Four periods (28, 17, 12, 22 –– 79 total)

Diversity: 77 Caucasian, 1 Hispanic, 1 African-American

Schedule:

HOMEROOM – Morning RoutineFirst PeriodHOMEROOM – Specials – PlanningSecond Period (snack)Third PeriodHOMEROOM – LunchRecessFourth PeriodHOMEROOM - Dismissal

In My Head… Felt confident from previous field experiences, camp,

coaching

Excited to start

Planning every day, multiple lessons

Behavior management, developing a rapport, energy level

Handing out consequences

Domain I: Planning for differentiated

instruction and assessment

Pre-assessments (LP 1)

Lesson Plan 1: Multiplication and

Division (Word Problems) Lesson Plan

PowerPoint

Three groups

Uniquely catered

Setup, math, generating own problems

Pre-assessments (LP 3)

Lesson Plan 3: Least Common Multiple

Lesson Plan PowerPoint

Three rotations

Different levels of scaffolding

Computer games, dice, word problems/application

Pre-assessments (LP 4)

Lesson Plan 4: Equivalent

Fractions/Simplest Form

Lesson Plan PowerPoint

Three groups

Uniquely catered

Puzzle, flash card, visual aid

Domain II: Providing differentiated

instruction and assessment

Assessment Activities LCM word problems

Assessment Activities (continued)

Assessment Activities (continued)

Assessment Activities (continued)

“Store” (performance-based task)

Technology Integration

Least Common Multiple

Equivalent Fractions

Classroom Management System

Behavior Card

BARK party

95 Point/90 Point Clubs

Domain III: Impacting student learning

Reflection

Lesson Plan 1: Multiplication and Division Word Problems (reflection)

Most to learn

Pre- to post-assessment results

Also: homework, conversations

Assessment ToolsStudent Name

Group Multiplication2x2 3x2

Division3/2 4/2

“Critical Thinking

”

Pre Post Differ-

ential

1 M so sm mm mm ss 0 20 +20Josh M os om mo mo om 60 40 -20Logan M oo om mo mm oo 60 60 0Evelyn M oo oo om mo os 80 60 -203 M o o o m o 80 ---                     Lexi S oo om oo os os 100

(late)40 -60

Emma T. S s s s s s 0    Jordann W. S so om so ms ss 40 40 0Claire S sm oo oo mm os 60 40 -20Samantha S oo oo sm mm ss 40 40 04 S os so so mm ss 20 40 +202 S oo oo oo ms sm 60 40 -20Annalee S so oo sm ss os 40 40 0Seth S mo so so mm sm 0 60 +605 S oo oo sm om om 80 60 -20Ross S o s o s m 40 ---  Faith S om so ss mm om 40 20 -20                   Thalia* A os oo oo ms oo 80 60 -20Kaleb^ A oo oo oo mo oo 80 100 +20April A oo oo om oo oo 100 80 -20Jeremy A oo oo oo om oo 100 80 -20                                 58 51.1 -120                   

                   

Student Name Group

Pre (+, -, x) Post Differential

April M 67 90 +23

Max M 67 --- N/A

Ross M 50 60 +10

Kaleb M 67 100 +33

2 M 67 50 -17

3 M 67 60 -7

Jeremy M 67 50 -17

Faith M 67 70 -17

Seth M 67 80 +13

Samantha M 67 50 -17

4 M 67 60 -7

Emma M 67 50 -17

Lexi M 50 70 +20

Claire M 67 90 +23

Jordann M 50 70 +20

Aubrie M 67 --- N/A

         

Annalee G 50 50 0

Josh G 83 75 -8

Evelyn G 67 50 -17

1 G 67 50 -17

Thalia G 83 58 -25

Logan G 83 50 -33

5 G 83 42 -41

    66.8 63.1 -98

Assessment Tools (continued)

Name/Group Defining (1)

Finding Multiple

s (4)

Finding LCM(4)

Word Proble

m(1)

Pre Post

Differential

Jordann (H) 0 0 0 0 0 88 +88

Josh (H) 0 0 0 0 0 92 +92

Thalia (H) 0 0 0 0 0 81 +81

Jeremy (H) 0 0 0 0 0 91 +91

Claire (H) 0 0 0 0 0 100 +100

Logan (H) 0 0 0 0 0 96 +96

Samantha (H) 0 0 0 0 0 24 +24

April (H) 0 0 0 0 0 92 +92

5 (N) 0 0 1 0 10 100 +90

3 (N) 0 0 0 1 10 94 +84

Evelyn (N) 0 0 0 1 10 100 +90

Annalee (N) 1 0 0 0 10 98 +88

Lexi (N) 1 0 0 0 10 100 +90

4 (N) 1 0 0 0 10 98 +88

Faith (N) 0 0 1 0 10 96 +86

Seth (N) 0 0 2 0 20 99 +79

Ross (N) 0 0 2 0 20 96 +76

2 (N) 0 0 3 0 30 96 +66

1 (N) 0 0 3 0 30 83 +53

Emma (N) 0 0 3 0 30 96 +66

Kaleb (N) 0 4 1 0 50 98 +48

6 (N) X X X X --- 96 ---

               

        Averages

11.9 91.5

+79.4

Name/Group Equivalent

Fractions (10)

Simplest Form (5)

Pre Post Differential

Lexi (P) 10, 10 5, 5 100 100 0

Seth (P) 10, 10 4, 4 93 93 0

Kaleb (P) 10, 10 4, 4 93 93 0

April (P) 10, 10 2, 5 80 100 +20

6 (P) 9, 10 2, 5 73 100 +27

Ross (P) 8, 10 2, 4 67 93 +26

Faith (P) 7, 10 3, 5 67 100 +33

2 (F) 5, 10 4, 4 60 93 +33

4 (F) 5, 8 3, 5 53 87 +34

3 (F) 8, 9 0, 5 53 93 +40

Jeremy (F) 2, 10 4, 5 40 100 +60

1 (F) 3, 9 3, 3 40 80 +40

Logan (F) 2, 8 3, 5 33 87 +54

Josh (F) 0, 10 4, 5 27 100 +73

Thalia (C) 2, 4 1, 5 20 60 +40

Claire (C) 0, 10 2, 4 13 93 +80

Jordann (C) 0, 7 2, 0 13 47 +34

Annalee (C) 0, 8 1, 5 7 87 +80

Emma (C) 1, 6 0, 0 7 40 +33

Samantha (C) 0, 10 0, 5 0 100 +100

Evelyn (C) 0, 10 0, 3 0 87 +87

5 (C) 0, 10 0, 5 0 100 +100

           

    Averages 42.7 87.9 +45.2

Domain IV: Professional

responsibilities in support of

differentiated instruction and

assessment

Professional Development Faculty meetings

Parent/teacher

PTA meeting

RTI

E-Club

Professional Organization Memberships

PAGE

GAE

Philosophy

Not drastically changed, but added

Teacher’s knowledge of content

Ability to set strong foundation of expectations, and have system of consequences

Fine line between being teacher/friend

Wayside

Future Plans I plan to substitute this coming spring

Attend graduate school at KSU or UGA

Coach

Future Challenges Keeping track

Discipline/handing down consequences

Patience with smart-alecks and general envelope-pushing

Thanks!

Patsy Jordan

Jennifer Bell

Parents

Reinhardt professors

Students