Kristine Kimbrell Candidate Teaching MAT Summit Presentation

1. 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

2. PART I.  INTRODUCTION:

3. My Placement • 2nd Grade • Collaborating teacher: Anna Adler • All subjects including: • Guided Math • Guided Reading • Unit of Study • Writing

4. Oak Grove Elementary • 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

5. 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

6. 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

7. 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

8. PART II.  CANDIDATE PROFICIENCY EVIDENCE: Documentation of Competency

9. 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?

10. How Did I Plan? • I used the following resources: • Ms. Adler • The curriculum books/resources • The Internet • The 2nd grade team • Knowledge from MAT classes

11. Lesson Plans • Mental Math • Money • Sentence Types

12. Pre-Assessments-Mental Math

13. Pre-Assessments-Money

14. Pre-Assessments-Sentence Types Group #1 Group #2

15. 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?

16. Mental Math Lesson Low Group Average Groups High Group

17. Money Lesson • Used a coins flipchart whole group

18. Money Lesson High Group Low Group

19. Sentence Types Lesson • Had students practice labeling different sentences written on sentence strips • Did a worksheet based on the sentence types as a group.

20. Sentence Types Lesson • Dump, Lump, Clump on the carpet

21. Sentence Type Lesson • At the student’s seats, they had a story where they were labeling the different types of sentences contained in it.

22. 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?

23. 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.

24. 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.

25. 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.

26. 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.

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 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?

28. Professional Activities • Faculty Meetings • Grade Level Meetings • Stem Night • Parent-teacher conference • ILT Meetings • IEP Meetings • Rainbows

29. Professional Organization Memberships • SPAGE • Alpha Chi National Honor Society • NAEYC

30. Philosophy Change

31. PART III. CONCLUSION:  Mat Candidate Teaching Experience

32. 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!