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Richard Kook’s MAT Candidate Teaching Summit Presentation Spring 2013

Richard Kook’s MAT Candidate Teaching Summit Presentation Spring 2013. Website E-mail “One generation plants the trees, another gets the shade.”. INTRODUCTION to my Candidate Teaching. Richard Buchanan Kook. Master of Arts in Teaching Johnston Elementary 3 rd Grade All subjects

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Richard Kook’s MAT Candidate Teaching Summit Presentation Spring 2013

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  1. Richard Kook’sMAT Candidate Teaching Summit PresentationSpring 2013 Website E-mail “One generation plants the trees, another gets the shade.”

  2. INTRODUCTIONto my Candidate Teaching

  3. Richard Buchanan Kook • Master of Arts in Teaching • Johnston Elementary • 3rd Grade • All subjects • Collaborative Teacher: Josephine Modica

  4. Johnston Elementary • 541 Students, K-5 • Located in Woodstock, Georgia • Opened in 1981 and named after Cherokee County Teacher Florine Dial Johnston • 32% of students on free lunch • 42 ESOL Students • Wide economic backgrounds and parent involvement

  5. Class, Size, Diversity of Students My 3rd grade classroom: • 24 Students • 2 Special Education • 3 Students with IEP’s • 5 ESOL Students • 5 AIM Students • 8 Latino, 2 African American, 14 Caucasin • http://www.cherokee.k12.ga.us/Schools/johnston-es/about/default.aspx

  6. Schedule Morning Work: 7:30 – 8:00 Reading: 8:00 – 9:20 Specials: 9:20 – 10:00 Math: 10:00 – 11:10 Lunch: 11:10 – 11:45 Math: 11:45 – 12:05 Recess: 12:05 – 12:35 Language Arts: 12:35 – 1:15 Social Studies/Science 1:15 – 2:10

  7. My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began Candidate Teaching Anxious Adaptable Classroom management experience Nervous Planning a unit

  8. DOMAIN I:PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT PSOE 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?

  9. WHERE DO I START?

  10. Student Interest and Background “My Life on a Time Line”

  11. PRE-ASSESSMENTS Graphing

  12. Lesson Plans L.B.J. Lesson Plan What character traits did L.B.J. have? What adjectives can I use to describe him? Graphing Lesson Plan How do I read, interpret, and create graphs? Magnets Lesson Plan How do they work? What do they attract?

  13. DOMAIN II:PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT PSOE 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?

  14. HOW DO I RELATE CONTENT? Appropriate Literature Use Manipulative Examples

  15. INCORPORATING TECHNOLOGY Student’s Leading the Way! Accommodate Student Needs

  16. L.B.J. Small Group for ESOL Buddy Reading Independent Reading Grouping permitted equal access to content Grouped Heterogeneously for LBJ Poster

  17. JIGSAW IT!

  18. Using Readiness Level and Bloom’s Heat and Energy Field Trip to the Zoo!

  19. Carousel Reading

  20. LET STUDENTS DECIDE RECYCLE GIRL!

  21. ENOUGH TALK: LET’S BE SCIENTISTS

  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 I use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction?

  23. Assessment Data

  24. Assessment Data: Lesson’s Learned “This part of the lesson lacked an appropriation for time during the newspaper reading.” “I should have aligned the pre-assessment… Unfortunately, the content based pre-assessment gave me no information - other than the fact that students had never heard of Lyndon B. Johnson.” “I will include more “out of text” questions for students to practice their skills of critical thinking in reading comprehension for future lessons.” “Needless to say, tomorrow I will start out with the manipulatives as I should have today.”

  25. Assessment Data Skittles Impact

  26. 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 my teaching philosophy changed during Candidate Teaching?

  27. PHILOSOPHY: THEORY INTO PRACTICE OLD NEW “Daunting task to differentiate off the cuff” “Impact student learning”

  28. Professional Development

  29. Continuing Plan to Develop as a Professional Educator: Training • Gifted Endorsement • Teach 21 Certification • High School History Certification • Promethean/Smart-Board Training • Sensory Education Training

  30. Continuing Plan to Develop as a Professional Educator: Goals • Use Kahn Academy • Enact Literature Circles • Art Integration • Teach Students How To Learn • Start an Outdoor School

  31. Farewell

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