MAT CANDIDATE TEACHING

1. MATCANDIDATE TEACHING SUMMIT PRESENTATION By Karen Garland EmailWebsite "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

2. PART I. INTRODUCTION

3. KAREN GARLAND • Master of Arts in Teaching: Early Childhood Education • Liberty Elementary School • 3rd Grade Reading and Social Studies • Collaborating Teacher: Ms. Doree Bradbury

4. 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

5. DEMOGRAPHICS • Approximately 1,400 students • 283 students are eligible for free or reduced-price lunch

6. MY CLASSES

7. SCHEDULE

8. THOUGHTS… FEELINGS… WEAKNESSES… STRENGTHS… AS I BEGAN CANDIDATE TEACHING Excited and thrilled to finally apply what we have been learning! My strengths include an excitement for learning and teaching! 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.

9. PART II. CANDIDATE PROFICIENCY EVIDENCE

10. 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?

11. STUDENT INTEREST INVENTORY Benchmark and Dibble Scores

12. PRE-ASSESSMENTS What do you know about the New Deal? What do you know about questioning? What is the main idea?

13. LESSON PLANS Lesson 1: How to Eat Fried Worms--Questioning Lesson 3: Franklin D. Roosevelt—The New Deal Lesson 2: Georgia State Capitol—Main Idea • Essential Question(s): • How did Franklin D. Roosevelt help people? * Lesson planning determined by standards to be covered prior to CRCT, basal reader, and the recommendations of my collaborating teacher.

14. 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?

15. STUDENT LEARNING STYLESUsing Technology • Videos • Interactive Flipcharts • Interactive PowerPoints • Jeopardy Reviews

16. BLOOM’S TAXONOMY Thick Questions Thin Questions

17. STUDENT PRODUCTS Choice, choice, choice… Art Riddles Songs Interview skits Posters

18. Interactive Activities

19. FLEXIBLE GROUPING, CENTERS, AND SCAFFOLDING • Think-Share-Pair • Carouseling • Jigsawing

20. 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?

21. 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

22. AUTHENTIC ASSESSMENTS • Formative • Observational Checklist • Use of Bloom’s during discussion

23. Summative • Product • Rubric

25. I M P A C T From pre-assessment to applied practice and formative assessments • 6 of the 12 students improving (beginning to late developing stage).

26. 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.

27. 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?

28. MY PHILOSOPHY… NOW AND THEN

29. PROFESSIONAL DEVELOPMENT

30. PART III. CONCLUSION

31. Continue Education • Reading Endorsement • Gifted Endorsement • GACE Middle and High School Science • Teach 21 • Doctorate THE NEXT STEPS… • Teaching Certificate • Full-time employment in a public or private school • Substitute teaching • EE consulting Keep Learning!

33. 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!

34. “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.”