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Candidate Teaching Summit Presentation April 25, 2012. Cynthia Wynn. Education is the beacon to let knowledge shine. Email: mailto:wynn81634@students.reinhardt.edu Website: http:// studentweb2.reinhardt.edu/psoe/wynn81634 Quote: Education is like a seed, it will help knowledge bloom.
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Candidate Teaching Summit Presentation April 25, 2012 Cynthia Wynn Education is the beacon to let knowledge shine Email: mailto:wynn81634@students.reinhardt.edu Website: http://studentweb2.reinhardt.edu/psoe/wynn81634 Quote: Education is like a seed, it will help knowledge bloom
Description of Self and Placement Part One: Introduction
Who is Cynthia Wynn ? Roles Wife, Mother, Daughter and Sister Background Career Corporate/Business Hilton Hotel Corporation Walt Disney World Self Employed Experience Working With Children Parent and Youth Minister Education Background High School East Lyme High School East Lyme, Connecticut College Associate Degree in Liberal Arts Mohegan Community College, Connecticut Now know as Three Rivers Community College Also studied Early Childhood Education and Nursing at Mohegan Education Major at Reinhardt Early Childhood Education Major at Reinhardt University for Grades K-5
Cartersville Elementary School Old Alabama Road Cartersville, GA 3012 School District Cartersville City School System • Located in Bartow County, Northwest section of the state • Cartersville has a population of approximately 19,700 residents. • According to the school system website, Cartersville in ranked 44th according to its population size. • Data collected from Cartersville Schools website School Placement Picture credit: bestplaces.net
School DATA From Cartersville City School Board Website • Cartersville Elementary School • Third – Fifth Grade • 2011-12 Student Population: • Under 1,000 students-984 Students • Title One School School System Profile Four Schools: High School, Middle, Elementary and Primary Title One School Charter School System Approximately 4,184 students in the school system Diversity Profile: 55.8% Caucasian, 22.7% African American, 15.4 % Hispanic 5.9 % All other ethnic groups. All data quoted from the Cartersville School System Website. http://www.cartersville.k12.ga.us/system_profile.html , retrieved on April 9, 2012
The Classroomand Collaboration TeacherMrs. Hayley Gurley Fifth Grade Reading Writing Language Arts
Class, Size, Diversity of Students Morning Class Afternoon Class 27 Students • 28 Students Student Diversity Girls 26 Boys 29 Caucasian: 29 53% African American: 15 27% Hispanic: 11 20% Academic Diversity ESOL 4 Gifted: 5 RTI: 11 SST: 3 Individual diversity: 55 The Students
Daily Schedule 7:45: Welcome Students 8:00-9:00: Writers Workshop 9:00-10:00: Readers Workshop 10:00-11:00: Special Area Instruction for Students 11:00-11:30: English Language Arts Skills 11:30-12:30: Readers Workshop 12:35-1:05: Lunch 1:05-1:25: Bathroom, Recess 1:30-2:00-English Language Arts Skills 2:00-3:00-Writers Workshop 3:00: Ready for Dismissal
Candidate Teaching Thoughts and Feelings, Fears, Strengths and Weaknesses Prior to this wonderful experience Thoughtsand Feelings: Excitement Fears: Will I be able to learn how to be the best teacher possible for all the students Strengths: I had the desire to do my best and make a difference for the students Weakness: Lack of experience working in the classroom every day.
Wall Chart Canes Cash Classroom Management Checks & Infractions
Small Groups • Individual Desks such as in rows • Individual work areas Differentiated Teaching locations
DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT • Lesson One: Independent and Dependent Clauses • Pre-Assessment: Independent and Dependent Clauses • Lesson Two: Reading-Plot and Plot Structure • Pre-Assessment: Reading Plot and Structure • Lesson Three: Types of Sentences • Pre-Assessment: Types of Sentences • Lesson Four: What is a Vertebrate? -Information Reading Lesson. • Pre-Assessment: Vertebrates
DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT • In each lesson various differentiated instruction was provided such as grouping, visuals, kinesthetic movement, auditory and assessments. Here are some of the examples. Small Groups/Kinesthetic Activities Whole Group/interactive Computer technology Various assessments levels offered to the students Videos Brain Pop
Created a skit for Number of the Stars Novel • Students created artwork to communicate a story and plot • Used manipulative such as games and index cards • Hand gestures and movements • Created Multiple Choice Assessments, for a student, to match other assessments provided. • Assisted student to type written responses. Instruction Style Individual Pairs Small Groups Whole Groups Verbal directions Written directions Modeled directions=provided visual examples for reference Repeat directions Used CD players: audio tapes and recordings Discussions in various styles and sizes of groups DIFFERENTIATION Power Points Videos-Brain Pop Pictures, charts, graphs Models-Train, game board and other objects Books
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:I used several tools to help me achieve this: Notes, record keeping, student work examples were some of the tools used. However, I also used charts and graphs to demonstrate student knowledge growth levels. Post Assessment Results 100%: A- 19 students 90%: A- 6 students
First Lesson- Language Arts- Clauses-Independent & Dependent Manipulative: Toy Train First Lesson Plan Pre-Assessment Presentation Power Point Small Group Activity One Post Assessment Impact on Learning Report Post Assessment Pre Assessment Small Group Activity & Ongoing Assessment Technology Tools Name__________________________________ Directions: Circle below ONLY the DEPENDENT CLAUSES 1.Until school ends 2.On the weekend I can sleep late in the morning 3.Although it was cold 4.The birds flew in the air with grace and ease 5.The party was fun 6.While I was at the park 7.After the show 8.Before I go to the game 9.Since Jack turned in his project 10. Jack’s school project was completed by the due date
Impact on Learning Results and Tools Used • Impact on Learning Report Pre-Assessment Errors 0 out of 3: 1 O out of 4: 9 1 out of 3: 1 1 out of 4: 1 3 out of 4: 1 4 out of 4: 9 Post Assessment Results 100%: A- 19 students 90%: A- 6 students
Continue building on new knowledge Sentence Structures Before the lesson Planned and taught important terms and skills necessary for the upcoming lesson
Assessment Second Lesson Plan Pre-Assessment Presentation Power Point Small Group-Activity Lesson One Activity Lesson Two Post Assessment Impact on Learning Report Individual and Pair Activity Technology Teaching Tools Second Lesson- Plot-Reading
IMPACT ON LEARNING AND THE TOOLS USED • Impact on Learning Report Pre-Assessment Error Results 0=9 1=2 3=4 4=3 5=2 7=1 Post Assessment Results Error Results 100% zero errors
Impact on Learning Results and how they were used in other lessons
Pre & A Assessments B Third Lesson Plan Pre-Assessment Presentation Power Point Small Group Activity Post Assessment Level A Post Assessment Level B Impact on Learning Report Ongoing Third Lesson-Third Kinds of Sentences-Writing Individual and Pair Activity Technology Tools Name: ______________________________________________ Word Bank: Declarative, Imperative, Interrogative, Exclamatory Directions: Use the word bank and determine what kind each sentence is. You will need to write the appropriate punctuation ending at the end of the sentence. Then write the type of sentence on the line which is tilted “type” Stop, don’t cross the street _____________ Type: _____________________ Please pick up a pizza on your way home_________ Type: _______________ Do you like pepperoni on your pizza ______________ Type: ________________ I like to read____________________ Type__________________________________
Post Assessments IMPACT ON LEARNING AND THE TOOLS USED Pre-Assessment • Impact on Learning Report Pre-Assessment Error Results 0=10 1=4 2=5 3=1 4=1 5=1 6=1 7=1 8=0 9=0 10=1 11=0 12=0 13=0 14=0 15=0 Post Assessment A A Post Assessment B Ongoing Assessment Tool B Overall Performance: 92% of the students made an 80% or higher on their post assessment scores. The student with the score of 6/15 although had errors, the student demonstrate growth from the pre-assessment. I also met with one student and on an individual one-on-one was able to review results and student verbalized their understanding for this topic • Student Created Pre-Written Sentences
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.
PAGE-Profession Association of Georgia Educators GAE- Georgia Association of Educators Professional Organizations
America’s Choice Training for English Language Arts Pearson- Georgia Common Core Standards ELA-Training at Cartersville Elementary School Writers Workshop CRCT Training LDS Training After School Literacy Tutoring Program Work Books Training and Professional Development Opportunities
IEP RTI Parent Meetings Staff Meetings Meeting Opportunities
Masters Degree in Education Certification: all subject areas for Middle School Grades Certification: Special Education Certification: Reading Endorsement Certification: ESOL Certification: Technology Future Plans As An Educator
Teaching Philosophy • After • Be flexible • Be Creative with my teaching style. • Differentiation is not just important its essential • Learning can take place at all times, never miss an opportunity to help students learn and reach the greatest potential • Have fewer classroom rules, and use acronyms to help students learn them. • Before • My thoughts were limited regarding how a classroom should look like and be managed . • I was limited to how I thought was a perfect method of teaching. • I had many classroom rules • Creativity was based on activities, it didn’t refer to my teaching style
A Special Thank You I would like to thank all my teachers who have made my dream of becoming a teacher possible. Cynthia Wynn
Resources Cartersville City School System Website, http://www.cartersvillecityschools.org Ed helper Photo Credits Microsoft office Clipart Bestplaces.net