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Graduate portfolio

Graduate portfolio






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    Graduate portfolio Graduate portfolio Presentation Transcript

    • Graduate Portfolio Crystal Fluharty 2011 Click to Proceed
    • Table of Contents
      • Resume
      • Transcript
      • Reference Letters
      • Student Teaching Reflection
      • “ Reason to be a Teacher”
      • 7 th Grade Science “Interactions of Living Things” Unit
      • Muskingum University Formative Evaluation
      • Buckeye Local Jr. High Literacy Night
      • Lesson Plan
      • Assessment Analysis
      • Environmental Behavioral Support
      • Final Evaluation
      • * Click on any document to view in a larger format
      • * Use the Nature Journal icon to navigate through the presentation
    • Graduate Transcript
    • Final Evaluation
    • Pre-assessment Chart
      • Pre-assessment given to find out what the students already know about the material.
      • All students were given an “A” in the grade book for attempting to answer the questions.
    • Pre-assessment January 26, 2011
      • 1) Compare and Contrast: Biome &
      • Biosphere
      • 2) Put the Levels of Organization in Order from smallest to largest
      • Population > Biome > Organism > Eco system > Biosphere > Community
      • 3) What are the 4 main elements of the Biosphere?
      • This unit was selected for me by my cooperating teacher. The students took a total of 4 pre-assessments with in the unit “Interactions of Living Things”: Unit Pre-assessment, Section 1 Pre-assessment, Section 2 Pre-assessment, and Section 3 Pre-assessment. I am going to focus on Section 1 for this part of my portfolio.
      • I first went through and decided what main concepts I wanted my students to learn within this unit, these concepts created the final unit post-assessment. I then proceeded to create the section 1 pre-assessment, as you can see on the left.
      • From the pre-assessment I found that all the students were not comfortable with the section 1 material. As you can see they are thinking on the right level, but do not have the correct key terms in use. I proceeded to teach lessons as I had planned.
    • Post-assessment Chart Post-assessment given after spending a week interacting with the academic material. January 26, 2011 – February 1, 2011 The three students who failed were given the option to improve their grade after having a mini lesson to re teach material. Click on Charts to view
    • Post-assessment I found from the post-assessment that the majority of the students were understanding the material, but three students were still struggling. Student 1 clearly did not know the material. Student 2 knew some of the material, I believe that the concept map was confusing to them. Student 3 did not know the material and struggled with the concept map. As the class worked on their unit authentic assessments I had a mini lesson with these three students focusing on two main points: Explaining the concept map to them and explaining the main concepts for this section. We created a concept map together on a piece of poster board with the main concepts and how they are connected. The three students then proceeded to re take the post-assessment.
    • Re-teaching Post Assessment
      • Student 1 made great improvement!
      • Student 2 still struggled with the main concepts
      • Student 3 improved, still struggling with the 4 major elements of a biosphere
      • As discussed the 3 students and I went over the material in detail together as a mini lesson. We made a concept map of our own using all the key terms presented on the assessment.
    • Re-teach Post assessment/ Graph to Summarize Student Progress Back to the Table of Contents
    • Lesson Plan (Click to view)
    • Reference Letters (Click to view)
    • 7 th Grade Life Science “Interactions of Living Things” Unit
      • This is the short version of the unit I planned and used for the 7 th Grade Life Science Unit. You can see the adjustments that I made because of snow delays, early dismissals, and cancellations. I incorporated Marzano’s methods as much as I could while keeping the book the teacher used. While I was there the teachers were going through Marzano training and shared my strategies that I was using in the classroom with their instructor.
      • The portfolios, labs, stations, and authentic assessment were a huge hit with the students, teachers, and principal. The students’ authentic assessments were displayed in the hall across from the office. This was a great feeling!
    • Muskingum University Formative Evaluation
      • This is the final Formative Evaluation that my second cooperating teacher filled out. I believe that she is a very strict tough teacher and value her opinion as a professional. She has 30+ years experience in the classroom and so I decided to use this as one of my artifacts.
    • Buckeye Local Jr. High Literacy Night
      • I was invited to present with the teachers at Literacy Night about the technology that I was using in the classroom. It was a great night meeting parents and feeling like a true part of the Buckeye Local Jr. High Team of Educators!
    • Student Teaching Reflection
    • Reason to be a Teacher